Abstract
Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue.
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