This paper study is to explore possible benefits of participatory systematic empirical observation for the teacher who designs, implements teaching interventions to students with autism. The research is based on empirical studies that have been applied in the last 20 years in the University and on the literature review. The methodology describes the data from recordings with certain protocols applied in special education and training with the pedagogical tool which summarized in the acronym (TISDIPs-SET) Targeted Individually Structured and Differentiated teaching Integration Programs of Special Education and Training. The results highlight the advantages and disadvantages of participatory systematic empirical observation in autism research. Finally, it is proposed that there is a need for further study of linguistic interventions.