Researchers have demonstrated how the CWS could bemodified by using different rules, more rules, different stimuli,and the application of group contingencies (Below et al.,2008; Blondin et al.,2012; Hautau et al.,2008; Skinner &Skinner,2007). In the current study, the procedures weremodified to include the use of a social story to introduce theintervention to students. Although using social stories to teachCWS procedures was unique, this component was not formal-ly evaluated. Researchers should determine if social storiescan help students with ASD and other disabilities learn therules and routines associated with the CWS.Researchers should consider evaluating other componentsof the CWS. Previous researchers found that students withASD often respond well to visual prompts (Ganz & Flores,2010; Pierce et al.,2013). Thus, researchers could determine ifhaving the behavioral expectations displayed at all times (i.e.,the color displayed on the traffic light indicating behavioralexpectations) enhanced students’knowledge of behavioralexpectations and consequently their rule-following behaviors.Perhaps the visual presence of the color on the traffic lightserving as a visual-discriminative stimulus was related to thespecific behavioral contingency in place, thus improving dis-criminability and stimulus control. Also, researchers shoulddetermine if having the light displayed enhanced teachers’ability to consistently support desired behaviors (Fudge etal.,2007). As students with ASD often respond well to routinetransitions (Cihak,2011), researchers may want to evaluatethe consistent application of transition procedures. Studentswith ASD often have difficulty attending (Chien et al.,2015). As the rules for red are designed to enhance attentionto directions and instructions for the next activity (e.g., keepyour desk cleared, keep your eyes on the speaker), researcherscould determine if the temporal warnings and red rules en-hanced students’direction following and reduced the needfor teachers to repeat directions (Saecker et al.,2008).The teachers in the current study indicated other directionsfor future research. Several teachers queried whether a visualtimer, such as a SMART board countdown clock, could beused in addition to a verbal temporal warning. Teachers alsoindicated that during class time the students appeared to re-spond to the physical presence of the stop light. ResearchersTable 4Tally of teacher agreement for statements measuring teacher acceptability of interventionStatementYesMaybeNo1. The CW was an acceptable way to increase good student behavior.A, A, A, CBB2. I would recommend the CW to other teachers.A, A, A, CBB3. I noticed a positive change in my students’behavior.A, A, A, CB, B4. I would be willing to use the CW again in the future.A, CA, A, B, B5. The CW is appropriate for a variety of students.AA, A, CB, B6. I liked the procedures used in the CW.A, A, A, B, CB7. The CW will produce lasting improvements in the students’behavior.A, A, A, CB, B8. The students enjoyed the CW.A, A, CAB, B9. The CW will not result in negative side effects for the students’performance.A, A, A, B, CB10. Overall, the CW was beneficial to the students.