According to the Centers for Disease Control and Prevention (2014), one in 68 children is now classified as having an Autism Spectrum Disorder A(SD), a significant rise from previous estimates. The prevalence of ASD creates an extraordinary demand on schools, staff, and teachers to provide interventions that meet the educational needs of students with the disorder. The highly variable symptoms and the range of severity of symptoms creates a significant challenge in developing and implementing effective interventions that address the range of developmental and academic needs of students with ASD. In 2007, in its second year of grant funding, the National Center for Special Education Research (NCSER), in the Institute of Education Sciences (IES), created the Autism Spectrum Disorders topic area. This topic area was created to support a program of research intended to improve outcomes for students in preschool through high school identified with ASD. Currently funded research focuses on comprehensive school-based interventions. An intervention is comprehensive, as defined by NCSER, when it is designed to address multiple outcomes. At a minimum, outcomes for funded research must include two or more from the following domains: developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes. Research on ASD interventions, however, is supported across various topic areas within NCSER, including those where funded research focuses on only one outcome (e.g., social) or on earlier ages (e.g., toddlers). The majority of these projects focus specifically on individuals with ASD, though a few focus on individuals with ASD as a part of a larger group of which ASD is one disability. NCSER has also funded a large-scale research and development center focused on supporting students with ASD in secondary school. This report summarizes the NCSER-supported research on children and youth with ASD across all research topics. [This report was summarized by Amy Sussman.]