This final report describes the activities and outcomes of a federally funded project that was designed to develop, validate, and disseminate a training program for teachers of students with autism. The strategies taught to teachers were those that have been accepted as best practice in autism literature. Since 1996 more than 500 teachers, associates, and other certified professionals from Iowa and surrounding states have been trained in the model, and support teams for training and follow-up have been developed in at least 5 sites outside of Heartland AEA 11. The data suggest that the training model is validated for effect on global intelligence. In addition, there was some impact on observed behaviors associated with autism, cooperative play, and classroom behavior. Impact on adaptive behavior was not well established. The effect on cognitive performance was validated on a small sample of children in two different replication sites. It appears that IEP teams, with support from autism specialists, can program for students with autism in public schools, without needing to resort to "autism" or other categorical classrooms. In addition, it appears that autism support teams can train certified support professionals to teach students with autism. (Contains 23 references and 24 tables.) (Author/SG)