There have been many developments in educational and intervention practices for children and youth
with autism spectrum disorder (ASD). Indeed, ASDis a relatively new diagnostic label that reflects the
variability and differentiation of symptomatology among children and youth commonly described as
having autistic disorder, high-functioning autism(HFA), and Asperger syndrome. Current best prac-
tices have emerged from decades of evidence-basedresearch, research-to-practice translation of empiri-cally supported procedures, and consensus-driven recommendations from multiple disciplines. In consequence, practitioners have many educational and intervention choices for children and youth
with ASD—what is critical is that these options are informed by empirical outcomes that have been replicated in experimental trials (group and single-case) and disseminated to professionals and
researchers alike.