To Adapt or Not to Adapt

When implementing evidence-based practices (EBPs), experts assert adaptations (deliberate or accidental changes to EBPs) are an inevitable part of the implementation process. Some adaptations are undesirable and should be avoided. Others, however, may actually improve the effectiveness of EBPs in particular contexts. The key to desired outcomes is establishing and maintaining an optimal balance of implementation fidelity and adaptation. The purpose of this article is to present a framework for classifying and evaluating adaptations, as well as provide suggestions for teachers to achieve the right implementation fidelity/adaptation balance.