There have been many diverse and complex treatments (Napolitano et al.
2010; Sancho et al.
2010) developed in order to target improving the quality of lives of individuals with autism spectrum disorders (ASD). By implementing efficient interventions across a variety of environments and people with whom the individual comes into contact with on a consistent basis, the symptoms to this neurological disorder may be minimized (Meyers and Johnson
2007). Therefore, identifying, developing, and applying such treatments would be an essential process for a teacher to conduct when instructing children diagnosed with a form of autism since a considerable amount of a child’s time is spent within a school setting. However, since there is wide range of conflicting research available regarding what methods should be used and what factors should be taken into consideration (Rogers and Vismara
2008) when teaching students with autism, educators may require input regarding what particular scientific and evidence based practices should be utilized based on their reported history of effectiveness. (Ascroft et al.
2010) attempt to provide one such solution to this issue for teachers when they discuss academic, social, and behavioral interventions using practices of applied behavior analysis (ABA) in
Success Strategies for Teaching Kids with Autism. …
