• 7 high schoolers with ASD diagnoses (age 14-16) participated and were referred by school psychologists who thought each child was having trouble socializing, especially during lunchtime. They were split into two "cohorts"; one fall and one spring.
• Some 7-24 neurotypical peers also attended each club activity
• Opportunities for socialization were offered during lunch either in classrooms or outside on the school grounds
• Each cohort was observed to gain a baseline measure with no changes made to their typical lunch time routine, followed by intervention measures
• The intervention included assessing their preferred interests and creating new clubs that aligned with these interests and advertising them all around the school (none of the students were told to engage with any of their peers)

Data was collected for 3 categories:

• percent time engaged with neurotypical peers
• frequency of initiations made to neurotypical peers
• social validation measures