Presenter(s)

• Sydney Pauling, Student, University of Minnesota
• Clayton Cook, Associate Professor, University of Minnesota

Abstract

Leadership is critical for successful implementation of evidence-based practices (EBPs). However, research on school administrators’ training, knowledge, and perceived barriers regarding implementation is limited. This survey study explored: 1) administrators’ pre- and in-service training dedicated to implementation, 2) their related knowledge, and 3) perceived barriers. Participants reported minimal training and knowledge in implementation, as well as a variety of barriers that interfere with their ability to support this process. As key change agents in schools, these results have significant implications for school psychologists working with administrators to support the adoption and delivery of EBPs within a multi-tiered system of support.