Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders

TLDR

Supporting social interactions and positive peer relationships is a key component of secondary education, yet many adolescents with autism spectrum disorders have limited social connections outside intentional programming. The study examined the efficacy and social validity of peer network interventions for two high‑school students with ASD and offered recommendations for designing social‑focused interventions and future research directions. The authors implemented peer network interventions to promote social interactions and skills among two high‑school students with ASD. Peer network interventions led to substantial increases in peer interactions for both students and were deemed acceptable and feasible by adult facilitators, peer partners, and the students with ASD.

Abstract

Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer network interventions as an avenue for promoting social interactions and social skills for two high school students with ASD. The introduction of peer networks was accompanied by substantial increases in peer interactions for both students. Adult facilitators, peer partners, and students with ASD each considered the intervention to be acceptable and feasible to implement. We offer recommendations for designing social-focused interventions for adolescents with ASD and highlight future research directions.