Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to produce the expected benefit, which can add to student frustration, lost resources, and teacher burnout. Students with autism spectrum disorder (ASD) often benefit from intensive intervention that contains high rates of opportunities to respond. This article provides an overview of a practical guide for adjusting intervention intensity for students with ASD through a three-step process that includes identifying when to adjust intensity along with three ways to adjust intervention intensity. Additional considerations are included for analyzing student responses for data-based decision-making.

特殊教育和相关专业人员通常了解遵守干预程序（即保真度）的重要性，但可能不太熟悉干预强度的概念。在某些情况下，专业人员可能会正确应用干预，但强度不足。这可能导致干预无法产生预期的收益，这会增加学生的挫败感、资源损失和教师倦怠。患有自闭症谱系障碍 (ASD) 的学生通常会受益于包含高反应机会的强化干预。本文概述了通过三步过程为 ASD 学生调整干预强度的实用指南，该过程包括确定何时调整强度以及调整干预强度的三种方法。