Abstract
The terms classroom management and behavior management are frequently used as synonyms in schools and research, and also when students with autism are the focus. Many—if not most—students with autism are known to have serious classroom management issues because of poor behavior control. A sizeable group of students with autism are nonverbal and have significant cognitive and communication support needs. On the opposite end of the spectrum, students with high functioning autism frequently have social skill problems that lead to interpersonal problems in and out of classrooms. This chapter reviews classroom-based behavior intervention research (i.e., primarily single-case design) related to students with autism. An attempt is made to understand how problem behaviors of students with autism interfere with effective classroom management, and to suggest ways in which educators can become better classroom and behavior managers when interacting with such students.
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