Autism Spectrum Disorder (ASD) is linked with symptoms often centered on social skills (Shore, 2001). Different models have been employed to increase such social skills for ASD children in schools. The purpose of this literature review is to enhance knowledge about social skills interventions, synthesize ways for such interventions to be successful, utilize of different aspects of social skills, explore training for teachers to employ such tasks, and integrate such therapy into an inclusive classroom (Batten, 2005; Denning, 2013; Stormont, 2013; Whalon, 2015; Camargo, 2016; Kasari, 2016). Focused on evaluating intervention strategies, this literature review elaborates on all concepts related to such interventions in lieu to classroom inclusion for ASD children. The research studies included in the review were chosen based on significant findings, detailed descriptions of all areas involved in intervention, and continuity of social skills intervention subgroups such as peer intervention and group intervention.