by Simpson, R.L.
The past several years have been witness to a variety of education reform and reorganization efforts, including for students with disabilities. Prominent among these restructuring efforts have been initiatives that require educators to adopt practices that are supported by research. Noteworthy examples of this trend include the No Child Left Behind Act of 2001 and other calls for use of effective practice methods by educators and others who are connected with students with disabilities. Although this is a daunting challenge for any group of students, the process of identifying and consistently and correctly using effective practice methods has been especially demanding for professionals who work with children and youth with autism spectrum disorders. This article discusses issues and factors that relate to identifying and using effective practices with students with autism-related disorders. Recommended effective practice methods are also provided.