{"id":4577,"date":"2019-06-25T01:00:11","date_gmt":"2019-06-25T06:00:11","guid":{"rendered":"https:\/\/last-drum.flywheelsites.com\/?p=4577"},"modified":"2024-08-23T11:25:40","modified_gmt":"2024-08-23T16:25:40","slug":"social-development-autism","status":"publish","type":"post","link":"https:\/\/autism.org\/social-development-autism\/","title":{"rendered":"Understanding Social Development in ASD"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:65.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\" style=\"--awb-text-transform:none;\"><p><span style=\"font-weight: 400;\"><a href=\"#jump\">Dr. Matthew Lerner, Ph.D.<\/a>, discusses social development in individuals with autism. He emphasizes understanding theoretical mechanisms that underly processes generally accepted as social \u201cskills.\u201d The presenter outlines recent findings and discusses their implication in treatments and personal understanding. Lerner highlights the importance of enabling individuals to create meaningful connections and relationships instead of focusing on how people act in social situations. He presents a new model for understanding social development in autism and closes with a question-and-answer session.\u00a0\u00a0<\/span><\/p>\n<\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:1000px;--awb-max-height:563px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.3%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/rS4zBdsKv0w?wmode=transparent&autoplay=0\" width=\"1000\" height=\"563\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-text fusion-text-2\" style=\"--awb-text-transform:none;\"><h2><strong>In this presentation<\/strong><\/h2>\n<p><b>2:50 <\/b><span style=\"font-weight: 400;\">&#8211; Background and outline<br \/>\n<\/span><b>3:20 <\/b><span style=\"font-weight: 400;\">&#8211; How to understand social \u201cskills\u201d problems<br \/>\n<\/span><b>5:30 <\/b><span style=\"font-weight: 400;\">&#8211; Why study adolescents with autism<br \/>\n<\/span><b>10:00 <\/b><span style=\"font-weight: 400;\">&#8211;<\/span> <span style=\"font-weight: 400;\">Story: I want to be a psychic<br \/>\n<\/span><b>12:30 <\/b><span style=\"font-weight: 400;\">&#8211; Populations that may have social difficulties<br \/>\n<\/span><b>15:00 <\/b><span style=\"font-weight: 400;\">&#8211; Mechanisms<br \/>\n<\/span><b>16:08 <\/b><span style=\"font-weight: 400;\">&#8211; Social skills mechanisms<br \/>\n<\/span><b>25:30 <\/b><span style=\"font-weight: 400;\">&#8211; Social knowledge<br \/>\n<\/span><b>28:00 <\/b><span style=\"font-weight: 400;\">&#8211; Social cognition<br \/>\n<\/span><b>32:12 <\/b><span style=\"font-weight: 400;\">&#8211; Insight\/self-awareness<br \/>\n<\/span><b>37:00<\/b><span style=\"font-weight: 400;\"> &#8211; Social motivation<br \/>\n<\/span><b>39:54 <\/b><span style=\"font-weight: 400;\">&#8211; Social information processing<br \/>\n<\/span><b>45:00 <\/b><span style=\"font-weight: 400;\">&#8211; Social creativity<br \/>\n<\/span><b>47:42 <\/b><span style=\"font-weight: 400;\">&#8211; Quantity of social interaction<br \/>\n<\/span><b>52:25 <\/b><span style=\"font-weight: 400;\">&#8211; New model for understanding social development in autism<br \/>\n<\/span><b>54:30 <\/b><span style=\"font-weight: 400;\">&#8211;<\/span> <span style=\"font-weight: 400;\">Practical\/intervention implications and questions<br \/>\n<\/span><b>56:30 <\/b><span style=\"font-weight: 400;\">&#8211; Q &amp; A\u00a0<\/span><\/p>\n<h2><strong>Introduction<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Lerner differentiates between social \u201cskills\u201d and theoretical mechanisms related to social engagement. He asserts that we should consider how individuals present in social contexts and how theoretical mechanisms relate to social engagement <\/span><b>(3:20)<\/b><span style=\"font-weight: 400;\">. The presenter highlights that this is not a new idea \u2013 we understand pathways of medication in our bodies and the mechanisms they impact <\/span><b>(15:20)<\/b><span style=\"font-weight: 400;\">. Therefore, we can create more supportive and direct treatments when equivalent mechanical processes for social functioning are understood.\u00a0\u00a0<\/span><\/p>\n<h2><strong>Theoretical mechanisms and social skills<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Dr. Lerner emphasizes that treatments should aim to enhance individual abilities to create and maintain deep relationships instead of how individuals act in social situations <\/span><b>(13:30)<\/b><span style=\"font-weight: 400;\">. He outlines research on eight theoretical mechanisms generally understood as social skills. He defines each \u201cskill,\u201d outlines study methods and findings, and discusses their implication in treatments and research <\/span><b>(16:08)<\/b><span style=\"font-weight: 400;\">:\u00a0<\/span><\/p>\n<h3><strong>Social knowledge (SK)\u00a0<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">Studies have found no correlation between the amount of SK and successful social interaction. Findings also revealed no significant difference in SK between individuals with autism and their neurotypical peers <\/span><b>(25:30)<\/b><span style=\"font-weight: 400;\">.\u00a0\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Social knowledge may not be as important as we thought.<\/span><\/i><\/p>\n<h3><strong>Social cognition (SC)<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">A digital multi-site study looking at aspects of social cognition across domains in individual patients showed slight variation between groups and significant variability within and between participants <\/span><b>(28:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Individual profiles matter in social cognition and treatment development.<\/span><\/i><\/p>\n<h3><b>Insight\/self-awareness\u00a0<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Multiple studies reveal that children with autism generally rate their own social skills considerably higher than their peers or parents\/caretakers rate them <\/span><b>(32:12)<\/b><span style=\"font-weight: 400;\">. He defines positive illusory bias as it occurs in ADHD and notes its importance in building self-esteem <\/span><b>(33:08)<\/b><span style=\"font-weight: 400;\">. Lerner states that we need to focus on things individuals are doing well instead of the things they are not doing well enough.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Self-awareness may matter more than previously thought.<\/span><\/i><\/p>\n<h3><strong>Social motivation (SM)<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">Studies have shown that children with autism and high SM generally have poorer emotion recognition (ER). In some cases, individuals are so motivated to interact that it overwhelms their ability to read the responses of others <\/span><b>(37:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Social motivation is important \u2013 but complicated.<\/span><\/i><\/p>\n<h3><b>Social information processing (SIP)<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">EEG results show the speed of initial brain processing relates to better SIP and a meta-analysis revealed the n170 blip <\/span><b>(41:10)<\/b><span style=\"font-weight: 400;\"> occurs between 30 &#8211; 50 milliseconds slower in individuals with autism <\/span><b>(42:15)<\/b><span style=\"font-weight: 400;\">. A third study revealed that individuals with and without autism can effectively decode emotional information <\/span><b>(43:30)<\/b><span style=\"font-weight: 400;\">. Therefore, treatments should make SIP mechanisms work well for individual patients.\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: SIP is encoded but not always translated.<\/span><\/i><\/p>\n<h3><b>Social creativity (SC) \u00ad<\/b><span style=\"font-weight: 400;\">\u2013 <\/span><i><span style=\"font-weight: 400;\">flexibility in thinking (opposite of social knowledge)<\/span><\/i><\/h3>\n<p><span style=\"font-weight: 400;\">Survey and questionnaire studies reveal SC as one of the only mechanisms related to successful social interactions <\/span><b>(47:42)<\/b><span style=\"font-weight: 400;\">. Therefore, if we can find ways to promote SC, we could support more effective social interaction.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Social creativity is very promising.<\/span><\/i><\/p>\n<h3><b>Quantity of social interaction<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Studies have found that individuals who can effectively read their own emotions engage in significantly more social situations <\/span><b>(47:42)<\/b><span style=\"font-weight: 400;\">. Therefore, Lerner posits that effective social interactions may naturally progress if practitioners aim to help individuals identify their own emotions.\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Quantity of social interaction is not necessarily reduced in autism, and we should consider other factors.<\/span><\/i><\/p>\n<h3><b>Contextual variability<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">A recent study found that the ability to adjust behaviors in different social contexts may matter even more than symptom\/behavior severity <\/span><b>(50:33)<\/b><span style=\"font-weight: 400;\">.\u00a0\u00a0<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Take home: Contextual variability is more important than symptom\/behavior severity.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">Lerner concludes by outlining a model for supporting effective social interactions in individuals with autism <b>(52:25)<\/b>. He describes current research aims and objectives <b>(54:30)<\/b> before opening a question-and-answer session <b>(56:30)<\/b>.<br \/>\n<\/span><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:40px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"jump\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-size:cover;width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-3\"><p><img decoding=\"async\" class=\"lazyload alignleft wp-image-4578\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/04\/LernerHeadshot.jpg\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/04\/LernerHeadshot.jpg\" alt=\"\" width=\"100\" height=\"103\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27100%27%20height%3D%27103%27%20viewBox%3D%270%200%20100%20103%27%3E%3Crect%20width%3D%27100%27%20height%3D%27103%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/04\/LernerHeadshot-200x206.jpg 200w, https:\/\/autism.org\/wp-content\/uploads\/2019\/04\/LernerHeadshot-291x300.jpg 291w, https:\/\/autism.org\/wp-content\/uploads\/2019\/04\/LernerHeadshot.jpg 329w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 100px) 100vw, 100px\" \/><\/p>\n<p><span class=\"registration-description\" data-bind=\"expander:{'expandText': moreButtonText(), 'userCollapseText': lessButtonText(), 'text':getWebinarInfo().description}\"><span class=\"details\"><strong>Matthew D. Lerner, Ph.D.<\/strong> is an Associate Professor of Psychology Psychiatry, &amp; Pediatrics in the Department of Psychology at Stony Brook University, where he directs the Social Competence and Treatment Lab. He is the founding Director and current Research Director of the Spotlight Program at the Northeast Arc in Massachusetts, a year-round program for social competence and confidence development, serving more than 200 youth annually.\u00a0 <a href=\"https:\/\/www.lernerlab.com\/\">Learn More<\/a><br \/>\n<\/span><\/span><\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-4\"><h4>Take the knowledge quiz<\/h4>\n<p>Can&#8217;t see the quiz below? 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fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\" aria-label=\"Perspective: Adult sibling with profound ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Joyful moment of three brothers sharing a laugh\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\">Perspective: Adult sibling with profound ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><span>August 5th, 2025<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/selfcare\/\" rel=\"category tag\">Caregiver Care<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/siblings\/\" rel=\"category tag\">Siblings<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Mojdeh Mostafavi, MD, shares her deeply personal journey as a sibling supporting a loved one with profound autism. She describes her experiences from early childhood through adulthood, highlighting the challenges and triumphs<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\" aria-label=\"The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Asian teen boy and girl look in smartphone, communicate, have fun, millenial, teenagers rest together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\">The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><span>September 30th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/social-media\/\" rel=\"category tag\">Social media<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Xinru Page, Ph. D., discusses the benefits and challenges of using social media for autistic young adults. She cites recent survey studies involving autistic people, support networks, and field sites and highlights<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\" aria-label=\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Group of six happy young people socialize outside\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\">The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><span>August 27th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/anxiety-2\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/anxiety\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>  Dr. Elizabeth Laugeson discusses the importance of friendships during development and the prevalence of peer rejection and neglect across populations. She introduces The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae),<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\" aria-label=\"Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Office environment with a group of professionals working together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\">Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><span>March 12th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Employees with autism spectrum disorders (ASD) may contribute to businesses in a unique way because they are less likely than neurotypical individuals to exhibit the \u201cbystander\u201d effect, according to a<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\" aria-label=\"Autistic adults show enhanced generosity toward strangers\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"adult women handcrafting plates\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271720%27%20height%3D%271218%27%20viewBox%3D%270%200%201720%201218%27%3E%3Crect%20width%3D%271720%27%20height%3D%271218%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\">Autistic adults show enhanced generosity toward strangers<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><span>December 21st, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Adults with autism spectrum disorders (ASD) tend to be more generous to strangers than their neurotypical peers are, according to new research. In the study, Paul Forbes and colleagues explored<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-media-use-and-autism-teens-and-adults\/\" aria-label=\"Social Media Use and Autism &#8211; Teens and Adults\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/03\/adult-on-computer-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Young smiling man in headphones typing on laptop keyboard while sitting by workplace and taking part in online webinar or lesson\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/03\/adult-on-computer-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/03\/adult-on-computer-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2023\/03\/adult-on-computer-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-01-10T15:09:50-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-media-use-and-autism-teens-and-adults\/\">Social Media Use and Autism &#8211; Teens and Adults<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-01-10T15:09:50-05:00<\/span><span>September 19th, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/anxiety-2\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/technology-and-asd\/\" rel=\"category tag\">Technology and ASD<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>    Pamela Wisniewski, PhD, presents new research about the online and social media experiences of autistic teens and young adults. Her research findings emphasize teaching teens how to leverage technology to their<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":7954,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,21,36,27,18,3785,24],"tags":[4693,58,3537,3536,4699,3535,5481],"class_list":["post-4577","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-adults-on-the-spectrum","category-autism-spectrum-disorders","category-challenging-behaviors","category-educational-therapies","category-infants","category-social-skills","category-webinar","tag-ari-webinar","tag-autism","tag-development","tag-emotional","tag-matthew-lerner","tag-social-skills","tag-understanding-social-development-in-asd","webinar-author-matthew-lerner"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - 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