Early childhood special educators’ (ECSE) limited confidence and implementation of many evidence-based practices (EBPs) for students with autism suggests a need to explore whether ECSE teachers are even aware of some of these practices. We surveyed 312 ECSE teachers on their exposure (i.e., familiarity, training experiences) and use of EBPs and low-value practices for young children with autism. We will share results showing the varied familiarity, training, and use, and the inconsistent relation between these factors. This suggests a need to explore other factors (e.g., feasibility, beliefs, resources) that can support EBP use and improved child outcomes. Author Citation: Maria Hugh, PhD; LeAnne Johnson, PhD; Angel Fettig, PhD;
