Social Skills for College Students with Autism Spectrum Disorder
A Systematic Literature Review
DOI:
https://doi.org/10.23925/2175-3520.2025i59p71-82Keywords:
Autism Spectrum Disorder, higher education, social skillsAbstract
The development of social skills (SS) is essential for the academic success and psychosocial adjustment of college students, especially those with Autism Spectrum Disorder (ASD), whose core difficulties lie in communication and social interaction. Given the increasing presence of individuals with ASD in higher education and the scarcity of strategies aimed at this population, this study aimed to conduct a systematic review of national and international literature on Social Skills Training (SST) interventions for college students with ASD. Following PRISMA® guidelines, five studies published between 2011 and 2024 were analyzed from databases such as PubMed, Scopus, and PsycArticles. Results show positive evidence of the effectiveness of SST, highlighting improvements in communication, socialization, friendships, and reductions in anxiety and depression symptoms. Interventions varied in design, participation of individuals with ASD in the process, and the use of social coaches, with the PEERS® protocol frequently applied. Despite limitations, such as the small number of studies and low autistic involvement in methodological decisions, findings reinforce the potential of SST as an inclusive tool in higher education. It is concluded that adapted strategies and further research with robust methodologies are needed to consolidate evidence-based practices and promote educational equity and effective inclusion.
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