Abstract
School satisfaction for families of students with autism is a well-researched area. However, research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. This study seeks to answer two questions: (1) Is there a difference in the number of behavior problems for students with autism compared to typically developing peers, and (2) Is there a difference in school satisfaction and satisfaction with discipline for students with autism compared to typically developing peers? Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. However, there were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers. 
 
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Highlights
School satisfaction for families of students with autism is a well-researched area
When determining if there were differences in school satisfaction and satisfaction for students with autism compared to typically developing peers, frequency tests were run for both of the variables compared to the two groups
Overall conclusions indicate there are significant differences between the number of times contacted about behavior problems between students with autism and typically developing peers
Summary
School satisfaction for families of students with autism is a well-researched area. Research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. There were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers
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