Tracey Silveira-Zaldivar

More students with High Functioning Autism (HFA) are in inclusive settings than ever before, however, the physical combination of students with HFA and their typical peers alone is insufficient to address the social deficits of students with HFA. Students with HFA in inclusive settings require evidence-based practices (EBPs) for social skills to be as successful as possible in mainstream settings and life in general, but these EBPs are seldom being implemented in school settings.