Abstract
By virtue of their difficulties in self-regulation and communication, individuals with autism spectrum disorders (ASD) may be less involved in the social connections that create social capital (i.e., social participation through good will, sympathy, interactions with others leading to individual and community benefits). Moreover, the modifications and accommodations that facilitate participation in home, school, work, and community may inadvertently reinforce the notion that they cannot contribute. When individuals with ASD do not participate in the social capital process, the community is deprived of their multifaceted contributions. When they do make social errors, they are not afforded the benefit of the doubt to the same extent as a person who is viewed as a contributor to the common good. All told, their challenges are magnified, their separation from the community is increased, and their motivation to participate is undermined. This article integrates the concept of social capital with clinical observations of the author, clinical lore, and the emerging literature on evidence-based practices for ASD. The goal is to identify interventions that lay the regulatory and communicative foundations for the creation and maintenance of social capital by individuals with ASD.