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The development of effective social-communicative behavior is possibly the most critical set of skills required for successful integration into family and community life. Most young children develop social interaction skills without specific instruction or intervention, however, for children with autism social dysfunction is the single most defining feature of the disorder and possibly the most disabling as well. With increased social and educational opportunities provided to young children with disabilities in inclusive environments, delays in social and communicative behavior, make it more difficult for children with autism to gain maximum social and educational benefit. Without direct intervention the impact of poor social skills is substantial for children with autism. Earlier social skills interventions for young children with special needs employed such strategies as adult directed teaching, shaping of child behaviors by typical peers within natural environments, and adult instruction using scripts. Although these interventions often resulted in positive changes in children’s social behavior, it wa