eBASIS is an online, optimized, and evidence-based practice agnostic implementation strategy that addresses the behavioral component often missing from standard evidence-based practice training and consultation. It relates to motivation before and volition after the evidence-based practice training and targets behavioral intentions by improving attitudes, subjective norms, and self-efficacy. The implementation strategy is designed to be designed to be delivered within the Preparation/Adoption phase immediately prior to the Action implementation in the EPIS model.

eAC is an online control for eBASIS. Providers assigned to eAttention Control (eAC) will receive pre- and post-training experiences designed to mirror those received in eBASIS. These training experiences will be delivered on the same platform and be approximately the same length as the eBASIS but will not contain any eBASIS content or mechanisms of change. The eAC pre-training experience will define, describe, and advocate for evidence-based practice implementation in schools. Content in eAC will be didactic similar to a typical professional development training for providers.

eBASIS is an online, optimized, and evidence-based practice agnostic implementation strategy that addresses the behavioral component often missing from standard evidence-based practice training and consultation. It relates to motivation before and volition after the evidence-based practice training and targets behavioral intentions by improving attitudes, subjective norms, and self-efficacy. The implementation strategy is designed to be designed to be delivered within the Preparation/Adoption phase immediately prior to the Action implementation in the EPIS model.

Evidence-Based Practice Attitude Scale is a 15-item measure that captures a providers attitudes toward evidence-based practices. It consist subscales 1) appeal of EBP, 2) openness to new EBP, 3) likelihood of adopting an evidence-based practice, and 4) perceived divergence between current and evidence-based practices. The scores for the subscales range from 0 (not at all) to 4 (very great extent). The higher score equates to better attitude toward EBP.

Subjective Norms Scale is based on Theory of Planned Bheavior (TBP) which consist of two implementation-related subject norms sub scales: descriptive norms and injuctive norms. Each subscale include four items with score ranging from -3 to 3, with positive scores reflective more descriptive and injunctive norms.

Outcome expectanies is a one-item measure that assess provider's view of the outcome of implementing evidence-based practice to be positive or negative. The score ranges from 0, strongly disagree to 4, strongly agree. The higher the score, the positive the provider's outcome expectancy.

Action Self-Efficacy Scale is a modified version of the Teacher's Self-Efficacy Scale used to assess provider's confidence and self-efficacy in using the given evidence-based practice. This is 4-item measure with score ranging from 1, very false to 7, very true. The higher the score the more confidence the provider has in their ability to start using the evidence-based practice.

The School Implementation Leadership Scale (SILS) is an 25-item scale that assesses the degree to which a school's leader is perceived to engage in eight specific behaviors that are supportive of EBP implementation which both principals and educators complete. The eight subscales include: 1) supportive; 2) perseverant; 3) communication; 4) proactive; 5) availability; 6) knowledgeable; 7) vision/mission; and 8) distributed leadership.