Autism Spectrum Disorder (ASD) is a developmental delay that is increasing in prevalence among children in the United States. Those being educated in general education classrooms see benefits in various areas. However, there are a number of barriers to effective education, which may be overcome through teacher education and professional development. In this quantitative study, survey and observation methodology was used to assess for pre-school teachers' reported and actual use of evidence-based interventions for behaviors for children with ASD in inclusive pre-school settings. There were 59 participants in the survey phase and 6 participants in the observational phase. The study examined relationships between rate of intervention use and hours of professional development training and specific education on the included interventions. Data analysis provided information about intervention usage as well as revealed significant correlations between demographics and intervention use. Results are discussed and directions for future research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]