Social Skills Training for Autism: PEERS and Other Approaches That Work

The Social Skills Challenge in Autism

Social communication differences are a defining feature of autism spectrum disorder, but that does not mean social skills cannot be learned and improved. The challenge has never been whether autistic teens can develop better social skills. The challenge has been finding programs that actually produce meaningful, lasting improvement rather than short-term compliance in artificial settings.

For decades, social skills interventions for autistic individuals produced disappointing results. Programs taught skills in clinical settings that did not transfer to real-world interactions. Teens could demonstrate "appropriate" eye contact in a therapy office but still could not navigate a conversation in the school cafeteria. Gains observed during treatment faded within months of program completion.

That has changed. A new generation of evidence-based approaches, led by the PEERS program, has demonstrated that social skills can be taught effectively and that gains can be maintained for years. But not all programs are equal, and choosing the right approach for your teen matters enormously.

This guide compares the most widely used social skills training approaches for autistic teens, examining their methods, evidence base, strengths, and limitations.

80%

Source: Journal of Autism and Developmental Disorders

PEERS (Program for the Education and Enrichment of Relational Skills)

How It Works

PEERS is a 14-week manualized program developed at UCLA that teaches concrete social rules and steps for making and keeping friends. Teens attend 90-minute weekly sessions where they learn skills through direct instruction, role-play, and behavioral rehearsal. Parents attend a concurrent group where they learn to serve as social coaches at home. Weekly homework assignments require teens to practice skills in real-world settings.

What It Teaches

The curriculum covers conversational skills, electronic communication, choosing appropriate friends, entering and exiting conversations, planning get-togethers, being a good host and guest, handling disagreements, responding to teasing and bullying, and managing reputation.

Evidence Base

PEERS has the strongest research base of any social skills program for autistic adolescents. Multiple randomized controlled trials have demonstrated significant improvements in social skills knowledge, social engagement, and frequency of get-togethers. The most compelling evidence is the long-term data: a follow-up study found that gains were maintained 1 to 5 years after treatment, an outcome no other social skills program for autism has demonstrated.

Strengths

• Strongest evidence base of any social skills intervention for autism
• Long-term maintenance of gains documented
• Parent involvement creates an ongoing coaching system
• Concrete, specific rules rather than abstract concepts
• Real-world homework ensures skill transfer
• Cross-cultural validation across multiple countries

Limitations

• Requires verbal ability and at least average cognitive functioning
• Structured curriculum may not address individual-specific challenges
• Time-limited format may not be sufficient for teens with significant social deficits
• Availability varies by location, and waitlists can be long
• Does not deeply address the emotional or sensory aspects of social difficulty

Cost

$1,500 to $4,000 for the full 14-week program. Insurance coverage varies.

Social Thinking

How It Works

Social Thinking, developed by Michelle Garcia Winner, is a cognitive-behavioral framework that teaches individuals to understand the social world through concepts like "thinking with your eyes," "expected and unexpected behaviors," and "social detective" skills. Rather than teaching scripted behaviors, Social Thinking aims to build the underlying social cognition that drives social behavior.

What It Teaches

Core concepts include perspective-taking, reading and interpreting social cues, understanding how your behavior affects others' thoughts and feelings, flexible thinking in social situations, and self-regulation in social contexts. The curriculum uses visual frameworks and vocabulary that give teens a language for understanding social dynamics.

Evidence Base

Social Thinking has a moderate evidence base. Several studies have shown improvements in social cognition and social behavior, but the research is not as extensive or rigorous as the PEERS literature. Most studies are smaller in scale and fewer include long-term follow-up. A 2023 systematic review classified Social Thinking as a "promising practice" but noted the need for more randomized controlled trials.

Strengths

• Teaches underlying social cognition rather than surface-level behaviors
• Flexible framework that can be adapted to individual needs
• Vocabulary and concepts are intuitive and memorable for many teens
• Can be integrated into individual therapy, group settings, or school environments
• Addresses the "why" behind social rules, which appeals to many autistic teens

Limitations

• Less structured than PEERS, which makes fidelity harder to ensure
• Fewer randomized controlled trials than PEERS
• Abstract concepts can be difficult for concrete thinkers
• Some autistic self-advocates have criticized aspects of the framework for implying that autistic social behavior is inherently wrong rather than simply different
• No standardized parent component

Cost

Varies widely. Individual Social Thinking therapy sessions cost $150 to $250 per session. Group programs range from $1,000 to $3,000 depending on duration and format.

ABA-Based Social Skills Training

How It Works

Applied Behavior Analysis (ABA) approaches to social skills use behavioral principles such as reinforcement, prompting, shaping, and task analysis to teach specific social behaviors. Skills are broken down into component steps, taught through structured practice, and reinforced when performed correctly.

What It Teaches

ABA-based programs can target virtually any social behavior, from basic skills like greeting others and turn-taking to more complex skills like initiating play, reading facial expressions, and managing group conversations. The curriculum is typically individualized based on assessment of each learner's specific skill deficits.

Evidence Base

ABA has a large evidence base for teaching discrete social behaviors, particularly for younger children and individuals with more significant cognitive and language challenges. However, the evidence for generalization of ABA-taught social skills to natural settings is mixed. Skills learned in structured ABA sessions do not always transfer to unstructured social environments, which is the primary concern.

Strengths

• Highly individualized to each learner's specific needs
• Can be effective for teens with more significant cognitive or language challenges
• Breaks complex skills into manageable steps
• Data-driven approach with ongoing progress monitoring
• Well-established methodology with extensive practitioner training

Limitations

• Generalization to natural settings remains a significant challenge
• Can feel artificial or compliance-focused rather than relationship-focused
• Some approaches prioritize behavioral conformity over authentic social connection
• Less effective for teaching complex, nuanced social skills like reciprocal conversation or humor
• Significant criticism from autistic self-advocates regarding the focus on making autistic people "look normal"
• Limited research specifically on ABA-based social skills groups for teens

Cost

$50 to $150 per hour for direct ABA services. Group social skills sessions within ABA programs are typically $50 to $100 per session. Insurance coverage for ABA is mandated in most states, making it more accessible financially than some alternatives.

Video Modeling and Technology-Based Programs

How It Works

Video modeling involves showing teens video examples of social interactions and then having them practice what they observed. Technology-based programs, including apps and virtual reality platforms, provide simulated social scenarios where teens can practice skills in a low-risk environment.

Evidence Base

Video modeling has a solid evidence base for teaching specific social behaviors, particularly for visual learners. Technology-based programs are newer and have emerging but still limited evidence. Initial studies of virtual reality social skills training show promising results for reducing social anxiety and improving conversational skills.

Strengths

• Visual format suits many autistic learners
• Can be practiced at home on the teen's own schedule
• Lower cost than therapist-led programs
• Reduced social pressure compared to live group interaction
• Repeatable, which allows for self-paced learning

Limitations

• Lacks the real-time social feedback of live interaction
• Skills practiced in virtual environments may not transfer to real-world settings
• Most programs lack the parent coaching component that drives long-term gains
• Technology-based programs vary widely in quality and evidence base

Cost

Video modeling programs are often free or low cost. Technology-based platforms range from free to $50 per month for subscription-based services.

Comparing the Approaches: A Summary

When choosing a social skills approach for your autistic teen, the decision should be guided by your teen's specific profile and needs.

Choose PEERS if your teen has average or above-average cognitive ability, wants to make friends, can participate in a group setting, and you want the strongest evidence-based option with documented long-term outcomes.

Choose Social Thinking if your teen needs to build the underlying social cognition before or alongside behavioral skills, responds well to conceptual frameworks, or if PEERS is not available in your area.

Choose ABA-based training if your teen has more significant cognitive or language challenges, needs highly individualized programming, or requires support with basic social behaviors before advancing to complex friendship skills.

Choose technology-based approaches if your teen experiences severe social anxiety that makes in-person groups initially too challenging, as a supplement to other programming, or if access to in-person services is limited.

The Case for Combining Approaches

In practice, many families find that a combination of approaches produces the best results. A common and effective sequence might look like this:

1. Start with individual therapy to address any co-occurring anxiety or depression that could interfere with social skills learning.
2. Enroll in PEERS or a similar structured program for foundational social skills.
3. Continue with a therapeutic social skills group for ongoing practice and support.
4. Supplement with Social Thinking concepts that the teen can apply across settings.
5. Facilitate real-world social opportunities using the skills and strategies learned in treatment.

What to Look for in Any Program

Regardless of the approach you choose, certain features predict better outcomes:

• Opportunities for practice with peers, not just instruction
• Real-world homework that extends learning beyond the group setting
• Parent involvement in some form, whether a concurrent group, coaching sessions, or regular communication
• Facilitators with specific training in both the program methodology and autism
• A strengths-based approach that respects your teen's neurology while building practical skills
• Outcome measurement to track whether the program is actually producing change

A Note on Neurodiversity

The landscape of social skills training for autistic individuals is evolving alongside a broader cultural shift toward neurodiversity acceptance. The goal of social skills training should not be to make your teen indistinguishable from their neurotypical peers. The goal should be to give them the tools to navigate social situations when they choose to, reduce the distress that comes from social misunderstanding, and support them in building the relationships they want to have.

The best programs balance teaching practical social strategies with respect for your teen's autistic identity and communication style. If a program makes your teen feel fundamentally broken or wrong, it is not the right program regardless of its evidence base.