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By:Megan Tobin
Published on 2014 by
It has been proposed individuals with autism spectrum disorder (ASD) may benefit from social skills support across the lifespan; however little is currently known about how to best structure social skills instruction for adults with ASD. A biweekly social skills group employing a naturalistic instructional discourse approach was conducted with four emerging adults with ASD who attended a college-based inclusion program at a large state university. The intervention focused on developing participants' understanding of a partner's expectations related to appropriate responding to questions, comments, and short response tokens. Sessions were transcribed verbatim and coded to support detailed analysis. Feedback was solicited from participants, the program teacher, and neurotypical (NT) peers to investigate the social validity of this intervention. A case study approach supported in-depth description of development over time in participant-to-participant interaction, participant involvement in social and instructional discussion, and participant attitude toward group activities. Emerging adults with ASD demonstrated an increased amount of contribution to group conversation and showed improvements in positive participant-to-participant interaction. Over the course of this group, social interaction time increased while instructional interaction time decreased. Implications for designing future group-based social skills interventions for emerging adults with ASD are discussed.
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