Abstract
AbstractChildren initiate social interactions to greet, ask questions, invite peers to play, and for many other purposes. However, failure to initiate social interactions is one of the social communication criteria that are required to diagnose autism spectrum disorder (ASD) and may limit social opportunities for children with ASD. Several researchers examined different interventions to teach social initiations to elementary‐aged children with ASD. The purpose of this systematic review was to examine the interventions that were used to teach social initiations to elementary‐aged children with ASD and their outcomes in social initiations, maintenance, generalization, and social validity. The reviewed interventions were generally helpful in teaching, generalizing, and maintaining social initiations for elementary‐aged children with ASD. Although limited, social validity evaluations support the interventions, target behaviors, and/or outcomes. Gaps and implications for professionals and researchers were discussed.
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