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Introduction Children that have autism generally have higher trouble getting the information and program of language arts in a baseline teaching classroom atmosphere. Ferraioli and Harris states that if supplied with an appropriate educational and interventional experience starting early in their lives, can move to and benefit from a more average instructional setting (Ferraioli e.g., Lovaas 1987; Smith et al. 2000) . Baseline teaching styles include instruction from the instructor or para practitioner and the pupil is only interacting with the instructor, para practitioner, or tutors (i.e. pupil asks questions led to the teacher, teacher responds to question and not use the input of other classmates). Owen-DeSchryver, Carr, Cale, and Blakeley-Smith speaks about a study conducted on students with autism and other students with autism spectrum disorders (ASD) reported that Hilton and Liberty (1992) 78% of interactions were purely instructional in nature and occurred between the pupils with specific needs and their teachers, teaching assistant, or peer tutors instead of with classmates who weren't acting as tutors. Considering language arts is essential to the development of language in a childвЂ™s lifestyle, parentsвЂ™ of kids with disabilities are prone to be concerned with their childвЂ™s ability to retain and effectively utilize the skills learned in the language artsвЂ™ program. According to varies studies, children with autism that are introduced into teaching styles that incorporate peer discussion and interaction with their teacher is associated with higher retention rates in learning in general. Children with autism who actively talk and follow the attention of others (via coordinated focus to toys and.