Who this affects
These challenges are common among the children waiting for services.
Registered
88,175Children registered
Total in the Ontario Autism Program queue
CBC FOI Jan 2026
Funded
20,666Have active funding
Just 23.4% of registered children
CBC FOI Jan 2026
Waiting
67,509Still waiting
Registered. Diagnosed. Un-funded.
CBC FOI Jan 2026
Verified — CBC FOI Jan 2026
| Metric | Value |
|---|---|
| Children registered | 88,175 |
| Have active funding | 20,666 |
| Still waiting | 67,509 |
Social differences are one of the defining features of autism as described in diagnostic criteria — but the framing of these differences matters enormously. For decades, autistic social differences were described primarily as deficits. Current research offers a more nuanced picture.
The double empathy problem, a concept developed by autistic researcher Dr. Damian Milton, proposes that communication difficulties between autistic and neurotypical people are bidirectional. Neurotypical people also misread autistic social signals, fail to empathize with autistic experiences, and make social errors in cross-neurotype interactions. When autistic people interact with other autistic people, communication difficulties are substantially reduced.
This reframing has practical implications: it means that not all social support needs to focus on making autistic people better at navigating neurotypical norms. Connecting autistic people with other autistic peers, and creating neurodiverse-affirming social environments, are equally important goals.
The research base for autism social skills interventions has grown substantially. Approaches with the strongest evidence include:
Social skills groups are available through several channels in Ontario:
When evaluating social skills programs, ask whether they take a neurodiversity-affirming approach, and whether the goal is genuine social confidence or behavioral compliance.
Beyond formal programs, everyday support for autistic social development includes:
Decades of research on masking — the practice of suppressing autistic traits to blend in — show significant mental health costs. Autistic people who mask extensively report higher rates of anxiety, depression, and burnout. Late diagnosis is often associated with years of exhausting masking.
A neurodiversity-affirming approach to social skills support asks: does this intervention help the autistic person connect authentically, or does it train them to perform neurotypicality at the cost of their wellbeing?
The goal of social support should be helping autistic people build relationships that are genuinely fulfilling, navigate social environments with less stress, and advocate for their own needs — not to make autism invisible.
See also: Autism and School | Autism in Adults | What Is Autism?
Autistic social development follows a different, not deficient, path. Autistic individuals often have strong desire for connection but communicate and interpret social signals differently than neurotypical people. This can include differences in eye contact, turn-taking in conversation, understanding implicit social rules, and expressing emotions. Many social challenges arise from the mismatch between autistic and neurotypical communication styles — described in research as the "double empathy problem."
The most evidence-supported approaches include structured social skills groups (particularly PEERS — Program for the Education and Enrichment of Relational Skills), peer-mediated interventions (which involve neurotypical peers in supporting autistic students), video modeling, and naturalistic social opportunities with genuine interest alignment. The goal should always be authentic connection — not masking or performing neurotypical behavior, which carries mental health costs.
Social skills groups bring together small numbers of autistic peers to practice social interactions in a structured, supportive environment. The PEERS program (developed at UCLA) has the strongest evidence base for adolescents and young adults with autism. Groups typically meet weekly and work on initiating conversations, maintaining friendships, handling conflict, and navigating social situations. The key advantage over one-on-one therapy is the opportunity to practice with real peers.
No. Research increasingly shows that training autistic people to suppress autistic traits (masking) carries significant mental health costs, including increased anxiety, depression, and burnout. A neurodiversity-affirming approach focuses on building genuine social confidence, self-advocacy skills, and connections that feel authentic — rather than performing neurotypical behavior. Effective social support helps autistic people navigate social environments on their own terms.
Many autistic people deeply value friendships but find forming and maintaining them difficult due to differences in communication style, misreading of social cues, and the energy cost of social interaction. Research on the double empathy problem suggests that autistic people communicate very effectively with other autistic people — the mismatch primarily occurs between autistic and neurotypical individuals. Connecting autistic children with other autistic peers can be as valuable as any formal social skills instruction.
Verified Facts
1 in 50 — According to the 2019 Canadian Health Survey on Children and Youth, about children and youth aged 1 to 17 in Canada had an autism diagnosis
Evidence supports autism screening and intervention commencing in the first 2 years of life — earlier identification directly enables earlier intervention during the highest neural plasticity window
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement
88,175 — children are registered in the Ontario Autism Program
23.4% — Only 20,666 children have active funding agreements () — less than one in four