Prevalence reports indicate approximately half of all children diagnosed with autism spectrum disorder (ASD) have a mild form of the disorder such as high-functioning autism, Asperger syndrome, or pervasive developmental disorder–not otherwise specified. These disorders are referred to collectively as high-functioning autism spectrum disorders (HFASD). Students with HFASD often receive their academic instruction in the general education setting. Social skills deficits, challenging behaviors, and the underlying cognitive characteristics related to the behaviors may limit students’ ability to function independently in the complex social environment of a typical high school. Strategy instruction is a promising intervention for helping students acquire skills to become effective social problem solvers, which may lead to improved adaptive functioning and independence. Special education teachers can use the self-regulation strategy development (SRSD) model to design a strategy for solving problems in the real world as part of a comprehensive social skills training program.
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