The Benefit of a Social Learning Intervention to Increase Self-Efficacy, Engagement and Social Inclusion for Students with Autism

The literature on Autism indicates a need for evidence-based practices to be implemented in the classroom. The prevalence of Autism is increasing as well as social learning demands embedded in both Common Core State Standards and Social Emotional Learning in preparation for college and career readiness. However, individuals with Autism are not automatically wired for the social demands which negatively impact their experiences and often manifests as behavior in the classroom. Meeting the needs of all students while creating positive learning experiences that build self-efficacy needed for motivation and increased student outcomes can be challenging. This study built on Bandura’s Social Learning Theory, and the role self-efficacy plays in student achievement. Understanding the impaired cognitive processes in students with Autism supports the need for intervention such as Social Thinking® methodology to teach social competencies. This study includes three components: teacher intervention, student intervention and student perspectives toward inclusion. Quantitative and qualitative methods were utilized, and data analyzed to provide evidence of 1) a shift in the perspective of teachers supporting students with Autism as a result of teacher training to increase understanding of students with Autism, building self-efficacy through the use of Social Learning Tools (Social Thinking® and Reflection Journal) to support social emotional learning and increasing social acceptance; 2) Social Learning Intervention for students with Autism (Social Learning Tools: Social Behavior Map and Reflection Journal) increased self-efficacy, engagement and social inclusion; 3) Embedding a phenomenological design identified student perspectives to be used to further guide instructional practices toward fostering Social Inclusion to build self-efficacy and increase academic achievement for all students