Social Skills Development Programmes for Students with Autism in South East Nigerian Schools

This study evaluates social skills development programmes implemented for students with Autism Spectrum Disorder in selected special education schools across South East Nigeria. Social skills deficits constitute a core diagnostic feature of autism and profoundly affect the ability of individuals to form meaningful relationships, navigate educational settings, and eventually participate in community and vocational life. Despite this, formal social skills curricula specifically designed for autistic learners within the Nigerian context are rarely documented or evaluated. The study adopts a programme evaluation design, examining three special education schools in Enugu, Imo, and Anambra States that implement distinct social skills curricula. Data are collected through structured observations, teacher interviews, parent surveys, and student progress review documents. A mixed-methods analytical approach is employed, combining quantitative analysis of pre-post social competence ratings with qualitative thematic analysis of programme delivery experiences. The study assesses programme fidelity, teacher training adequacy, parental involvement in skill generalisation, and student progress across key social competency domains. Findings are expected to identify common programme elements associated with positive social outcomes and highlight context-specific barriers to full implementation. Recommendations include developing a nationally standardised social skills curriculum for Nigerian students with autism and establishing a network of practice communities for special educators in South East Nigeria. Keywords: social skills, Autism Spectrum Disorder, South East Nigeria, programme evaluation, special education.