This article is an analysis of the reports submitted to the Ministry of Education by teams and mentors who took part in the autism spectrum disorder participatory action research (ASD PAR) project. The key findings highlight the importance of: individualised support based on a sound knowledge of the child or young person; strategies targeted at the child's environment and the people within it as opposed to addressing perceived within-child challenges; and interventions thoughtfully linked to outcomes and carefully implemented in accordance with the culture and context of the child and the team. (Contains 3 footnotes.)