This session aims to provide a cursory examination of the characteristics and current research concerning social competence in students with autism spectrum disorders in the K-12 curriculum.  By defining the components of social skills deficits and their manifestations we can examine the impact they have on the daily life of students with ASD and the effects of social impairment into adulthood.  This presentation will examine current literature and research based studies examining the assessment of social deficits and the development and application of social skills curricula for students with autism spectrum disorders across general and special education. Furthermore, the presentation will examine the impact of current educational reform to include the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) on service delivery models and social outcomes of individuals with ASD.  Examples of classroom based instructional practices and tools for developing programs to build social competence will be critically examined.  Strategies to support the transition of students with autism spectrum disorders from elementary to secondary school settings will also be addressed.
            A variety of learning objectives will be addressed through the presentation of examples and research related to social skills in the classroom.  These learning objectives will be supported through discussion on an elementary and secondary level.  In defining social competence and the social deficits often exhibited by individuals with ASD, we can begin to link theory and practice into meaningful lessons for students both inside and outside of the classroom. It is imperative that educators seek to develop and effectively implement strategies and programs based on current literature to bridge the research to practice gap. The impact of quality instruction is demonstrated in improved academic and behavioral performance in students with qualitative social impairments.  A Comprehensive examination of the inception of social skills instruction to support the development of social competence demonstrates the growth and advancement of practices that encourage self advocacy and independent skills in individuals within the autism spectrum.  Students with autism spectrum disorders must be afforded equal educational and social opportunities within the school setting while maintaining individualized programs that foster success throughout the individual’s lifetime.
            Developing best practice for students with autism spectrum disorders involves the merging of curriculum and assessment with social and daily living skills in the least restrictive environment. Many educators feel unqualified to teach individuals with autism spectrum disorders in the current age of sweeping educational reform. There is a current lack of understanding of the disorder and its manifestations. The attitude of the educational system as well as the educator serving students with autism spectrum has a significant impact on the quality of intervention and social and educational outcomes. Therefore a primary focus of this presentation is placed on strategies and methods that seek to best serve these individuals based on the review of current literature.  The contribution to content on the impact of social competence in the lives of children and adolescents with autism spectrum disorders seeks to advance the field of current practice by increasing capacity of individuals who are involved in the lives of children with ASD.