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Behavior Modification, Vol. 25, No. 5, 762-784 (2001)
DOI: 10.1177/0145445501255006

Including Children with Autism in General Education Classrooms

A Review of Effective Strategies

Joshua K. Harrower

Glen Dunlap

University of South Florida

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development. However, most children with autism require specialized supports to experience success in these educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism. Strategies reviewed include antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful. The article concludes with a discussion of future research needs.


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