Introduction Autism spectrum disorders (ASD), which include autism, Asperger’s Syndrome (AS), and pervasive developmental disorder-not otherwise specified (PDD-NOS), are a group of disorders characterized by a host of difficulties with social interactions, communication, and repetitive behaviors or interests (American Psychiatric Association, 2000). Although currently defined by a triad of impairments, difficulties with social relationships and interactions have been one of the hallmarks of autism since its first description (Kanner, 1943) and, more recently, have been suggested to be the defining feature of ASD (Laushey & Heflin, 2000). Across the spectrum, characteristics of the social sequela manifest uniquely, rarely being the same from one individual to the next. In general, children with ASD demonstrate extreme difficulties engaging in even the simplest of social behaviors, such as engaging in appropriate eye contact, initiating and maintaining conversations, listening to or responding to verbal requests, developing and maintaining age-appropriate friendships, and interacting in basic games (Carter, Ornstein-Davis, Volkmar, & Klin, 2005; Dawson et al., 2004). Despite these generalities, some children with ASD may appear to be social in the presence of familiar adults or peers and, at times, socially engaged. However, the majority of children with ASD will demonstrate extreme social difficulty when in the presence of novel people or stimuli (Handleman, 1999). Given such difficulties, efforts to teach children with ASD skills that enhance participation in family, school, and community activities become paramount.