Background: Collaborative virtual environments (CVEs) have the potential to support sociocommunicative interactions for people with autism spectrum disorder (ASD), but little is known about the sense of presence participants feel in CVEs or how CVEs can be used to assess skills. Method: Ten children with ASD and 10 typically developing (TD) children (aged 12-16 years) judged greeting behaviours of a human avatar and static facial expressions in a virtual gallery. Results: There were no differences in presence reported by the two groups. The ASD group was less sensitive to a negative greeting from the human avatar than the TD group, and impaired in recognising static facial expressions. Conclusions: Self-reported measures of presence are valuable for informing which kinds of tasks, and technology may provide more authentic contexts in which to identify and support social competence in participants with ASD.