This article reviews the available literature on group-based social skills interventions for adolescents with autism. Forty-four studies were identified that were published in peer-reviewed journals. While each identified treatment utilized a group format, there was significant heterogeneity among the implemented procedures and evaluative methods. Studies were compared on a number of dimensions, and trends in the field were identified. The findings suggest that there is significant evidence for the usefulness of social skills groups as an intervention for adolescents with autism, and the evidence base is rapidly growing. In addition to a summary of the existing literature, recommendations for areas of future research are identified.

Experiential learning is an essential process in the development of core social competencies. Unfortunately, adolescents with autism spectrum disorders often do not possess the prerequisite skillset and motivation to sustain the level of social immersion needed to benefit from this learning process. These persisting social vulnerabilities can limit their long-term relational success and associated quality of life, creating a need for comprehensive social programming. This paper describes a multi-component socialization intervention that simultaneously targets motivational, conceptual, and skill deficits using a hybrid experiential/didactic treatment approach. Evidence of social competence improvements was noted in survey and live conversational measures, indicating that the START program may hold promise as a method for improving the social success of participating adolescents with ASD.