Research indicates that there are many strategies that could increase children’s academic and social performance in schools (Eikeseth et al., 2007; Eikeseth, Smith, Jahr, & Eldevik, 2002; Sallows & Graupner, 2005; Vismara & Rogers, 2008; Vivanti et al., 2014). When searching for the best strategy for each individual child, it is important to identify the Autism severity and the program (Reed & Osborne, 2012). Time input of the intervention also impacts the success of the strategy. The level of time input from the approaches is critical to the student success, and the children’s gains are proportional to the time input of the program (Reed & Osborne, 2012). With the increasing prevalence of ASD, it is important to identify interventions that can be used in and outside of the classroom to increase student academic and social success.…