Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies typically have involved considerable researcher assistance in arranging and supporting opportunities for interaction. This study represents a departure from previous interventions by teaching general education students a strategy to prompt themselves to increase their interactions with classmates with autism. Three general education high school students were taught to set interaction goals and monitor their interactions with a peer with autism in their classes. The goal-setting package was associated with increased social interaction among participating students. Based on findings, recommendations are provided for future research and practice.
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