A Preliminary Investigation Into Teacher Perceptions of the Barriers to Behavior Intervention Implementation

Evidence-based practices are rarely translated into school settings. The literature examining the science-to-practice gap provides possible explanations, although these explanations are not supported with empirical evidence. Variables affecting behavior intervention implementation, such as lack of teacher training, lack of time, lack of resources, teacher stress level, and lack of administrative support, were examined in this preliminary study as possible explanations. Surveys were collected from 67 elementary teachers. Results regarding possible barriers to implementation indicate that the majority of respondents rated the severity of 12 of 19 barriers as extremely serious. Barriers rated as extremely serious were related to resources, training, and educator variables. In addition, significant correlations were found between job stress and the severity ratings of barriers related to lack of time, training, and support. Understanding these variables may provide important information to aid in the translation of current evidence-based practices into schools.