Maintaining a focus on reading comprehension is essential for students with autism spectrum disorder (ASD), as some will still need to develop this skill during their high school years. Two evidence-based approaches for reading comprehension for high school students with ASD are Alternate Achievement Literacy (AAL) and Collaborative Strategic Reading: High School (CSR-HS). AAL provides adaptations and modifications to support access and comprehension of chronologically age-appropriate text for students with ASD (Browder, Thompson, & Fallin, 2014). Targeted for students "learning to read," the focus of AAL is for students to develop an understanding of text, rather than simply decoding functional sight words found in daily life. CSR-HS combines strategies of strategy instruction and corporative learning to improve reading comprehension throughout the reading process for individuals with ASD (Meadows Center for Preventing Educational Risk [MCPER], 2013). Students "reading to learn" use CSR-HS to work together to use evidence-based strategies to improve their ability to read text for understanding. This intervention is adapted from traditional CSR to be used with high school students with ASD.