Skip to main content
SpringerLink
Log in

Emerging Social Skills Interventions for Individuals with Autism

  • Chapter
  • First Online:
Handbook of Social Skills and Autism Spectrum Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

In addition to the evidence-based interventions discussed in this book, there are several interventions developed to improve social competence for individuals with autism spectrum disorder that show promise. While the interventions we discuss in this chapter have one or more studies suggesting clinical benefit for individuals with autism spectrum disorder, by definition they are not well established at this time, often because the research base lacks methodological rigor (e.g., large-scale controlled trials) and/or because the extant research is still fairly new and not thoroughly evaluated. Further exploration of these emerging interventions, however, is crucial in order to gather evidence regarding effective interventions for individuals with autism spectrum disorder. In this chapter, we describe some of the emerging interventions targeting social skills for individuals with autism spectrum disorder, review the existing research on the use of the interventions by exploring the mechanism-driven versus distal outcome interventions, generalizability, and replicability of studies, and highlight the clinical implications for these techniques.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 259.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 329.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 329.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4, 619–625.

    Article  Google Scholar 

  • Baron-Cohen, S., Golan, O., Wheelwright, S., & Hill, J. J. (2004). Mind reading: The interactive guide to emotions. London: Jessica Kingsley.

    Google Scholar 

  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298.

    Article  PubMed  Google Scholar 

  • Bauminger, N. (2007). Brief report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605–1615. doi:10.1007/s10803-006-0246-3

    Article  PubMed  Google Scholar 

  • Bauminger-Zviely, N. (2013). Cognitive-behavioral-ecological intervention to facilitate social-emotional understanding and social interaction in youth with high-functioning ASD. In A. Scarpa, S. W. White, & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders (pp. 226–258). New York, NY: Guilford Publications.

    Google Scholar 

  • Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743–753. doi:10.1111/j.1469-7610.2008.01920.x

    Article  PubMed  Google Scholar 

  • Beaumont, R., & Sofronoff, K. (2013). Multimodal intervention for social skills training in students with high-functioning ASD: The Secret Agent Society. In A. Scarpa, S. W. White, & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders (pp. 173–198). New York, NY: Guilford Publications.

    Google Scholar 

  • Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41, 997–1006. doi:10.1007/s10803-010-1121-9

    Article  PubMed  Google Scholar 

  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162.

    Article  Google Scholar 

  • Bölte, S. (2004). Computer-based intervention in autism spectrum disorders. In O. T. Ryaskin (Ed.), Focus on autism research (pp. 247–260). New York, NY: Nova Biomedical.

    Google Scholar 

  • Cannon, L., Kenworthy, L., Alexander, K. C., Werner, M. A., & Anthony, L. G. (2011). Unstuck and on target!: An executive function curriculum to improve flexibility for children with autism spectrum disorders. Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Chambless, D. L., Baker, M. J., Baucom, D. H., Beutler, L. E., Calhoun, K. S., Crits-Christoph, P., … Johnson, S. B. (1998). Update on empirically validated therapies, II. The Clinical Psychologist, 51(1), 3–16.

    Google Scholar 

  • Corbett, B. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., … Rios, T. (2011). Brief report: Theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(4), 505–511.

    Article  PubMed  Google Scholar 

  • Corbett, B. A., Swain, D. M., Coke, C., Simon, D., Newsom, C., Houchins-Juarez, N., … Song, Y. (2014). Improvement in social deficits in autism Spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research, 7(1), 4–16.

    Article  PubMed  Google Scholar 

  • Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44(7), 701–715.

    Article  Google Scholar 

  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38, 581–591. doi:10.1007/s10803-007-0466-1

    Article  PubMed  Google Scholar 

  • Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113–126.

    Article  Google Scholar 

  • Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31(3), 315–325.

    Article  PubMed  Google Scholar 

  • Eack, S. M., Greenwald, D. P., Hogarty, S. S., Bahorik, A. L., Litschge, M. Y., Mazefsky, C. A., & Minshew, N. J. (2013). Cognitive enhancement therapy for adults with autism spectrum disorder: Results from an 18-month feasibility study. Journal of Autism and Developmental Disorders, 43, 2866–2877. doi:10.1007/s10803-013-1834-7

    Article  PubMed  Google Scholar 

  • Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6, 169–200. doi:10.1080/02699939208411068

    Article  Google Scholar 

  • Field, T., Field, T., Sanders, C., & Nadel, J. (2001). Children with autism display more social behaviors after repeated imitation sessions. Autism, 5(3), 317–323.

    Article  PubMed  Google Scholar 

  • Garman, H. D., Spaulding, C. J., Webb, S. J., Mikami, A. Y., Morris, J. P., & Lerner, M. D. (2016). Wanting it too much: An inverse relation between social motivation and facial emotion recognition in autism spectrum disorder. Child Psychiatry and Human Development. Advance online publication. doi: 10.1007/210578-015-0620-5.

  • Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18(02), 591–617.

    Article  PubMed  Google Scholar 

  • Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265–280.

    Article  PubMed  PubMed Central  Google Scholar 

  • Goldstein, T. R. (2011). Correlations among social-cognitive skills in adolescents involved in acting or arts classes. Mind, Brain, and Education, 5(2), 97–103.

    Article  Google Scholar 

  • Grynszpan, O., Weiss, P. L. T., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism, 18(4), 346–361.

    Article  PubMed  Google Scholar 

  • Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22, 39–54.

    Article  Google Scholar 

  • Hancock, T. B., & Kaiser, A. P. (2009). Enhanced milieu teaching. In R. McCauley & M. Fey (Eds.), Treatment of language disorders in children. Baltimore, MD: Paul Brookes.

    Google Scholar 

  • Hancock, T. B., Ledbetter-Cho, K., Howell, A., & Lang, R. (2016). Enhanced milieu teaching. In Early intervention for young children with autism spectrum disorder (pp. 177–218). Springer International Publishingx, Switzerland.

    Google Scholar 

  • Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: A review of behavioral and neuroimaging studies. Neuropsychology Review, 20, 290–322. doi:10.1007/s11065-010-9138-6

    Article  PubMed  Google Scholar 

  • Hofmann, S. G., Asnani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36, 427–440.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hofmann, S. G., & Smits, J. A. J. (2008). Cognitive-behavioral therapy for adult anxiety disorders: A meta-analysis of randomized placebo-controlled trials. Journal of Clinical Psychiatry, 69(4), 621–632.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hogarty, G. E., & Greenwald, D. P. (2006). Cognitive enhancement therapy: The training manual. University of Pittsburgh Medical Center: Authors. Available through www.CognitiveEnhancementTherapy.com

  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C., & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41, 1543–1555. doi:10.1007/s10803-011-1179-z

    Article  PubMed  Google Scholar 

  • Howard, J., & Renfrow, D. (2003). Social cognition. In J. Delamater (Ed.), Handbook of social psychology (pp. 259–281). New York, NY: Plenum.

    Google Scholar 

  • Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107–119.

    Article  Google Scholar 

  • Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40(9), 1154–1160.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42(8), 1768–1773.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ingersoll, B., & Lalonde, K. (2010). The impact of object and gesture imitation training on language use in children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 53(4), 1040–1051.

    Article  PubMed  PubMed Central  Google Scholar 

  • Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37(8), 1446–1456.

    Article  PubMed  Google Scholar 

  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487–505.

    Article  PubMed  Google Scholar 

  • Jenson, W., Bowen, J., Clark, E., Block, H., Gabriensen, T., Hood, J., … Springer, B. (2011). Superheroes social skills. Eugene, OR: Pacific Northwest.

    Google Scholar 

  • Kaiser, A. (1993). Introduction: Enhancing children’s social communication. In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children’s communication: Research foundations for intervention (pp. 3–9). Baltimore, MD: Brookes.

    Google Scholar 

  • Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9–48). Baltimore MD: Paul Brooks Publishing.

    Google Scholar 

  • Kenworthy, L., Anthony, L. G., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., … Wallace, G. L. (2014). Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. Journal of Child Psychology and Psychiatry, 55(4), 374–383. doi:10.1111/jcpp.12161

    Article  PubMed  Google Scholar 

  • Koegel, L., Vernon, T., Koegel, R. L., Koegel, B., & Paullin, A. W. (2012). Improving socialization between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavioral Intervention, 14(4), 220–227.

    Article  Google Scholar 

  • Koning, C., Magill-Evans, J., Volden, J., & Dick, B. (2013). Efficacy of cognitive behavior therapy-based social skills intervention for school-age boys with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 1282–1290. doi:10.1016/j.rasd.2011.07.011

    Article  Google Scholar 

  • Leaf, J. B., Mitchell, E., Townley-Cochran, D., McEachin, J., Taubman, M., & Leaf, R. (2016). Comparing Social Storiesâ„¢ to Cool Versus Not Cool. Education and Treatment of Children, 39(2), 173–185.

    Article  Google Scholar 

  • Leaf, J. B., Tsuji, K. H., Griggs, B., Edwards, A., Taubman, M., McEachin, J., … Oppenheim-Leaf, M. L. (2012). Teaching social skills to children with autism using the cool versus not cool procedure. Education and Training in Autism and Developmental Disabilities, 165–175.

    Google Scholar 

  • Lerner, M. D., Mikami, A. Y., & Levine, K. (2010). Socio-dramatic affective-relational intervention for adolescents with Asperger syndrome & high functioning autism: Pilot study. Autism, 1362361309353613.

    Google Scholar 

  • Lerner, M. D., White, S. W., & McPartland, J. C. (2012). Mechanisms of change in psychosocial interventions for autism spectrum disorders. Dialogues in Clinical Neuroscience, 14(3), 307–318.

    PubMed  PubMed Central  Google Scholar 

  • Lopata, C., Thomeer, M. L., Volker, M. A., & Lee, G. K. (2013). A manualized summer program for social skills in children with high-functioning ASD. In A. Scarpa, S. W. White, & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders (pp. 199–225). New York, NY: Guilford Publications.

    Google Scholar 

  • Lopata, C., Thomeer, M. L., Volker, M. A., & Nida, R. E. (2006). Effectiveness of a cognitive-behavioral treatment on the social behaviors of children with asperger disorder. Focus on Autism and Other Developmental Disabilities, 21, 237–244.

    Article  Google Scholar 

  • Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890–904.

    Article  PubMed  Google Scholar 

  • Lopata, C., Thomeer, M. L., Volker, M. A., Toomey, J. A., Nida, R. E., Lee, G. K., … Rodgers, J. D. (2010). RCT of a manualized social treatment for high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 1297–1310. doi:10.1007/s10803-010-0989-8

    Article  PubMed  Google Scholar 

  • Lozier, L. M., Vanmeter, J. W., & Marsh, A. A. (2014). Impairments in facial affect recognition associated with autism spectrum disorders: A meta-analysis. Development and Psychopathology, 26, 933–945. doi:10.1017/S0954579414000479

    Article  PubMed  Google Scholar 

  • McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351–372.

    Article  PubMed  Google Scholar 

  • McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills (rev. ed.). Champaign, IL: Research Press.

    Google Scholar 

  • Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142(6), 601–622. doi:10.1037/bul0000041

    Article  PubMed  Google Scholar 

  • Moore, D., McGrath, P., & Thorpe, J. (2000). Computer-aided learning for people with autism – A framework for research and development. Innovations in Education and Teaching International, 37(3), 218–228.

    Google Scholar 

  • Murray, D. (1997). Autism and information technology: Therapy with computers. In S. Powell & R. Jordan (Eds.), Autism and learning: A guide to good practice (pp. 100–117). London: David Fulton Publishers.

    Google Scholar 

  • Olatunji, P. J., Cisler, J. M., & Deacon, B. J. (2010). Efficacy of cognitive behavioral therapy for anxiety disorders: A review of meta-analytic findings. Psychiatric Clinics of North America, 33, 557–577.

    Article  PubMed  Google Scholar 

  • Radley, K. C., Ford, W. B., Battaglia, A. A., & McHugh, M. B. (2014). The effects of a social skills training package on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 29(4), 216–229. doi:10.1177/108835761452660

    Article  Google Scholar 

  • Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166.

    Article  PubMed  Google Scholar 

  • Roberts, D. L., Penn, D., & Combs, D. R. (2004). Social cognition and interaction training: Unpublished treatment manual.

    Google Scholar 

  • Rogers, S. (1999). An examination of the imitation deficit in autism. In J. Nadel & G. Butterworth (Eds.), Imitation in infancy (pp. 254–279). Cambridge: Cambridge University Press.

    Google Scholar 

  • Scarpa, A., White, S. W., & Attwood, T. (2013). Cognitive-behavioral interventions for children and adolescents with high-functioning autism spectrum disorders. New York, NY: Guilford Publications.

    Google Scholar 

  • Schultz, R. T., Grelotti, D. J., Klin, A., Kleinman, J., Van der Gaag, C., Marois, R., & Skudlarski, P. (2003). The role of the fusiform face area in social cognition: Implications for the pathobiology of autism. Philosophical Transactions of the Royal Society of London Series B: Biological Sciences, 358, 415–427. doi:10.1098/rstb.2002.1208

    Article  PubMed  PubMed Central  Google Scholar 

  • Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., et al. (2010). Social competence intervention for youth with Asperger syndrome and high functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40, 1067–1079.

    Article  PubMed  Google Scholar 

  • Stichter, J. P., O’Connor, K. V. O., Herzog, M. J., Lierheimer, K., & McGhee, S. D. (2012). Social competence intervention for elementary students with aspergers syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 42, 354–366. doi:10.1007/s10803-011-1249-2

    Article  PubMed  Google Scholar 

  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367.

    Article  PubMed  PubMed Central  Google Scholar 

  • Tanaka, J. W., Wolf, J. M., Klaiman, C., Koenig, K., Cockburn, J., Herlihy, L., … Schultz, R. T. (2010). Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program. Journal of Child Psychology and Psychiatry, 51(8), 944–952.

    Article  PubMed  Google Scholar 

  • Taubman, M., Leaf, R., & McEachin, J. (2011). Crafting connections: Contemporary applied behavior analysis for enriching the social lives of persons with autism spectrum disorder. New York, NY: DRL Books, LLC.

    Google Scholar 

  • Toomey, J. A., Lopata, C., Volker, M. A., & Thomeer, M. L. (2009). Comprehensive intervention for high-functioning autism spectrum disorders: An in-depth case study. In M. T. Burton (Ed.), Special education in the 21st century (pp. 95–118). Hauppauge, NY: Nova Science.

    Google Scholar 

  • Turner-Brown, L. M., Perry, T. D., Dichter, G. S., Bodfish, J. W., & Penn, D. L. (2008). Brief report: Feasibility of social cognition and interaction training for adults with high functioning autism. Journal of Autism and Developmental Disorders, 38, 1777–1784. doi:10.1007/s10803-008-0545-y

    Article  PubMed  PubMed Central  Google Scholar 

  • Tytherleigh, L., & Karkou, V. (2010). Drama therapy, autism and relationship building: A case study. Arts therapies in schools: Research and practice (pp. 197–216). Philadelphia, PA: Jessica Kingsley Publishers.

    Google Scholar 

  • Uljarevic, M., & Hamilton, A. (2013). Recognition of emotions in autism: A formal meta-analysis. Journal of Autism and Developmental Disorders, 43, 1517–1526. doi:10.1007/s10803-012-1695-5

    Article  PubMed  Google Scholar 

  • Wang, S. Y., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43(7), 1701–1716.

    Article  PubMed  Google Scholar 

  • Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45, 1070–1083. doi:10.1007/s10803-014-2264-x

    Article  PubMed  Google Scholar 

  • Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45, 1513–1531. doi:10.1007/s10803-015-2373-1

    Article  PubMed  Google Scholar 

  • White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868.

    Article  Google Scholar 

  • Wilczynski, S., Green, G., Ricciardi, J., Boyd, B., Hume, A., Ladd, M., & Rue, H. (2009). National standards report: The national standards project: Addressing the need for evidence-based practice guidelines for autism spectrum disorders. Randolph, MA: The National Autism Center.

    Google Scholar 

  • Winner, M. G. (2000). Inside out: What makes a person with social cognitive deficits tick? San Jose, CA: Think Social Publishing.

    Google Scholar 

  • Yoder, P. J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (2014). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-based communication assessment and intervention, 7(4), 150–174.

    Article  PubMed Central  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Virginia Tech, Department of Psychology, Blacksburg, VA, USA

    Andrea Trubanova Wieckowski & Susan W. White

Authors
  1. Andrea Trubanova Wieckowski
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susan W. White
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan W. White .

Editor information

Editors and Affiliations

  1. Autism Partnership Foundation, Seal Beach, California, USA

    Justin B. Leaf

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Wieckowski, A.T., White, S.W. (2017). Emerging Social Skills Interventions for Individuals with Autism. In: Leaf, J. (eds) Handbook of Social Skills and Autism Spectrum Disorder . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-62995-7_23

Download citation

Publish with us

Policies and ethics

Search

Navigation