Using social networking to increase independent social functioning in a student with autism

The purpose of this study was to examine if engaging a student on a social networking site with his peers would increase social functioning in other settings. In this study social interactions were measured by reciprocating greetings, initiating greetings, and total numbers of social interactions during lunch and more social classes like gym. Both independent and prompted interactions were recorded. The student was required to log into Facebook and make a minimum of three interactions per day. Interactions that were recorded did not include interactions on Facebook. The subject showed marked improvement in reciprocating greetings and minimal increase in initiating greetings and total number of interactions. Results and implications of using a social networking site in the classroom are addressed.