Florida State University researchers Jenny Root and Veronica Fleury outlined on April 1 the importance of evidence-based classroom strategies to better support students with autism, as diagnoses rise across the United States. According to the Centers for Disease Control and Prevention, about 1 in 31 children has been identified with autism spectrum disorder, prompting schools nationwide to reconsider their approaches.
The need for effective educational support is highlighted by Autism Acceptance Month each April, which calls attention to greater understanding and inclusion for individuals on the spectrum. Root and Fleury, both from FSU’s Anne Spencer Daves College of Education, Health, and Human Sciences, are focusing their research on inclusive teaching practices that foster academic and social growth among autistic students.
Fleury said that early intervention paired with high-quality education using research-supported methods is key. “Providing teachers with exemplary training in the characteristics of autism and the use of research-supported practices is critical,” she said. She added that predictable environments, explicit teaching methods, behavioral supports emphasizing frequent practice and immediate feedback are essential components of effective instruction. Ongoing professional development allows educators to monitor progress and adjust strategies as needed.
In her work on early literacy skills for young children with autism through shared book reading activities, Fleury explained: “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.” She noted that adjustments such as more frequent reading opportunities or explicit vocabulary instruction can help sustain engagement.
Root emphasized flexibility in classroom expectations rather than rigid adherence to implicit norms around behavior or communication. “By allowing flexibility in how students engage, respond and demonstrate understanding, educators can focus on meaningful learning rather than surface-level compliance,” she said. She encouraged designing classrooms where supports for communication and predictability are embedded into instruction from the start.
Root also stressed teaching students not just what supports exist but how they can use them independently: “This includes learning when to use a strategy, how to adapt it and how to ask for help when needed.” Gradually reducing adult assistance helps build transferable skills beyond school settings.
As schools continue adapting their approaches amid rising diagnoses rates nationwide, researchers say ongoing educator training paired with flexible classroom design will be crucial steps toward more equitable outcomes.
