Abstract
Selection of a special education evidence-based practice (EBP) requires developing an understanding of what interventions work as well as for whom they are effective. This review examined participant characteristics in the EBP literature for learners with autism spectrum disorders (ASD) identified by the National Professional Development Center on Autism Spectrum Disorders. Results indicated very limited representation of diverse participants in the entire body of research, and when reported, White youth represented a large majority of study participants. This work is an attempt to begin to better understand the extent that various contextual factors are reported in a body of literature used to identify EBPs. Implications for ASD research are discussed along with recommendations for future research.