B1C: Rethinking Social Skills: Evidence Based, Strength Centered Approaches for Autistic Children

Traditional social skills programs often focus on correcting behaviors or teaching scripted interactions, which can feel unnatural for autistic children and misaligned with neurodiversity affirming practice. Recent peer reviewed work by Vidal and colleagues offers a different path: social‑learning approaches that emphasize authentic participation, natural contexts, strength‑based supports, and collaborative problem‑solving rather than compliance or memorized skills.

This session introduces families and professionals to these emerging evidence‑based models. Participants will learn how social competence can be supported through meaningful activities, shared interests, peer partnerships, and responsive adult scaffolding. We will explore how to identify a child’s existing social strengths, how to build on them in everyday routines, and how to create environments that reduce social barriers rather than placing the burden solely on the child.

Parents and professionals will leave with practical tools, examples from research, and family‑friendly strategies that promote authentic connection, confidence, and participation — without forcing neurotypical norms. This session is grounded in current literature and aligned with neurodiversity‑affirming, family‑centered care.

Learning Outcomes:

Identify strengths-based strategies that support authentic social engagement for autistic children.

Differentiate between traditional social skills training and contemporary neurodiversity affirming models.

Apply practical tools for embedding social learning opportunities into daily routines, classrooms, and community settings.

Speakers