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Review
. 2021 Jul 10;23(9):54.
doi: 10.1007/s11920-021-01266-4.

School-Implemented Interventions for Preschool to High School Students with Autism: An Update on Recent Research

Maria L Hugh  1 , Kaitlyn Ahlers  2 , Mahima Joshi  2 , Jill Locke  2
Affiliations
Review

School-Implemented Interventions for Preschool to High School Students with Autism: An Update on Recent Research

Maria L Hugh et al. Curr Psychiatry Rep. .

Abstract

Purpose of review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school.

Recent findings: Overall, the recent literature demonstrated that there are EBPs that help students with autism acquire a variety of skills across domains (academic, social communication). Though many educators and peers were able to achieve high-fidelity implementation, there remains variable fidelity of intervention use in some studies. Though there is some evidence that educators and peers can successfully implement interventions, there are additional focal areas that are missing from the literature that are needed in schools (e.g., mental health, vocational). Future research should leverage implementation science approaches to support the use of proven efficacious interventions in schools.

Keywords: Autism; Evidence-based practice; Implementation science; Intervention; School.

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