The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: “responding to interaction” and “initiating interaction”, and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N = 20) was divided into 2 subgroups depending on whether the VIQ was > 90 or 90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism’s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants.