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Autism Research and Treatment
Volume 2011, Article ID 589539, 11 pages
Research Article

An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

1Juniper Gardens Children's Project, The University of Kansas, Kansas City, KS 66101, USA
2Department of Special Education, The University of Missouri, Columbia, MO 65211, USA

Received 6 June 2011; Revised 4 August 2011; Accepted 20 September 2011

Academic Editor: Connie Kasari

Copyright © 2011 Carla Schmidt et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome ( 𝑁 = 6 ). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.