The present study examined whether parental involvement within the framework of the parent-teacher relationship as established through Conjoint Behavior Consultation (CBC) enhances the academic achievement of students diagnosed with High Functioning Autism Spectrum Disorder (HFASD). Due to the COVID 19 pandemic, this study began with the intervention group learning via a hybrid model and control group learning virtually. Unavoidable complications mid study caused an alteration of the instructional model for some students in the control group which altered the variables for that group and overall results showed growth in academic achievement from May to June. Through visual analysis, results revealed additional progress of the intervention group beginning in February. This demonstrates that by addressing interfering behaviors of students diagnosed with HFASD, this increased their availability to learn which resulted in increased academic progress on math, reading and writing goals, as compared to a control group who did not receive the CBC intervention. For students in the intervention group, out of 18 total goals,10 were mastered compared to the control group that mastered only five goals by the end of the school year. This study provides teachers and consultants with sufficient evidence that CBC is an effective intervention to increase the academic achievement in students diagnosed with HFASD and of the importance of establishing a collaborative home-school relationship. Future research can utilize the results of this current study to determine whether the addition of CBC as an intervention added to the program for students with HFASD could result in future mainstreaming opportunities. [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.]