Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention

ABSTRACT

Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Evan H. Dart

Evan H. Dart, Ph.D., BCBA-D is an associate professor in the school psychology program at the University of South Florida. He is a licensed psychologist and a board certified behavior analyst. Dr. Dart’s research interests encompass school-based behavioral interventions implemented within a multi-tiered system of support framework.

Keith C Radley

Keith Radley, Ph.D., BCBA-D, NCSP is an Associate Professor and Director of the School Psychology Program at the University of Utah. Dr. Radley’s research interests center on the application of behavioral interventions within academic settings, particularly for individuals with developmental disabilities. Further, his research focuses on data collection, visualization, and decision making in both research and applied contexts.

Kate A. Helbig

Kate A. Helbig, PhD., BCBA-D, NCSP is an Assistant Professor in the School Psychology Program at the University of South Dakota. She is a licensed psychologist and board certified behavior analyst, and nationally certified school psychologist. Dr. Helbig’s research interests include social skills teaching for individuals with intellectual and developmental disabilities within educational settings.

Chelsea Salvatore

Chelsea Salvatore, M.A. is a doctoral student in the School Psychology Program at the University of South Florida. Her research interests focus on behavioral and mental health supports within a multi-tiered system of support framework and culturally responsive Positive Behavior Interventions and Supports.