Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. 1. Introduction One area of growing concern for both researchers and educators is providing educational services to children with autism spectrum disorders (ASD). Serving students with ASD poses a challenge to public schools because very few comprehensive interventions have been rigorously and systematically tested in school settings, as opposed to highly controlled research settings [1, 2]. Despite the limited data on the effectiveness of specific evidence-based practices (EBPs) in schools, many teachers report supporting and using such practices [3]. However, they also state that they typically modify EBPs for use in the classroom by combining and adapting EBPs from various training protocols to fit their own teaching preferences and the needs of individual students [4]. While it is possible that these informal adaptations based on teachers’ judgment may not change the effectiveness of the intervention, research in other areas suggests that the positive outcomes demonstrated in research settings may not be maintained when programs are modified [5]. These issues are indicative of poor translation of information from research to educational settings. Researchers and educators alike often are frustrated by the gap between research and practice [6–8]. There are concerns on both sides regarding the utility of EBPs developed in research settings for use in educational environments. Researchers question whether educators attempting to replicate research models adequately assess fidelity of
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