Document Type
Article
Publication Date
Spring 2025
Abstract
Autism Spectrum Disorder (ASD) is increasingly prevalent among children worldwide and presents significant challenges in educational settings due to differences in behavior, communication, and social-emotional regulation. These differences can lead to unexpected and disruptive behaviors, such as aggression, refusal, and elopement, which impact students’ academic success and social interactions. Research has explored various strategies, including early interventions, teacher support, accommodations, and individualized education plans (IEPs), to support students with ASD. However, traditional classrooms with less structure can exacerbate these challenges. This inquiry-based research examines the impact of smaller classroom settings on the expected behaviors of students with autism, specifically focusing on 11 kindergarten students, four of whom exhibit extreme behaviors such as screaming, elopement, self-injury, and aggression. The study utilizes a literature review of recent research on ASD interventions and behavioral strategies, including early interventions, accommodations, and IEP implementation. The research suggests that smaller class sizes and more structured environments can improve expected behaviors and reduce unexpected ones. Data analysis of the study shows a significant reduction in aggressive behaviors, refusal behaviors, and elopement behaviors, supporting the hypothesis that smaller, more structured settings, coupled with intensive behavioral interventions, can be effective in addressing behavioral challenges for students with ASD. These findings emphasize the importance of individualized, consistent support in fostering better outcomes for students with autism in the classroom.