Autism treatment survey: services received by children with autism spectrum disorders in public school classrooms.

Matson et al. (2008) mailed a survey to Georgia public-school teachers who had students with autism.

The survey asked which practices the teachers used every day. It listed ABA tactics, sensory tools, and other common strategies.

Teachers checked boxes for the ones they used most often.

Most teachers picked strategies that have little or no research support.

Few said they used peer-mediated help, self-management, or other ABA tools that reviews call evidence-based.

Grade level and class type changed the picks, but the pattern stayed the same: weak strategies ruled.

Simpson et al. (2001) and Crosland et al. (2012) already showed that antecedent cues, peer buddies, and self-monitoring help students with autism stay in general-ed classes. The 2008 survey shows these exact tools are scarce in real schools.

Van Hanegem et al. (2014) later proved that a short peer-support plan cut off-task behavior for three elementary students. Matson et al. (2008) found almost no teacher using that tactic, so the gap between proof and practice is wide.

Gitimoghaddam et al. (2022) scanned 770 ABA studies and saw gains in language, social, and daily-living skills. Yet the teachers in Matson et al. (2008) rarely tapped this large evidence base, highlighting a pipeline problem from journal to classroom.

If you consult in schools, do not assume teachers know the ABA playbook. Bring a short menu of high-impact tactics like peer tutoring, visual schedules, and self-monitoring. Offer ready-made materials and model one lesson. A twenty-minute demo can replace years of guesswork.