Evaluating Implementation Fidelity of Evidence-Based Practices in Autism Spectrum Disorder Educational Programs Using the School WORK Framework

Abstract

Autism Spectrum Disorder (ASD) is the fastest-growing developmental disability in the United States, with a rising demand for implementation of evidence-based practices (EBPs) in school settings. Despite the identification of EBPs, consistent and systematic implementation remains a significant challenge due to limited training capacity, inconsistent fidelity, and a lack of tools for measuring real-world application. To address this gap, the HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK© framework—a structured observational tool designed to evaluate the fidelity of EBP implementation across five core domains: classroom environment, assessment, curriculum planning, behavioral intervention, and teaching strategies. This poster presents data from district and classroom applications of the tool across Indiana, demonstrating the measure's utility in identifying strengths and areas for targeted professional development. Findings indicate that the School WORK© tool not only detects meaningful change in classroom practices over time but also informs sustainable training and systems-level transformation in autism educational programming.