Introduction
This article discusses five tenets central to the creation of effective instructional practices for children with autism. The ideas presented have support from both the professional literature and the experiences of the authors and include: (a) recognizing heterogeneity; (b) appreciating comprehension-production discrepancies; (c) utilizing visual supports; (d) understanding emotional dysregulation; and (e) intervening through strengths/preferences. It is the authors’ contention that these tenets provide a foundation for any instructional efforts and are applicable to all members of school communities.
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