| Currently there are many studies to support that social skills interventions can be generalized across time, settings, and persons in school age children with Autism Spectrum Disorder (ASD). However, research has yet to examine if interventions are effective in generalization of social skills with young adults with ASD. The present study implemented a single subject multiple baseline approach to measure change over time in social skills with four young adults with ASD. Participants were young adults who were involved with Transitions, a peer mediated social skills program run at a Midwestern university. Three specific social skills were targeted for instruction and observed across multiple settings. Results were inconsistent and varied depending on the participant. In the instances where the skills improved in the setting in which it was taught, the skills also improved in the other two settings. Limitations and implications for future research and practice are discussed. |
