Autism spectrum disorder (ASD; including autism, Asperger's syndrome, and pervasive developmental disorder-not otherwise specified [PDD-NOS]) is a complex disability that challenges the capacities of families, organizations, public policy, and communities to deliver effective educational and therapeutic programming. The drive for effective programming and the elusive quest for a "cure" have created great controversy in the field of autism and have provided an environment that is fertile ground for untested, ineffectual, and sometimes harmful intervention strategies (Heflin & Simpson, 1998; Simpson, 2005). In some instances, this debate has led to acrimonious court cases and due process hearings requiring judges and due process hearing officers to decide the appropriateness of instructional strategies and to discern between untested and evidence-based practices (Yell & Drasgow, 2000). Over the past 5 years, various researchers, professional committees, and expert groups have sought to identify evidence-based practices for individuals with ASD (National Research Council, 2001; Simpson) and to develop criteria for identifying a practice as "evidence-based" (Homer et al., 2005; Odom et al., 2005; Simpson). The result is a collection of recommended practices for individuals with ASD that include intervention strategies with varying evidence of efficacy (Simpson).
