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The most scientifically documented learning outcomes by children with autism (ASD) have been achieved by early intensive behavioral intervention (EIBI) with children under age 6. While some children make a smooth transition from EIBI to public school classrooms, others struggle mightily with the demands of a new and highly complex environment. A group of teachers, clinicians, researchers, and parents with extensive experience in ASD were asked to identify the most important skills needed by students with ASD for success in general education classrooms and instructional practices for helping students acquire those skills. The group s responses revealed a remarkably similar set of student skills (e.g., complete tasks independently, interact with peers appropriately) and instructional practices (e.g., teach self-management, use collaborative learning activities). The rationale, implementation guidelines, and access to resources for implementing research-based interventions that help students with ASD learn skills necessary for success in inclusive classrooms will be provided. |
