["Psychology in the Schools, EarlyView. ", "\nABSTRACT\nIndividualized Education Programs (IEPs) are the mechanism through which students receive special education services in schools. Little is known about the degree to which federal guidelines and science‐based recommendations are evident in IEPs for autistic students, particularly those targeting social‐emotional and behavioral health in middle school. Given the centrality of social‐emotional and behavioral health in shaping academic success, it is critical to understand how these needs are addressed via IEPs. This study examined the quality of IEPs for 50 autistic students enrolled in grades 6 through 8, including how IEP goals related to social‐emotional and behavioral health reflected quality standards established in the Individuals with Disabilities Education Act of 2006 and the National Research Council. Of 347 IEP objectives, just under half (42%) targeted social‐emotional and behavioral health‐related outcomes. Analysis of IEP quality indicated moderate adherence to legal standards and best practice recommendations, with variation across individual indicators of quality. Moreover, findings suggested IEP alignment with best practice recommendations was higher for children experiencing economic adversity. Results highlight opportunities for school psychologists to lead efforts in increasing knowledge and collaboration among school professionals regarding support for social‐emotional and behavioral health skill development in autistic students."]