Learning how to be a student: an overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder.

Kocher et al. (2015) wrote a story-style review. They rounded up every National Professional Development Center practice that helps preschoolers with autism get ready for kindergarten.

The team looked at how to teach sitting in circle time, lining up, and following group directions. They did not run new experiments; they summarized older ones.

The review lists 27 evidence-based tactics. Visual schedules, peer buddies, and scripted stories are top picks.

Each tactic links to a real skill you can see: walking to the cubby without prompts, or raising a hand when the teacher says, "Everyone sit."

Marsh et al. (2017) later checked the same pool with stricter rules. Their systematic review agrees that ABA classroom tricks boost academics and self-care, but adds a warning: social inclusion gains are still small. The two papers match; the later one simply widens the lens to kindergarten and first grade.

Meier et al. (2012) came first. That narrative review also catalogs preschool practices, yet zooms only on inclusive classrooms. Kocher et al. (2015) keeps the inclusive angle and adds pull-out and one-to-one setups, giving you more places to use the same tools.

Cooper (1997) pushed visual cues when few did. Kocher et al. (2015) folds those cues into a bigger list, showing the field has moved from single tricks to full-day readiness routines.

You now have a one-page shopping list of NPDC practices that teach "student behavior" before kindergarten. Pick one skill your learner lacks, find the matching tactic, and start small during circle time or snack. You do not need a new study; you need the will to try what already works.