Resources

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91

Brown, M., Marsh, L., & McCann, E. (2021). Experiences of fathers regarding the diagnosis of their child with autism spectrum disorder: A narrative review of the international research. Journal of Clinical Nursing, 30(19–20), 2758–2768. https://doi.org/10.1111/jocn.15781

Di Renzo, M., Guerriero, V., Petrillo, M., & Bianchi di Castelbianco, F. (2021). What is parental stress connected to in families of children with autism spectrum disorder? Implications for parents’ interventions. Journal of Family Issues, 43(9), 2456–2479. https://doi.org/10.1177/0192513X211030735

Fox, K. E., Maribona, A. S., Quintero, J., Lange, C., & Semidey, K. (2023). Addressing health inequities in the United States: A case report on autism spectrum disorder (ASD) and social determinants of health. Cureus, 15(7). https://doi.org/10.7759/cureus.42539

Harrop, C., Amsbary, J., Towner-Wright, S., Reichow, B., & Boyd, B. A. (2019). That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review. Research in Autism Spectrum Disorders, 57, 63–86. https://doi.org/10.1016/j.rasd.2018.09.008

Harrop, C., Tomaszewski, B., Putnam, O., Klein, C., Lamarche, E., & Klinger, L. (2024). Are the diagnostic rates of autistic females increasing? An examination of state‐wide trends. Journal of Child Psychology and Psychiatry, 65(7), 973–983. https://doi.org/10.1111/jcpp.13939

Hebbeler, K., Spiker, D., & Kahn, L. (2012). Individuals with Disabilities Education Act’s early childhood programs: Powerful vision and pesky details. Topics in Early Childhood Special Education, 31(4), 199–207. https://doi.org/10.1177/0271121411429077

Hsiao, Yun-Ju. (2018). Parental stress in families of children with disabilities. Intervention in School and Clinic, 53(4), 201–205. https://doi.org/10.1177/1053451217712956

Hume, K. (n.d.). Structured teaching strategies: A series article 1: Physical structure in the school setting. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/doc/resources/structured-teaching-strategies-physical-structure.pdf

Littman, E. R., Gavin, L., Broda, A., Hodges, A. C., & Spector, L. (2023). Barriers to receiving applied behavior analysis services in children with autism spectrum disorder. Cureus, 15(11). https://doi.org/10.7759/cureus.48585

Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. Lancet, 392(10146), 508–520. https://doi.org/10.1016/S0140-6736(18)31129-2

Micai, M., Fatta, L. M., Gila, L., Caruso, A., Salvitti, T., Fulceri, F., Ciaramella, A., D’Amico, R., Del Giovane, C., Bertelli, M., Romano, G., Schünemann, H. J., & Scattoni, M. L. (2023). Prevalence of co-occurring conditions in children and adults with autism spectrum disorder: A systematic review and meta-analysis. Neuroscience & Biobehavioral Reviews, 155, 1–10. https://doi.org/10.1016/j.neubiorev.2023.105436

National Institute of Environmental Health Sciences. (n.d.). Autism. https://www.niehs.nih.gov/health/topics/conditions/autism

Ooi, K. L., Ong, Y. S., Jacob, S. A., & Khan, T. M. (2016). A meta-synthesis on parenting a child with autism. Neuropsychiatric Disease and Treatment, 12, 745–762. https://doi.org/10.2147/NDT.S100634

Podvey, M. C., Hinojosa, J., & Koenig, K. P. (2013). Reconsidering insider status for families during the transition from early intervention to preschool special education. Journal of Special Education, 46(4), 211–222. https://doi.org/10.1177/0022466911407074

Sam, A., & AFIRM Team. (2015). EBP brief packet: Visual supports. UNC Frank Porter Graham Child Development Institute. http://afirm.fpg.unc.edu/visual-supports

Samsell, B., Lothman, K., Samsell, E. E., & Ideishi, R. I. (2022). Parents’ experiences of caring for a child with autism spectrum disorder in the United States: A systematic review and metasynthesis of qualitative evidence. Families, Systems, & Health, 40(1), 93–104. https://doi.org/10.1037/fsh0000654

Shaw, K. A., Williams, S., Patrick, M. E., Valencia-Prado, M., Durkin, M. S., Howerton, E. M., Ladd-Acosta, C. M., Pas, E. T., Bakian, A. V., Bartholomew, P., Nieves-Muñoz, N., Sidwell, K., Alford, A., Bilder, D. A., DiRenzo, M., Fitzgerald, R. T., Furnier, S. M., Hudson, A. E., Pokoski, O. M.,… Maenner, M. J. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years—autism and developmental disabilities monitoring network, 16 sites, United States, 2022. U.S. Centers for Disease Control and Prevention. http://dx.doi.org/10.15585/mmwr.ss7402a1.

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51, 4013–4032. https://doi.org/10.1007/s10803-020-04844-2

Taboas, A., Doepke, K., & Zimmerman, C. (2022). Preferences for identity-first versus person-first language in a US sample of autism stakeholders. Autism, 27(2), 565–570. https://doi.org/10.1177/13623613221130845

U.S. Centers for Disease Control and Prevention. (2024, May 16). Signs and symptoms of autism spectrum disorder. https://www.cdc.gov/autism/signs-symptoms/index.html

U.S. Centers for Disease Control and Prevention. (2024, December 30). Autism and vaccines. https://www.cdc.gov/vaccine-safety/about/autism.html

U.S. Department of Education. (2023). IDEA Part B Child Count and Educational Environments Collection, 2022–23 [Data set]. https://data.ed.gov/dataset/idea-section-618-data-products-static-tables-part-b-count-environ-tables13/resources

VCU Autism Center for Education. (n.d.). Setting up supportive classrooms. https://vcuautismcenter.org/resources/factsheets/classroomTop5.cfm

Villegas, F. E., van der Steen, S., & Minnaert, A. (2024). Interactions between teachers and students with autism spectrum disorder in mainstream secondary education: Fundamental, yet under-researched. Review Journal of Autism and Developmental Disorders, 11(2), 442–457. https://doi.org/10.1007/s40489-022-00346-2

Autistic Self Advocacy Network. (2020). Welcome to the autistic community. The Autistic Press. https://autisticadvocacy.org/book/welcome-to-the-autistic-community/

Written by autistic individuals, this book helps readers better understand autism. It discusses what autism is, how it affects autistic individuals, common myths and misperceptions, and how to support people with autism. A copy of this book is available freely for download at the linked website.

Prizant, B. M., & Fields-Meyer, T. (2022). Uniquely human: A different way of seeing autism. Simon & Schuster Paperbacks. https://www.simonandschuster.com/books/Uniquely-Human-Updated-and-Expanded/Barry-M-Prizant/9781982193898

This book encourages readers to consider autism from a new perspective: a different way of experiencing the world rather than something that needs to be fixed. It promotes thinking about what the behaviors are trying to communicate to better understand and support autistic individuals.

Bottini, S. B., Morton, H. E., Buchanan, K. A., & Gould, K. (2024). Moving from disorder to difference: A systematic review of recent language use in autism research. Autism in Adulthood, 6(2). https://doi.org/10.1089/aut.2023.0030

This article examines the prevalence of traditional medical language in autism research; however, neuro-affirming language is becoming more popular.

Frake, E., Dean, M., Huynh, L. N., Iadarola, S., & Kasari, C. (2023). Earning your way into general education: Perceptions about autism influence classroom placement. Education Sciences, 13(10), 1050. https://doi.org/10.3390/educsci13101050

This article examines how educators’ and families’ perceptions of students with autism influence the opportunities provided to them. It encourages educators to create environments that better support these students.

Leytham, P. A., Nguyen, N., & Rago, D. (2020). Curriculum programming in the general education setting for students with autism spectrum disorder. TEACHING Exceptional Children, 53(6), 404–413. https://doi.org/10.1177/0040059920968885

This article discusses how educators can combine the multi-tiered system of supports (MTSS) model with the data-based individualization process to better serve students with autism in the general education classroom. It emphasizes using evidence-based practices, validated intervention programs, and comprehensive treatment models while working with these students.

Martin, R., & Wilkins, J. (2021). Creating visually appropriate classroom environments for students with autism spectrum disorder. Intervention in School and Clinic, 57(3), 176–181. https://doi.org/10.1177/10534512211014882

In this article, the authors discuss how educators can create visual displays and adjust their classrooms’ lighting and physical layout to better support autistic students.

Oliver-Kerrigan, K. A., Christy, D., & Stahmer, A. C. (2021). Practices and experiences of general education teachers educating students with autism. Education and Training in Autism and Developmental Disabilities, 56(2), 158–172. https://www.jstor.org/stable/27077957

This article examines common strategies to support autistic students in classrooms, such as Universal Design for Learning and Classroom Pivotal Response Teaching, as well as teacher perceptions of these strategies.

Rubenstein, E., Daniels, J., Schieve, L. A., Christensen, D. L., Van Naarden Braun, K., Rice, C. E., Bakian, A. V., Durkin, M. S., Rosenberg, S. A., Kirby, R. S., & Lee, L.-C. (2018). Trends in special education eligibility among children with autism spectrum disorder, 2002-2010. Public Health Reports, 133(1), 85–92. https://doi.org/10.1177/0033354917739582

This article demonstrates how some students with autism qualify for special education services, while others might qualify for these services under another category.

Autism Focused Intervention Resources and Modules http://afirm.fpg.unc.edu/

This website offers numerous resources on topics such as functional behavioral assessment, peer-mediated instruction, self-management strategies, and much more.

Kennedy Krieger Center for Autism Services, Science and Innovation https://www.kennedykrieger.org/patient-care/centers-and-programs/center-for-autism-services-science-and-innovation

This website offers a wealth of information for families, educators, and other professionals to help support children with autism.

• Articles: https://www.kennedykrieger.org/stories/interactive-autism-network-ian
• Webinars: https://www.kennedykrieger.org/stories/exploring-brain
• Podcast: https://www.kennedykrieger.org/stories/your-childs-brain-podcast

National Education Association. (2020). Teaching students with autism: A guide for educators. https://www.nea.org/resource-library/teaching-students-autism-guide-educators

This guide offers educators tips on understanding the needs of autistic students to provide more effective instruction, including using Universal Design for Learning to provide individualized support to help them succeed and collaborating with their families and other professionals.

Organization for Autism Research Teacher’s Corner https://researchautism.org/educators/teachers-corner/

This website provides resources and professional development to help educators better support students with autism. It includes topics like what autism is, how to teach students with autism, and individualized education programs.

Vanderbilt Kennedy Center. (2023). A brief guide on autism for educators. https://vkc.vumc.org/assets/files/triad/tips/Autism_Guide_Edu.pdf

This guide provides an overview of autism and neurodiversity, discusses common strengths of autistic learners, and offers suggestions to create an engaging and welcoming environment where all students are valued.

VCU Autism Center for Education. (n.d.). Start strong: Classrooms that support autistic students. Virginia Commonwealth University. https://vcuautismcenter.org/resources/factsheets/content.cfm/1201

This printable checklist helps educators design a classroom environment that supports autistic learners by considering factors such as establishing schedules and routines, using visual supports, organizing the space, and creating a designated break area.