A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings.

Höher and the team read every paper they could find on social-skills lessons for kids with autism who learn in regular classrooms. They only kept studies that used clear ABA tactics like modeling, role play, or peer buddies. Then they scored each paper for research quality.

The goal was simple: decide if these lessons count as evidence-based for inclusive schools.

The review says yes—behavioral social-skills packages meet evidence standards when they are used inside general-ed rooms. The authors caution that many studies are small and short, but the pattern is steady across papers.

In plain words, you can tell parents and principals that peer-mediated ABA social lessons have real research backing in inclusive settings.

Menezes et al. (2021) later looked at 18 newer studies and agreed—social-skills lessons work, especially when classmates join as helpers. Their paper extends Höher’s by showing peer participation is a key mover.

Dudley et al. (2019) narrowed the lens to social communication like greetings and questions. They found the same benefit but warned most lessons are still run by researchers, not teachers. This flags a gap Höher only hinted at.

Esposito et al. (2025) zoomed in on theory-of-mind skills. They confirm ABA packages work, yet note gains often fade once the study ends. This adds a caution Höher did not stress: plan extra practice and generalization up front.

You can now cite a systematic review when an IEP team asks for peer-mediated social skills in the regular class. Pair that with the newer finding that teacher-led delivery and long-term maintenance need more support. Build your program with built-in peer buddies, teacher scripting, and follow-up booster sessions.