Anxiety and socio-emotional functioning were examined in a single case study of a girl with autism. The objective was to determine the effect of visualization on the experience of anxiety during social interaction, and three target situations that triggers anxiety responses were therefore selected. The ATEC checklist, personal observations and adapted behavior during the specified target behaviors, measured reduced levels of anxiety. The results and conclusions indicate that visualization, as intervention, may be successful in promoting the social and emotional functioning of a child with autism by reducing the high levels of anxiety associated with social interaction. Additionally, increased levels in general functioning, as indicated by the ATEC checklist, and of functioning in different developmental areas were observed. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted