The primary focus of this domain is on individualized instruction to create meaningful learning environments tailored to each student. Evidence should demonstrate how educators apply their understanding of ASD characteristics, medical implications for learning, and the influence of theory of mind, central coherence, and executive function. It should highlight the use of evidence-based practices (EBPs) to address speech, language, communication, or adaptive behavior needs and show how systematic instruction integrates learner interests and assessment outcomes to enhance skills and foster self-regulation across various settings.