ASCs are neurodevelopmental conditions that affect an increasing number of individuals globally, and 1 child in 100 in the UK. Children with ASCs have marked difficulties in social interaction and communication skills and in performing tasks that require initiation of and responding to social actions, such as imitation, turn-taking and collaborative (joint) actions. Many children with ASCs go on to experience a life-time of unemployment and often severe mental health difficulties. There is no cure for ASCs. However, early intervention and consistent support that is also sustained over time and contexts is paramount to improving the child’s ability to cope with social situations and, to enhancing their and their caregivers’ quality of life, and outlook. Provision of consistent and sustainable support for children in and outside of school is advocated by the autism best practice community and by many schools with specialist provisions for ASC pupils. Modern interventions emphasise consistent support across contexts, and for teachers and parents to share the management of goals for each child through co-creation of learning experiences. Increasingly, teachers and parents look to technology as an effective complimentary intervention that, thanks to growing affordability and efficacy of mobile and cloud computing may provide the basic infrastructure for a continuous and sustainable link between the support given to children at home and at school.