Autism spectrum disorders (ASD) are classified as social disorders in which individuals typically do not learn social behaviors in the same way as their non-diagnosed peers. This means that they do not naturally learn from their environments and struggle with generalization. Therefore, this population requires direct instruction utilizing the principles of Applied Behavior Analysis (ABA) to teach and shape new social communications. Best-practice has demonstrated that teaching individuals with ASD should be taught in natural environments, and is important to use their time efficiently by implementing interventions with a strong research base. Research aims for this special issue include asking: what interventions are best for this population across all formats? how are individuals being taught? who is teaching? where are they being taught? is there utilization of peers, as indicated as effective by current research? how are ABA principles being implemented? how are environments being manipulated for effective teaching? It is vital that there is a strong research base for teaching social communications to individuals with ASD so they can become competent communicators and be active participants in their own lives, which is why a special issue on this topic would be very beneficial.

The potential article types for this special issue will involve experimental designs, reviews, and meta-analyses investigating teaching social communications to individuals with autism in general and natural environments. These submissions can include all forms of communication formats, such as speech, as well as aided and unaided augmentative and alternative communication (AAC) systems for those diagnosed with autism in general education and natural settings.