Embedding Restricted Interests in Practice When Teaching Social Skills to Children with ASD. A Systematic Review of Antecedent-based Methods.

Two diagnostic characteristics of autism spectrum disorder (ASD) are deficits in social communication skills and the presence of restricted and repetitive behaviors and interests (RRBIs; American Psychiatric Association, 2013). Embedding RRBIs within teaching strategies when teaching social skills provides a strengths-based approach to treatment (Ninci et al., 2020). This review evaluates 11 studies that implemented an antecedent-based approach to embedding RRBIs of individuals with ASD within interventions to effectively make social skill gains. Studies requiring the use of pre-selection criteria were analyzed in relation to primary outcomes compared to studies who did not require this. Researchers methods of determining RRBIs in relation to primary outcomes were also analyzed. Findings demonstrated mixed results, indicating more research needs to be done to identify moderators of positive performance. Current methods of determining if an interest falls within RRBIs are discussed, guidelines for future research and practice are provided.