Reported prevalence by Australian special educators of evidence-based instructional practices

Mark Carter*, Jennifer Stephenson, Iva Strnadová

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

37 Citations (Scopus)


This research examined the reported level of implementation of eight practices in a national sample of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.

Original languageEnglish
Pages (from-to)47-60
Number of pages14
JournalAustralasian Journal of Special Education
Issue number1
Publication statusPublished - 2011


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