The purpose of this quantitative action research study was to examine intervention specialists' self-reported knowledge about certain evidence-based practices, implementation of practices, and how intervention specialists are learning about these practices in educating students with autism. The population of this study included 49 intervention specialists who currently teach at least one student with autism in the Ohio counties of Butler, Clermont, Montgomery and Warren. Intervention specialists were surveyed and results were shared with the Regional Autism Advisory council to help inform professional development needs for the 2011-2012 school year. The results of this study found that Pivotal Response Training is a practice that intervention specialists reported to be least knowledgeable and also is the least frequently used practice. Intervention specialists most frequently reported the reason they many not use a particular practice was because of either not hearing of the practice or not being comfortable in implementing it. Respondents reported learning about the surveyed evidence-based practices most frequently through school-sponsored professional development. Finally, it was found that all counties surveyed would benefit from some form of professional development. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]