Review of Research-Based Interventions for Students with Autism Spectrum Disorders in Content Area Instruction: Implications and Considerations for Classroom Practice

Abstract

The purpose of this article is to provide a comprehensive review of the published research-based strategies used in content area instruction for students with autism spectrum disorders (ASD). Twenty-eight (N = 28) studies published from 2000 -2012 that met the criteria for inclusion were located, reviewed, and synthesized. Findings revealed the vast majority of research has been conducted at the elementary and mixed grade-levels, while only a few studies were found focusing on students in the secondary grade levels. In addition, we found most of the existing research to focus primarily on reading, writing, mathematics, and/or a combination of these areas; however, studies in social studies and science instruction were scant, with only three studies identified. Effective interventions that emerged from this review included such strategies as: (a) visual supports; (b) technology-based instruction; (c) concrete representation; (d) direct instruction; and (e) behavioral interventions. Implications for both general and special educators working with students with ASD, limitations, and directions for future research are discussed.