About 1 in 31 children has been identified with autism spectrum disorder, according to the Centers for Disease Control and Prevention, a shift that is reshaping classrooms nationwide. As autism diagnoses continue to rise across the United States, schools are under growing pressure to better support students on the spectrum.
At Florida State University, researchers Jenny Root and Veronica Fleury from the Anne Spencer Daves College of Education, Health, and Human Sciences are studying how schools can meet that need. Their work focuses on evidence-based teaching strategies and inclusive classroom practices that improve both academic and social outcomes for students with autism. The best chance at promoting positive outcomes for individuals with autism is through early intervention and high-quality education that incorporates evidence-based instruction, according to Fleury. Providing teachers with exemplary training in the characteristics of autism and the use of research-supported practices is critical.
Evidence-Based Instructional Approaches
Fleury’s current intervention work focuses on using shared book reading—adults reading aloud to children—as a context to develop early literacy and language skills in young children with autism. Reading aloud is a developmentally appropriate way to build foundational skills for reading success. Because it is inherently social, many children with autism require additional support to actively engage in book-reading activities. Autistic children may require more frequent reading opportunities, carefully selected books aligned with their interests, explicit vocabulary instruction and behavioral support to sustain engagement.
Evidence-based practices center on predictable environments, explicit teaching methods and behavioral supports that prioritize frequent practice and immediate feedback. According to Root, many classroom expectations are based on implicit norms about how students should behave, communicate and demonstrate learning. For students with autism, these norms can create unnecessary barriers. Students are more successful when they are taught not just what to do, but how to use supports independently, including learning when to use a strategy, how to adapt it and how to ask for help when needed. When educators embed support for communication, predictability and engagement into instruction, they reduce the need for individualized workarounds and create more equitable learning environments.
This article is an AI-assisted summary. All facts and figures are drawn from the original report: https://news.fsu.edu/news/expert-pitches/2026/04/01/autism-acceptance-month-fsu-experts-offer-insight-on-improving-outcomes-for-students-with-autism/