Research suggests that while social skills groups in school settings can be effective for students with Autism Spectrum Disorder (ASD), generalization of the skills and behaviors learned in these groups to other settings can be problematic. This study assessed the use of a say-do correspondence intervention to increase generalization at recess of…

A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six…