Fig. 1

Applying the Exploration, Preparation, Implementation, and Sustainment (EPIS) conceptual model to ASD EBP in schools. This figure illustrates how we will use the Exploration, Preparation, Implementation, and Sustainment (EPIS) Implementation Model (Aarons, Hurlburt, and Horwitz 2011) to frame this exploratory study of facilitators and barriers to implementing statewide teacher training in EBP. This figure depicts the multi-level framework and indicates factors influencing implementation, including outer (e.g., state- and SELPA-level climate and culture, leadership and structure) and inner (e.g., leadership, teacher characteristics) contexts and social connections within and among system levels. We will use this framework to explore cross-context malleable factors and their potential influence on teacher training in EBP and student outcomes