High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with Autism Spectrum Disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.

高中作为教育工作者实施循证实践的环境具有巨大潜力，这些实践证明可以改变患有自闭症谱系障碍 (ASD) 的青少年的课后结果。不幸的是，教育工作者觉得没有准备好使用过渡和以残疾为中心的循证实践。教练作为有效职业发展的一个基本特征，是支持教育工作者发展使用这些实践的能力的重要过程。告知在复杂的高中环境中使用辅导，描述了 ASD 学生中等教育中心用于在 30 所学校实施以残疾和过渡为重点的综合干预措施的模型，并分析了辅导数据，以提供经验教训，为中学从业者提供专业发展支持。讨论了研究和实践的局限性和影响。