Social Skills, Dating, and Adults with ASD:

Using Social Cognitive Theory to inform Program Development

Savannah Heller, Masters in Recreational Therapy
University of Utah Recreational Therapy
Linking SCT and working with ASD Implications for Recreational
Social Skills and ASD Social Cognitive Theory
population Therapy
Interpersonal relationships are pivotal to the quality of life Social Cognitive Theory (SCT) was introduced in 1986 and Research supporting the effectiveness SCT in explaining behavior The top identified obstacles to entering dating
for any individual, and persons with autism spectrum evolved out of  Social Learning Theory, which was acquisition and maintenance, and the need for comprehensive social relationships for people with ASD were not knowing
disorder (ASD) are no different. (Mogavero & Hsu, 2020, developed by Albert Bandura in the 1960s. SCT focuses on skills development in people with ASD, suggests that education on how a romantic relationships work, appropriate
p. 356) People with ASD have reported the same desire three elements, cognition, behavior, and environmental interpersonal relationships using SCT as a framework could benefit behaviors within a romantic relationship, and not
for intimate relationships as others, but often experience factors, to explain the acquisition of new behaviors. Before this population’s quality of life and ability to maintain meaningful knowing where to meet people. These barriers fall within
difficulties in attaining and maintaining them. Social SCT, behaviorism was the primary lens through which and satisfying relationships. many of the job task domains of RTs, indicating a clear
skills challenges, sensory input needs, and lack of social human behavior was explained (Vahedi et al., 2020). The responsibility for recreational therapists to create,
cue recognition can all make developing healthy and safe behavioral model argues that human responses occur based The three elements of SCT inform how instruction can be research and implement programming for social skills
relationships exceedingly challenging in this population on either input stimuli or reinforcement schedules. Contrary individualized to meet the needs of the specific client or client instruction on dating. 
without intervention. Barriers are exacerbated by the fact to this, Bandura acknowledged the role of cognition, or group. The following are examples of how to use each element:
that individuals with ASD report limited learning sources human thought, in the learning process. SCT is highly Relevant NCTRC Job Task Domains
related to the acquisition of  romantic dating skills and versatile and applies to various settings and situations, Cognition-
knowledge (Mogavero & Hsu, 2020). including educational environments, social, developmental, •Explore a person's learned behaviors regarding relationships.  1. Develop and document intervention plans
health, and personal psychology (Luszczynska et al., 2015). •Noting clients' previous experiences with relationships, 2. Conducting needs assessments
Additionally, many individuals with ASD lack basic observed and lived 3. Provide ongoing program evaluations
understanding of how relationships work, which can lead SCT was realized through a series of experiments, the most •Inquiring about their attitudes toward relationships 4. Advocate for rights of person(s) served
to difficulty “recognizing unhealthy or inappropriate influential involving Bobo dolls. In a controlled Environmental-
behavior when courting or being courted, and how to environment, children watched as an adult demonstrated •Understanding the climate of single people in the community Through the lens of SCT, behavior modification,
handle various dating situations healthily” (Mogavero & negative or positive behavior toward the doll. Then, the child •Providing resources such and locations to meet singles interventions and instruction can be created within
Hsu, 2020, p. 360). This lack of both skills and instruction was told to play with the doll. Scientists discovered that •Provide information on community culture, social supports, already-established RT settings. This program would be
not only limits relationship development, but also puts children would model the same behaviors as the adult they public transportation, and tangible dating services such as apps.  highly effective within a community setting, where
people with ASD at risk for harm through inappropriate observed. It was concluded that observation can lead to the •Understand the climate around LGBTQIA+, as sexuality and people seek community integration and social skills
interactions. acquisition of new behaviors, and specific rewards or gender identification are crucial concepts in intimate related to their personal needs. Within these community
reinforcement are not always required. This cognitive relationships for all populations. locations, access to peers, natural reinforcements, and
Several sexual and relationship education programs (SRE) process of following a modeled behavior was one of the Behavioral- modeling can successfully help shape behaviors. These
have been utilized in community organizations, schools, driving forces for changing the name from social learning •Understanding previously learned skills facilities are central to building social competencies and
and transition programs. However, these stand-alone theory to social cognitive theory (Vahedi et al., 2020). • Communication needs community norms; this location would foster authentic
programs addressing SRE tend to focus more on • Coping, and regulation strategies learning while utilizing the elements of the SCT. RTs'
biological content (e.g., anatomy, puberty, reproduction) The three elements of SCT are intended to be used •Perceived self-efficacy responsibility to use and create research-based
and self-awareness/safety (e.g., boundaries  assertiveness, interdependently for the best behavioral outcomes. The first interventions to meet the needs of their clients includes
privacy) than personal sexuality (e.g., sexual orientation, element is cognitive factors, including behavioral  Learning Constructs within SCT generalizable social skills instruction for people with
masturbation) and relationships (e.g., dating, emotions, expectations and attitudes. The second element is behavioral ASD regarding dating norms and safety to better their
parenting) (Attwood  et al, 2019). Furthermore, while factors, including skills, practice, and self-efficacy, or the Observational learning use modeling to demonstrate appropriate quality of life. 
current programs have shown initial improvement in internal belief in one's capabilities to perform an action behaviors, such as interactions with romantic interests. 
knowledge, there is minimal evidence of generalization leading to a specific response. The third factor is Role-playing practice communication and interactions in a realistic
and long-term relationship satisfaction. “Many programs environmental, including social norms, access to the environment, which leads to natural reinforcements, and promotes
have not been empirically-evaluated, and the literature on community, influence on others, and the ability to change appropriate behaviors. 
outcomes of SRE interventions remains small” (Attwood  one's environment. Establishing clear expectations for behaviors, communication and
et al., 2019, p. 350). norms of interpersonal relationships
Environmental
Thus, comprehensive, evidence-based programs focused Using the dynamic and reciprocal interaction between behavior,
on real-world application are needed for people with ASD environment, and cognition, instructing relationship skills using
desiring intimate and romantic relationships in order to SCT will lead to healthy acquisition and maintenance of
promote  sexual health, safety, and quality of life for relationships for people with ASD .
people with ASD.  
Determine
Behaviors
Behavioral Cognitive
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Open University Press. 3. Mogavero, M. C., & Ko-Hsin, H. (2020). Dating and courtship behaviors among those with Autism Spectrum Disorder. Sexuality and Disability, 38(2), 355-364. https://doi.org/10.1007/s11195-019-09565-8 4. Vahedi, Z. (2020). Social learning theory/Social cognitive theory. In B.J. Carducci,, C.S. Nave, J.S. Mio, & R.E. Riggio. The Wiley encyclopedia of personality and individual differences: Models and theories . John Wiley & Sons, Inc.
https://doi-org.ezproxy.lib.utah.edu/10.1002/9781119547143. 5. Young, M. D., Plotnikoff, R. C., Collins, C. E., Callister, R., & Morgan, P. J. (2014). Social cognitive theory and physical activity: A systemic review and meta-analysis. Obesity Review, 15(12), 983-995. https://doi.org/10.1111/obr.12225