Without interventions, children and youth with ASD have limited initiated interactions with neurotypical peers, a hard time staying engaged in interactions with neurotypical peers, and difficulties understanding social cues and participating in social activities with neurotypical peers. The aim for this study was to see how incorporating the interests of high schoolers with ASD into school-time activities would effect their peer socialization. They specifically chose high schoolers because there is a lack of research in this area, with most research being focused on socialization for elementary and middle school children. 

Improving Socialization for High School Students with ASD by Using Their Preferred Interests: Background

The purpose of the study was to deepen the research on socialization, and ultimately to improve youth with ASD's engagement, initiations, and overall social capacity with neurotypical peers. They also wanted to see if these improvements would remain after the study was over.





Improving Socialization for High School Students with ASD by Using Their Preferred Interests: Purpose

- 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





Improving Socialization for High School Students with ASD by Using Their Preferred Interests: Methodology

- time of year (fall semester vs spring semester) had no distinct effects
- every participant showed social isolation in comparison with neurotypical peers during the baseline measure, including low engagement levels
- ultimately each participant improved with interest-based intervention
- findings did not hold for many participants after the study most likely because they did not have educated individuals facilitating and intervening in club activities, or the clubs themselves were discontinued

Improving Socialization for High School Students with ASD by Using Their Preferred Interests: Results

- Background
- Purpose
- Methodology
- Results
- Discussion

University of Michigan - Ann Arbor

As a means for inclusion and integration, using the preferred interests of students with ASD can be an effective method. Individuals with ASD tend to have specific and strong interests, so utilizing these can help with socialization.

Improving Socialization for Students with ASD by Using Their Preferred Interests


Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43(9), 2121–2134. https://doi.org/10.1007/s10803-013-1765-3

Learn Before

Learn After