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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that may affect several aspects of communication, including social and pragmatic functioning. There is a paucity of research in general involving adults with ASD, especially in the United States. Moreover, the strand of research that is significantly lacking involves the quality of life among adults with ASD. While considering the increase in the prevalence of ASD, it is important to empirically investigate the Quality of Life (QoL) of adults with ASD. The World Health Organization (WHO) defines QoL as, “the individual’s perception of their position in life… ranging from the person’s physical health, psychological state, level of independence, social relationships, personal beliefs, and their relationship to salient features of their environment” (WHO; The WHOQoL Group, 1995). A review of the literature evaluating the QoL of individuals with ASD revealed that the main focus has been on the cognitive functioning and academic achievement; however, these measures alone do not predict QoL (Burgess & Gutstein, 2007). The purpose of this study is to empirically investigate those variables deemed to contribute most to QoL in a sample population of adults (18 years and older) with ASD using a cross-sectional descriptive research method. Participants were age and gender matched with neurotypically developing individuals. This study identified factors that significantly influenced QoL in a sample population of adults with ASD. Early intervention, including middle and high school transitioning of students with ASD should proactively address those variables that are deemed to yield positive QoL outcomes.

The concept of "creativity" has been studied under the perspective of variability in behavior analysis. Creativity and variable responding contributes to problem solving in novel situations, learning new responses in different environments, and promote interactions that would otherwise be prohibited by repetitive behaviors and routines. During childhood, play contributes to the emergence of creativity and variability. Children develop many skills that are important to their lives while engaging in play behaviors. Some of those skills include self-advocacy, communication, and problem solving. Researchers have investigated different methods to promote variable play skills in children with autism spectrum disorder (ASD). There is limited research on prompting as an isolated variable in increasing variability in play responses. The purpose of this study was to investigate the effects of prompting on variable play skills. Results indicated that verbal instructions and modeling were effective in increasing variable play responses. Both participants displayed a sustained increase in novel item engagement when exposed to prompting.