The rapid growth in the number and diversity of children and youth served under Part B of the Individuals with Disabilities Education Act in the category of autism represents a significant challenge for educators across the country. There is still much to be learned about the types of school-related interventions (e.g., instructional programs and settings; learning supports; supplemental and related services; and accommodations and modifications) that can be used to improve school and post-secondary school outcomes for students with autism. This research team will use extant data from the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) to determine what school-related interventions are associated with academic, social/behavioral, occupational, and independence outcomes for children and youth with autism throughout the school years and into early adulthood. SEELS and NLTS2 are nationally representative databases on students with disabilities. The research activities will take place sequentially within outcome domains. For each domain, the researchers will conduct exploratory, descriptive, and propensity score analyses. The domains will be analyzed in the following order: academic (SEELS & NLTS2), social/behavioral (SEELS & NLTS2), occupational (NLTS2), and independence outcomes (NLTS2).