Adolescence can be a tumultuous time period for students with ASD, given difficulties with social encounters inherent to the diagnosis. To meet this challenge, there is a growing base of research on school-based interventions designed for adolescents with ASD. However, interventions should demonstrate outcomes that are relevant to adolescents, which may differ from outcomes perceived as relevant by adults. I am interested in understanding adolescent perspectives on intervention, the efficacy of interventions situated in natural peer interaction contexts, and outcome measures that reflect the dynamic nature of interaction.
