Special Ed teacher here. This topic is one I've thought about a lot in the daily happenings of my job. It's a very real quandary. On the one hand, you do want to see kids with ASD included with their peers as much as possible. But on the other hand, sometimes they are so over stimmed by the classroom environment, that they can't stay in it for very long. Positive behavior plans are then written up for these kids, but they are all very manipulative. The underlying premise is that these kids want to be doing exactly what everyone is doing in exactly the same way and at the same speed, but gosh, they can't control their own brains, but if a sticker reward is just around the corner, then their lazy frontal lobe will finally do its job and control the poor "choices." Bad behavior in this population are not choices being made; rather they are the outward effects of misunderstood or ignored causes. Sometimes the least restrictive environment is the environment with the least restrictions: a classroom that caters to the neurodiverse needs of each of its students, not to the objectives of the teacher.