A Literature Review of Social Communication Interventions for Individuals with Autism Spectrum Disorder in General Education Settings

Purpose of Review Research indicates that educating individuals with autism is most effective in general education settings with peers. This review investigated the current literature on best practices for teaching social communications in general education settings. Recent Finding There were a wide range of interventions implemented in various settings with different implementors, with many utilizing peers for teaching. Due to the program variability identified, results were also highly varied, as so many factors can affect natural environment research. One major finding was that time spent in interventions allows individuals to receive more direct instruction; more opportunities to practice a new skill; more support, prompting, and guidance in shaping the new skill until it is correct; and more reinforcement and opportunities to earn reinforcement; all necessary skills for learning for individuals with autism. Future research should focus on controlling for variables and more explicitly reporting procedures and agreements for better understanding and analysis.