The prevalence of Autism Spectrum Disorder (ASD) has increased rapidly in recent years, resulting in an influx of students with ASD in schools. Notably, the majority of students with ASD are currently functioning cognitively in the average to above average range and are learning alongside their typically developing peers. Nonetheless, students with ASD are experiencing extremely poor postsecondary outcomes compared to their typically developing peers and peers with other disabilities (Shattuck, Narendorf, Cooper, Sterzing, Wagner, & Taylor, 2012). In order to improve outcomes for students with ASD at this level, there is a need to identify and examine how characteristics of students with ASD predict their post-high school endeavors (Taylor & Seltzer, 2011). While academic achievement is typically considered to be an important predictor of postsecondary success, social skill deficits are universally pervasive among students with ASD and may also affect their school-related experiences and outcomes. The purpose of this study was to empirically explore evidence for categorizing social skills among students with ASD, including specifically a distinction between academic- or work-related social skills (WRSS) and interpersonal social skills (IPSS), and the relationships between these social skills, academic achievement, and postsecondary education and employment outcomes among high-functioning students with ASD. Data were drawn from the National Longitudinal Transition Study – 2 (NLTS2). Exploratory Factor Analysis (EFA) was used to examine the different underlying social skills factors, and Structural Equation Modeling (SEM) was used to examine the relationships between the specific social skills, academic achievement, and postsecondary outcomes. Results revealed that WRSS and IPSS appear to represent distinct social skills among students with ASD. Additionally, WRSS significantly predicted academic achievement, as well as enrollment and persistence in postsecondary education. IPSS was significantly related to postsecondary employment and was also shown to partially predict persistence in postsecondary education. Academic achievement was significantly related to all three postsecondary outcomes. Findings emphasize the importance of continuing to support the academic needs of students with ASD, as well as highlight specific social skills to prioritize in intervention efforts for students with ASD. Future directions in research and clinical implications are discussed.
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