The purpose of this qualitative descriptive study was to understand how K-5 inclusion staff members described their use of the 28 EBPs identified for students with autism and their support needs to implement these EBPs with students with autism in inclusive settings within the Northeastern states. Kolb (1984) stated that learning is a process by which knowledge is acquired through experience. Two RQs guided this study: (1) How do K-5 inclusion staff members describe their use of the 28 identified EBPs for students with autism in inclusive settings in the Northeastern United States? (2) How do K-5 inclusion staff members describe the support they need to implement the 28 identified EBPs for students with autism in inclusive settings in schools in the Northeastern United States? Data was collected using a questionnaire, interviews, and a focus group. Thirty-eight participants completed the questionnaires, 15 in the one-to-one interviews, and five in the focus group. This study utilized Saldana's (2021) method of coding. Seven themes were developed to answer the RQs. The results indicated that although inclusion staff members utilize some of the EBPs, they need additional support in utilizing the 28 EBPs for students with autism in K-5 inclusion settings. These results will inform K-5 pedagogical leaders on strategies to better support inclusion staff members in using these EBPs. [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.]