Given the rapidly growing number of students with autism spectrum disorders (ASD) from diverse cultural communities in the United States, researchers have steadily emphasized the importance of developing and implementing culturally responsive interventions and practices. Unfortunately, there is no clear understanding of culture and diversity in the field of special education, nor are there guidelines to intertwine students' diversity with the practical process of interventions. The purpose of the article is to highlight the importance of considering the cultural responsiveness and social validity of social skills interventions to accommodate increasing needs of students with ASD from non-dominant cultural and linguistic communities. Understanding an individual's ecological contexts and needs, as well as social validation of interventions among a student's cultural contexts or communities, can provide vital information about the contextual fitness of the interventions and further promote feasibility and sustainability of the interventions. Recommendations for practices and research are discussed.