University of South Florida, Tampa, 33612, USA.
Behav Modif. 2012 May;36(3):251-69. doi: 10.1177/0145445512442682. Epub 2012 May 3.
Successful inclusion of students with autism spectrum disorder (ASD) in general education classrooms can be challenging and may require additional supports. This article provides information on recent trends in autism intervention research and a review of research that has addressed individualized and systemic interventions for promoting inclusion. Response to intervention and schoolwide positive behavior support are reviewed as organizational/ systems strategies relevant to preventing problems and improving social and academic outcomes for students with ASD. Additional individualized strategies that can be implemented within these models are described. A discussion of future research directions is provided.
自闭症谱系障碍（ASD）学生成功融入普通教育课堂可能具有挑战性，并且可能需要额外的支持。本文提供了自闭症干预研究的最新趋势信息，并回顾了针对促进融合的个性化和系统性干预措施的研究。还回顾了反应干预和全校积极行为支持作为与预防问题和提高 ASD 学生社会和学业成果相关的组织/系统策略。描述了可以在这些模型中实施的其他个性化策略。提供了对未来研究方向的讨论。
