Implement Evidence-Based Practices in Special Education Using University of Kansas Research

Teachers and school administrators across the USA constantly face a persistent challenge: the gap between knowing about an effective instructional method and actually applying it in the classroom. In the field of special education, this disparity can have significant consequences for students who rely on precise, individualized interventions to succeed academically and socially. Recent research from the University of Kansas provides a practical, structured method to close this gap, offering much-needed teachers support and a clear pathway to adopt evidence-based practices.

Understanding the Know-Do Gap in Special Education

Professional development workshops and academic journals regularly introduce educators to new, evidence-based practices. However, learning about a technique during a summer seminar is vastly different from executing it seamlessly during a chaotic Tuesday morning. This disconnect is commonly referred to as the “know-do gap.”

For special education teachers, the know-do gap is particularly pronounced. These educators must frequently adapt interventions to meet diverse and complex learning needs, often while managing heavy caseloads and extensive paperwork. When a new strategy is introduced, teachers may understand its value but hesitate to implement it due to unaddressed internal anxieties, conflicting priorities, or a lack of structural support. Simply providing information is rarely enough to change daily classroom behavior.

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How the University of Kansas Improves Teachers Support

Recognizing that traditional training models fall short, researchers at the University of Kansas have shifted their focus from merely delivering information to actively facilitating behavioral change. Maria Hugh, an assistant professor of special education at KU, leads this research by examining the internal reasons educators resist or delay adopting new methods.

Hugh’s work operates on a fundamental psychological principle: attitudes and beliefs are highly predictive of whether a person will adopt a new habit. Just as individuals know they should exercise or eat healthier but often fail to do so, educators know they should use evidence-based practices but encounter similar internal friction. By targeting these malleable beliefs rather than just imparting knowledge, the University of Kansas is redefining what effective teachers support looks like in modern schools.

Introducing the BASIS Framework for Evidence-Based Practices

The core of this new approach is a framework called BASIS, which stands for Beliefs and Attitudes for Successful Intervention in Schools. BASIS is not a new teaching curriculum for students; rather, it is a professional development protocol designed specifically for educators and school mental health professionals. It blends three distinct psychological techniques to drive individual change:

• Motivational Interviewing (MI): A conversational approach that helps educators articulate their own motivations for change, explore their hesitations, and resolve internal conflicts about adopting a new practice.
• Strategic Education: Providing the specific, practical knowledge required to execute the new intervention correctly.
• Social Influence Techniques: Leveraging peer networks and professional norms to encourage the adoption of best practices.

Instead of lecturing teachers on what they should be doing, BASIS uses motivational interviewing to ask educators questions about a practice. This allows them to anticipate specific obstacles—such as limited time or lack of administrative backing—and develop concrete plans to overcome those hurdles before they ever step foot in a classroom.

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Measurable Results for Special Education Professionals in the USA

The effectiveness of the BASIS framework was recently tested in a comprehensive study involving 191 school counselors and psychologists across eight states in the USA. The goal was to see if this approach could help professionals implement an evidence-based practice called Trauma-Focused Cognitive Behavioral Therapy (TF-CBT).

The results were highly promising. Educators who received the BASIS training implemented TF-CBT comprehensively. They demonstrated high facilitator competence, maintained participant responsiveness, and adhered strictly to the intervention’s requirements—a concept known as fidelity. Furthermore, the study found that educators who received the motivational interviewing component implemented the practices significantly sooner than those who did not. In the context of a rigid school year, getting started quickly can mean the difference between a student receiving timely help or falling further behind.

Explore our related articles for further reading on special education strategies.

Addressing Time Constraints and Leadership Barriers

A critical component of the BASIS framework is its realistic approach to external barriers. The researchers noted that resistance to new evidence-based practices is rarely due to stubbornness or an unwillingness to help students. Rather, it is a logical response to systemic pressures.

Teachers have finite time and energy. When asked to add a new initiative, they must implicitly ask themselves: “What am I going to stop doing to make room for this?” Additionally, if a teacher senses a lack of clear structural support from building principals or district leaders, they are less likely to invest effort in a new practice.

BASIS directly addresses these realities. During the training, educators are encouraged to identify these external constraints and strategize ways to navigate them. By validating the real-world pressures that special education teachers face, the framework builds trust and removes the guilt often associated with failing to implement new initiatives.

Scaling Educator Support Through Virtual Training

Another significant finding from the University of Kansas study was the successful virtual delivery of the BASIS training. The research team delivered the intervention entirely online, making it accessible to professionals in widely distributed geographic areas across the USA.

Equally important was the discovery that school professionals could competently conduct motivational interviewing and other BASIS techniques with their own colleagues. This peer-to-peer capability is a game-changer for sustainability. It proves that schools do not need to rely indefinitely on outside researchers or expensive consultants to maintain momentum. By building internal capacity, schools can create a self-sustaining culture of continuous improvement and ongoing teachers support.

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Moving Forward: Practical Solutions for School Administrators

The research team at the University of Kansas is not stopping with this initial study. They are currently leading several grant-funded projects to refine and expand the BASIS framework. One major development is the creation of a digitized version of the training that can be completed in 75 minutes, a significant reduction from the original three-hour format. This shorter duration makes it much more feasible for busy educators to participate without sacrificing entire days of instruction.

Future iterations are also focusing on how to individualize the approach for specific school-based educators and how to adapt the training specifically for school administrators. Recognizing that leadership support is a major factor in successful implementation, equipping administrators with the skills to facilitate these conversations with their staff will be crucial.

Humanizing Educators to Improve Student Outcomes

At its core, the research coming out of the University of Kansas serves as a reminder that educators are human. Society often places educators on a pedestal, expecting them to be self-sacrificing heroes who will effortlessly absorb new mandates. However, this expectation is unsustainable and ignores the psychological realities of behavior change.

By acknowledging the internal beliefs and external barriers that special education teachers face, frameworks like BASIS provide a more humane, effective approach to professional development. When schools invest in systemic teachers support that addresses the “know-do gap,” they empower their staff to deliver the highest quality evidence-based practices to the students who need them most.

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