Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence‐based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual factor that can influence successful EBP implementation is teacher attitudes toward an EBP. This study examined and compared the attitudes of general education and special education teachers toward EBPs. Study results suggest that special education teachers have more positive attitudes toward EBPs, while general education teachers are more likely to diverge from EBPs to support students with ASD. These findings have implications for improving the implementation of EBPs in both general and special education classrooms for students with disabilities, particularly students with ASD.

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普通教育和特殊教育教师对自闭症谱系障碍学生循证实践态度的比较

患有自闭症谱系障碍 (ASD) 的学生受益于在所有教育环境（包括普通教育课堂）中实施循证实践 (EBP)。研究表明，EBP 并没有在各个教育安置中得到一致实施，也并不总是忠实地实施。影响 EBP 成功实施的背景因素之一是教师对 EBP 的态度。本研究调查并比较了普通教育和特殊教育教师对 EBP 的态度。研究结果表明，特殊教育教师对 EBP 持更积极的态度，而普通教育教师更有可能背离 EBP 来支持自闭症谱系障碍 (ASD) 学生。这些发现对于改善残疾学生（尤其是自闭症谱系障碍学生）的普通教育和特殊教育课堂中 EBP 的实施具有重要意义。