Individualizing interventions for young children with autism in preschool.

Meier et al. (2012) pulled together every evidence-based tactic that helps preschoolers with autism learn in regular classrooms.

They read dozens of studies and sorted the ones that teachers can actually use without extra staff.

The review only kept practices that had clear how-to steps for three- to five-year-olds.

The paper gives a menu of ABA moves—visual schedules, peer buddies, brief video models—that fit normal circle-time.

Each tactic lists the smallest change that still helps a child stay in the group activity.

Menezes et al. (2021) later checked 18 newer studies and agreed: peer-packed social lessons work, but only when classmates join in.

That sounds like a clash—E et al. say any teacher can solo these moves, while Michelle et al. say you need peers. The gap closes when you see E et al. include peer buddies as one of the menu items, so both papers actually push the same thing.

Simpson et al. (2001) showed preschoolers with autism play half as long and almost never talk to peers, giving E et al. the reason why those peer tactics matter.

Kocher et al. (2015) built on E et al. by listing the exact readiness skills—like lining up quietly—that the earlier review only hinted at.

You can open the paper, pick one practice that matches your current lesson plan, and try it tomorrow. No extra staff, no new kit—just plug the visual or peer step into circle-time and watch engagement rise.