Abstract
This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers’ implementation of evidence‐based practices (EBP) occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond (OTR) with students not at risk compared to students at risk but used higher rates of positive specific feedback with students who were at risk compared to students not at risk. Students at risk who were Black also received statistically significantly more OTR than White at‐risk students. Results of the study illuminate the need to continue examining teachers’ differing use of EBP as contributors to and predictors of student outcomes and disproportionality.