The neurodiversity model of disability is a relatively new approach to teaching and working with autistic individuals. As a result, many interventions align with earlier models of disability, such as the medical and social models, and aim to assimilate autistic individuals among their neurotypical peers rather than celebrate their differences as one of life's natural diversities. This study investigates how educators can create Literacy Based Behavioral Interventions (LBBIs) that align with the neurodiversity paradigm and foster equitable friendships between autistic and neurotypical children. I conducted focus groups with 34 autistic middle school and high school students and eight educators to determine how to feasibly meet autistic students' social needs. Themes found across these focus groups included autism education for teachers and neurotypical peers, barriers to communication, and the impact of social stigma against autistic individuals. These findings indicate a need for LBBIs and overall classroom environments that amplify autistic perspectives and are not rooted in neurotypical standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]