ABSTRACT
Due to increased numbers of children with autism participating in inclusive settings, changes have occurred in school-wide expectations for these students and in corresponding supports needed. Middle-and secondary-age students with autism often struggle with maladaptive behaviors (e.g. communication, social interactions, stereotypic repetitive behaviors) and in managing their feelings and/or emotions (Li, 2009). Some students with autism spectrum disorders (ASD) may exhibit high levels of aggression, escape behaviors, and difficulties with transitions (Kern, Gallagher, Starosta, Hickman, & George, 2006). Inappropriate and challenging behaviors often prevent these students from making adequate academic progress, developing friendships, and learning basic skills.
