Dr. Watkins, Dr. Barnard-brak, and colleagues publish meta-analysis of Focused interventions for students with asd in inclusive school settings
Students with ASD are increasingly included alongside their typically developing peers in regular education environments. The purpose of this study was to analyze focused interventions for students with ASD in inclusive classroom settings and make recommendations for practitioners and researchers working in this field. Function-based interventions, visual supports, self-monitoring, and peer-mediated interventions produced strong results. Interventions mostly targeted social communication skills and were considered feasible to implement in inclusive settings. Future studies that train teachers to implement these interventions, target additional skills, and include students with ASD with diverse characteristics are needed.