A Preliminary Curriculum to Promote Social Skills via Social Narratives and App Development in Youth With Autism

Abstract

The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and teaching targeted social skills, which are often geared towards individuals with more pronounced forms of ASD. To address the gap, this paper presents the Development of Interpersonal Skills Through Narratives and Technology (DISTNT) curriculum. The DISTNT curriculum innovatively combines social narratives with technology, specifically mobile applications, to enhance social skill development in TAY with L1-ASD with a specific focus on employment. This paper outlines the curriculum’s conceptual framework, structure, and practical applications, offering insights and recommendations for practitioners seeking effective interventions for this population.