This review examined the involvement of teachers in the intervention research for children with autism spectrum disorders (ASD) from 1996 through February 2008. Forty-nine studies involving teachers of children with ASD were coded for different types of involvement. Findings are discussed in regards to three issues: (a) the manner in which teachers have been involved in autism research, (b) how teachers were trained to implement research based practices, and (c) teachers ' perceptions of interventions (i.e. social validity). Results showed that teachers have been included in a variety of meaningful ways in recent research. However, our review also highlights the need for additional research regarding teachers' perceptions and training teachers to effectively implement research-based interventions.
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