Social Stories (SS) serve as a catalyst to increase social engagement for children with autism. While numerous studies have examined the impact of SS on behavior, the research has mostly focused on static, paper-based stories. This study breaks new ground by examining Interactive Social Stories (ISS), which offer a more inclusive and dynamic social learning experience for children marginalized due to social deficits. Unlike their neurotypical counterparts, children with autism spectrum disorder (ASD) need explicit instruction to develop social skills and build relationships with peers. Teachers and school leaders play a crucial role in identifying and addressing the social needs of children with ASD. Their prioritization of social skills training also influences the professional development opportunities available to teachers. Utilizing a single-subject, multiple-baseline design, this study investigated the functional relation between an ISS intervention, designed as a social learning tool, and social interaction outcomes among children diagnosed with ASD. Social interaction outcomes included verbal initiation, verbal response, physical proximity, and turn taking. Additionally, semistructured interviews with four school leaders were conducted to assess the social validity of the ISS intervention. Results indicated moderate evidence of a functional relation between ISS and all measured social behaviors. Semistructured interviews with four school leaders further validated the social utility of ISS, endorsing it as an effective, concise, and user-friendly teaching tool. The study concludes by discussing the implications of ISS for enhancing social engagement in children with ASD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]