Reducing Disciplinary Actions for Students with Autism Spectrum Disorder Through Positive Supports and De-Escalation Techniques

Abstract

Autism Spectrum Disorder (ASD) affects approximately 1 in 59 children in the U.S., yet limited research exists on how disciplinary actions are administered to students with ASD in educational settings. This study examines patterns in school-based disciplinary actions among students with ASD in Indiana between 2014 and 2016. Using data from the HANDS in Autism® Needs Assessment survey completed by parents, findings revealed no statistically significant change in the prevalence of disciplinary actions, including detention, suspension, and expulsion, across the three years. A large percentage of students were also reported to be removed from settings or placed in de-escalation rooms. These results highlight the continued reliance on punitive measures and point to a need for evidence-based alternatives, such as de-escalation techniques and positive behavior supports. The study recommends ongoing educator training, individualized student interventions, family collaboration, and expanded research to reduce reliance on exclusionary discipline and improve educational outcomes for students with ASD.