Inadequate or poorly developed social skills are a common feature in children with Autism Spectrum Disorder (ASD). Failure to develop relationships, lack of enjoyment in social interactions, and lack of social and emotional reciprocity combine to make the ASD population a particularly important target for social skills interventions.

This study examined the efficacy of classroom-based social skills training for 74 children with ASD utilizing non-ASD peers as behavioral models. The researcher employed a multi-phased, mixed methods design, which incorporated qualitative and quantitative data. Interviews were conducted with teachers of children with ASD. The interview data was then used to develop a rating scale. The rating scale was administered to teachers and instructional aides pre-treatment and post-treatment. The treatment consisted of social skills lessons which were developed from the content on the rating scale. There were 3 treatment conditions. Group 1 received social skills lessons within their classroom. Group 2 received social skills lessons within their classroom with the addition of non-ASD peers as behavioral models. Group 3 was a control group which did not receive the social skills lessons.

There was a general trend of improvement in social skills for children with ASD as a result of the treatment. Overall, the most improvement was made by the treatment group that included non-ASD peers as behavioral models. However, when statistical analyses were calculated, it made no significant difference whether students participated in the structured lessons, and it made no significant difference if non-ASD peers were included as behavioral models.