Evidence-Based Practices in Inclusive Classrooms: Use and Predictors among Teachers of Students with Autism in Amman

This study investigated the extent to which teachers of students with autism spectrum disorder (ASD) implement evidence-based practices (EBPs) in inclusive schools in Amman and whether use varies by gender, academic degree, or participation in training. Using a descriptive cross-sectional design, a random sample of 125 ASD teachers (105 female, 20 male) completed a validated 28-item EBP-use instrument. Descriptive statistics and a three-way ANOVA were conducted. Overall EBP use was high (M = 2.71). No statistically significant differences were found by gender or academic degree (α = 0.05), whereas teachers who had completed training courses reported significantly higher EBP use (α = 0.05). Findings indicate that professional learning—rather than demographic characteristics or formal qualifications—drives classroom adoption of EBPs. Implications include prioritizing in-service EBP training, embedding EBPs in pre-service preparation, and providing coaching to support sustained, high-fidelity implementation. Future research should employ observational measures and longitudinal or experimental designs to test impacts on fidelity and student outcomes in Jordanian inclusive settings.