Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
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.

PubMed Disclaimer

References

Papers of particular interest, published recently, have been highlighted as: • Of importance
    1. CDC. Autism and developmental disabilities monitoring (ADDM) network | CDC [Internet]. Centers for Disease Control and Prevention. 2020. Available from: https://www.cdc.gov/ncbddd/autism/addm.html
    1. Bottema-Beutel K, Kapp SK, Lester JN, Sasson NJ, Hand BN. Avoiding ableist language: suggestions for autism researchers. Autism in Adulthood. 2021;3(1):18–29. https://doi.org/10.1089/aut.2020.0014 . - DOI
    1. Odom SL, Collet-Klingenberg L, Rogers SJ, Hatton DD. Evidence-based practices in interventions for children and youth with autism spectrum disorders. Prev Sch Fail. 2010;54(4):275–82. Available from:. https://doi.org/10.1080/10459881003785506 . - DOI
    1. Steinbrenner JR, Hume K, Odom SL, Morin KL, Nowell SW, Tomaszewski B, et al. Children, youth, and young adults with autism [Internet]. Frank Porter Graham Child Development Institute: University of North Carolina; 2020. p. 143. https://files.eric.ed.gov/fulltext/ED609029.pdf
    1. Brookman-Frazee L, Baker-Ericzén M, Stahmer A, Mandell D, Haine RA, Hough RL. Involvement of youths with autism spectrum disorders or intellectual disabilities in multiple public service systems. J Ment Health Res Intellect Disabil. 2009;1(2(3)):201–19. https://doi.org/10.1080/19315860902741542 . - DOI

Publication types

LinkOut - more resources