The importance of utilizing Evidence-Based Practice (EBP) to assist children with Autism Spectrum Disorder (ASD) has significantly grown in recent years. However, studies highlight several challenges in effectively implementing and sustaining these approaches within the educational system, potentially compromising their efficiency. These challenges often stem from low acceptance levels, inadequate adoption of EBP, and insufficient evaluation of its suitability by stakeholders who may find it unsatisfactory or inapplicable in their specific educational settings (Davis, 1993; Rogers, 1995; Proctor et al., 2011).

This study aims to explore the opinions of preschool teachers with regard to the feasibility and adoptability of the Group-based Early Start Denver Model (G-ESDM) among Italian preschool teachers.

The study involved 20 teachers (both learning support teachers and curricular ones) from four Italian preschools who, within the framework of a collaborative agreement with the Department of Humanities, Philosophy and Education of the University of Salerno, four schools based in Rome (Italy), which volunteered to participate in this study, and a G-ESDM expert of Every Child (El Dorado Hills, CA, USA).

The implementation process of the G-ESDM was guided by the Active Implementation (AI) Framework ([AI]; Fixsen et al., 2005). It is a comprehensive approach designed to effectively implement new practices or interventions in various settings, particularly human services and education. The AI framework provides a structured, evidence-based approach to implementing new practices systematically and sustainably, ensuring that they are effectively integrated and produce the desired outcomes.

Moreover, the Evidence-Based Practice Attitude Scale (EBPAS) (Rye et al., 2017) was used to measure attitudes towards EBPs. Additionally, a specially designed questionnaire on the feasibility and adoptability of the G-ESDM was administered after theoretical classes and workshops, preceding the classroom implementation of G-ESDM. Acceptability refers to how the intended recipients—both targeted individuals and those implementing the programs—react to the intervention (Bowen et al., 2009, p. 454). Moreover, it was operationally defined to include four key indicators: perceptions of value and practice adequacy, and the perceived positive or negative impact on the organization and professional development.

Preliminary descriptive analysis of the data from the questionnaire on the feasibility and adoptability of the G-ESDM suggests a high level of acceptability across all four indicators. The findings support the potential implementation of G-ESDM in schools. We will continue analyzing data from the Italian and adapted version of the EBPAS (Rye et al., 2017) and a reflection will be done to consider the possibility of adopting the training program in other Italian and American schools.

Keywords: Teachers' training, G-ESDM, Autism, Inclusion.