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. 2025 May 28;7(3):283-292.
doi: 10.1089/aut.2023.0136. eCollection 2025 Jun.

"Just Ask What Support We Need": Autistic Adults' Feedback on Social Skills Training

Laura Hull  1 , Shravani Rane  1 , Samman Hang-Lai Lee  2 , Felicity Sedgewick  2
Affiliations

"Just Ask What Support We Need": Autistic Adults' Feedback on Social Skills Training

Laura Hull et al. Autism Adulthood. .

Abstract

Background: Social skills training (SST) is an intervention intended to support the development of social communication and interaction for autistic people, often through role-play, modeling, peer mediation, or group activities. While often targeted at autistic children, adults may also be offered SST following diagnosis. Evaluations of SST generally focus on social and behavioral outcomes, with little consideration for participants' experience of the intervention. This study was the first to seek the perspectives of autistic adults regarding their previous experiences of SST in childhood or adulthood.

Methods: We interviewed a total of 11 autistic adults (5 male, 5 female, and 1 agender) from the United Kingdom online. Interviews were semi-structured and focused on participants' previous experiences of SST and how they felt it could be improved. We analyzed data using reflexive thematic analysis.

Results: Autistic adults wanted support around social communication and life skills, which they felt was not always provided through SST. Participants suggested that SST should be personalized and accessible as and when needed. Support through autistic peers and trained neurotypicals was particularly valued. Some emphasized the need for non-autistic people to receive training on how to socialize with autistic people. Some participants also reported negative experiences of SST or felt that it was not necessary.

Conclusions: Current SST provision in the United Kingdom does not always meet the needs of autistic adults. Services providing SST should consider personalizing their support options and ensure that autistic adults are involved in the design and delivery of SST. Some autistic people may not want or need SST, and it should be integrated to a broader range of support options.

Keywords: adult; qualitative; social skills; support.

Plain language summary

Community brief Why is this an important issue? Social skills training is a broad term for support offered to help people with social communication and interaction. Many autistic people are offered social skills training after they are diagnosed, but we do not know much about whether they think it is useful. What was the purpose of this study? To learn about autistic adults' experiences of social skills training. What did the researchers do? We interviewed 11 autistic adults and asked about their previous experiences of social skills training. We asked about what they wanted from social skills training, what had been useful, and what they think needs to be improved. What were the results of the study? Participants felt that social skills training was most useful when it was interactive and personalized to their specific needs. They wanted social skills training as part of a broader package of support for mental health, learning about autism, and meeting other autistic people. Participants felt that social skills training helped them learn more about their autism, but sometimes they were being told to hide parts of themselves. Participants also suggested that everyone would benefit from social skills training, whether or not they are autistic. What do these findings add to what was already known? Most research evaluating social skills training has focused on children's behavior or social skills as evaluated by non-autistic adults. We now know that some autistic people also feel like they can benefit from social skills training, but the way that it is currently run might not be always helpful. Our participants had lots of suggestions for ways to improve social skills training. What are potential weaknesses in the study? We only interviewed autistic adults in the United Kingdom, so their experiences may not be the same as people using social skills training in other parts of the world. Also, our participants were mostly diagnosed as teenagers or adults, so the training they took part in might be different from that offered to younger children. How will these findings help autistic adults now or in the future? We can use the suggestions given by these participants to improve the way social skills training is delivered, so that it is more useful for autistic people in the future. The findings also suggest that social skills training should be offered to everyone, rather than just to autistic people, which might help reduce stigma experienced by autistic people.

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