2012/05/01 by Kimberly Crosland, Glen Dunlap
Neuroscience · Psychology · #Applied behavior analysis #Autism #Autism Spectrum Disorder Research #Autism spectrum disorder #Behavioral and Psychological Studies #Developmental psychology #Family and Disability Support Research #General education #Inclusion (mineral) #Intervention (counseling) #Pedagogy #Positive behavior support #Psychiatry #Psychological intervention #Psychology #Social psychology #Special education
paper · doi:10.1177/0145445512442682
crossref issued 2012/05/01 · crossref published 2012/05/01 · crossref published-print 2012/05/01 · openalex publication_date 2012/05/01 · crossref published-online 2012/05/03 · crossref created 2012/05/05 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/06
Successful inclusion of students with autism spectrum disorder (ASD) in general education classrooms can be challenging and may require additional supports. This article provides information on recent trends in autism intervention research and a review of research that has addressed individualized and systemic interventions for promoting inclusion. Response to intervention and schoolwide positive behavior support are reviewed as organizational/ systems strategies relevant to preventing problems and improving social and academic outcomes for students with ASD. Additional individualized strategies that can be implemented within these models are described. A discussion of future research directions is provided.