Abstract
The primary core deficit in autism spectrum disorders is social development. While frequently acknowledged as a critical aspect of intervention for improved functioning, research on the specifics of social development and effective models of intervention is not commensurate with the acknowledged importance. We present a model of social competence that is derived from a behavioral molecular analysis approach, but which is presented in a broad ecological context. We distinguish social skills from skilled social behavior and present specific clinical examples that are derived from the model.
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