Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focused narrowly on adolescents with severe intellectual disability. In this pilot study, we examined the impact and social validity of peer support arrangements for four high school students with ASD. All four students increased their social interactions with peers, while academic engagement either increased or maintained for three students. Social validity data from peer partners and students indicated they considered the intervention acceptable. We discuss limitations and offer recommendations for future research and practice aimed at enhancing social connections within inclusive classrooms.

Current systems are perfectly 'designed' to produce their current results" (Fixsen, Blase, Metz, & Van Dyke, 2013, p. 224). This adage implies that the outcomes generated by programs are a function of the practices implemented by those programs. For many students with autism spectrum disorder (ASD), high school programs often lead to unemployment, inactivity, continued residence with the family in adulthood, and social isolation, especially if those students have severe impairments and/or are from low-income families (Shattuck et al., 2012). While these outcomes are influenced in part by factors operating outside of the schools' control (e.g., lack of ongoing support in the community), this does not absolve researchers or educators from the responsibility for post-school outcomes. It is also important to note that the poor outcomes following years of schooling are not intentional. Teachers and service providers wish the best for teenagers with ASD and work hard to achieve positive effects. But for many teenagers with ASD and their families, independence, social integration, and employment after high school can be elusive (Test, Smith, & Carter, in this special issue).An active research literature on interventions and instructional approaches exists for children and youth with ASD. However, most comprehensive treatment models (Odom, Boyd, Hall, & Hume, in press) and focused intervention practices (Wong et al., 2013) have been conducted with preschool-and elementary-school-aged children. To date, few programs have been designed specifically for adolescents with ASD in high school settings.Moreover, the complexity surrounding high school programs and students with ASD make introducing and supporting change in practice a wicked problem. Fixsen et al. (2013) described wicked problems as "those that are difficult to define and that fight back when you try to solve them" (p. 218). There is probably no more wicked a 519826R SEXXX10.

Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often established by comparing the IBT model to a condition described as "eclectic". In this paper, authors examine the IBT vs. eclectic literature, acknowledge the potential efficacy of the IBT model with preschool-aged children, suggest concerns about efficacy studies that have compared IBT and eclectic programs, point out that most of the studies were restricted in the age range of their participants, and note that few were implemented in inclusive settings. The authors propose that a technical eclectic approach can be beneficial for children and youth with ASD if it is conceptually grounded, incorporates evidence-based focused intervention practices, and is well implemented. A detailed example of such a technical eclectic program model is provided and the practicality of such an approach in inclusive settings for children and youth with ASD and their families is discussed.

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