Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders

Kristie Patten Koenig, Jill M. Feldman, Dorothy Siegel, Shirley Cohen, Jamie Bleiweiss

Research output: Contribution to journalArticle


Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.

Original languageEnglish (US)
Pages (from-to)248-263
Number of pages16
JournalJournal of Prevention and Intervention in the Community
Issue number4
StatePublished - Oct 13 2014



  • Autism spectrum disorders
  • Implementation of intervention models
  • Inclusion
  • Special education
  • ASD Nest
  • autism
  • ASD
  • inclusive classes

ASJC Scopus subject areas

  • Social Psychology

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