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A commonly used non-evidence based practice for teaching is lecturing. When lecturing, teachers speak on a topic to the class as a group without engaging the class to participate in the material beyond listening. In comparison studies to other teaching practices, purely lecture based teaching results in lower scores and less material being retained by learners (Frederickson et al., 2005, Lovett et al., 2011). Studies have also indicated a higher level of learner satisfaction with more interactive teaching strategies that may include additional materials such as discussion boards, media interaction such as active listening questions or pre-lecture study activities (Gayman et al., 2023, Lovett et al., 2011). Previous exposure to content prior to listening to the lecture may also increase material retention and scores (Gayman et al., 2023). While lecturing may be convenient to many teachers because they do not need to prepare additional materials or provide other opportunities to engage with course material, it is doing a disservice to individuals in their classroom. Despite this, it is still over utilized in classrooms. Evidence based practies are backed up by research and are proven to increase the learning of individuals when they are implemented in the classroom. However, teachers still use a wide variety of non-evidence based practices in the classroom. This stems from a multitude of factors, with a main one being a lack of training (Alhossein, 2021). Studies have shown that teachers who received training and resources on an evidence based practice within the last year are significantly more likely to implement it on a regular basis in the classroom (Alhossein, 2021). In order for a teacher to implement a new EBP, they need to be formally trained on it until they feel comfortable independently implementing it. Studies have shown that training should utilize coaching and feedback in order to be effective in training teachers on new evidence based practices (Rakap & Balikci, 2023). In order for evidence based practices to be used more frequently, institutions need to dedicate time and resources to educating their teachers and staff

on them in order to benefit their students. Without these concessions to training the teachers, default and ineffective practices like the ones previously mentioned will be implemented in classrooms with a far reaching negative impact on the learning of students. Alhossein, A. (2021). Teachers’ knowledge and use of evidenced-based practices for students with autism spectrum disorder in Saudi Arabia. Frontiers in Psychology , 12 . https://doi.org/10.3389/fpsyg.2021.741409 Rakap, S., & Balikci, S. (2023). Training preservice teachers to use evidence-based practices: Effects of coaching with performance feedback on teacher and child outcomes. Learning and Instruction , 86 , 101755. https://doi.org/10.1016/j.learninstruc.2023.101755 Frederickson, N., Reed, P., & Clifford, V. (2005). Evaluating web-supported learning versus lecture-based teaching: Quantitative and qualitative perspectives. Higher Education , 50 (4), 645–664. https://doi.org/10.1007/s10734-004-6370-0 Gayman, C. M., Rost, K. A., & Jimenez, S. T. (2023). A comparison of interteaching, lecture-based teaching, and lecture-based teaching with optional preparation guides in an asynchronous online classroom. Scholarship of Teaching and Learning in Psychology , 9 (1), 1–13. https://doi.org/10.1037/stl0000234 Lovett, S., Rehfeldt, R. A., Garcia, Y., & Dunning, J. (2011). Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs. Journal of Applied Behavior Analysis , 44 (4), 819–833. https://doi.org/10.1901/jaba.2011.44-819

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