Discrete trial teaching (DTT) is a common teaching methodology used within intervention for autistics/individuals diagnosed with autism spectrum disorder (ASD). Practice recommendations related to using DTT for receptive language instruction includes the desired size of the array of stimuli to be presented. Some recommendations include ensuring…

The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined…

Autistic children are less likely to be jointly engaged with a play partner than nonautistic children, negatively impacting social communication development. Promoting joint engagement during play can be an important target for educators of autistic students, but educator perceptions of autistic students may affect their interactions with…

Early identification of ASD allows for clinical intervention through mental and behavioral health supports, potentially providing individualized services in the educational setting. This article highlights the research-to-practice gap that exists within evaluations for ASD in schools. Lack of training, variability in assessment guidelines,…

This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student's primary educational setting: autism-only (n = 28), mixed-disability (n…

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…

Children with autism demonstrate considerable heterogeneity in their social skills and, therefore, their school intervention needs. No single intervention is expected to address the needs of all children with autism. In addition, not all evidence-based school interventions can be provided to all children with autism at all times. Thus, there is a…

Students with an autism spectrum disorder (ASD) are being educated in general education content classrooms that use lessons directed to whole groups of students which limit use of visually presented material. For some students with ASD, having limited visual support hinders their abilities to process and comprehend material. Research shows…

This study used a randomized controlled trial to compare two distinct models of group social skills interventions with adolescents with autism spectrum disorder (ASD). Participants had a confirmed diagnosis of ASD, had an IQ greater than or equal to 70, and were educated in the general education setting. Data from 62 adolescent participants who…