..that within an academic setting, the improvements in social behavior can be somewhat amplified. The child thinks "hey, I've cracked it, I can at least get by!" somewhere in High School, and in that context they have, but moved to another context, not so much. There may also be an aspect that many of the boards that I read, at least, are populated by adults who got through school before Asperger's was an accepted diagnosis who have self-diagnosed, or received a diagnosis as part of therapy as an adult. It might be the case that less awareness and understanding when they were younger meant they didn't fully understand where they were going wrong while they were improving, and so kids who have a firmer understanding of their difficulties and better education to help with it won't run into these issues. In the end, I think I just don't know whether this will be as big an issue for the newer generation who're coming up through school.
I really don't hear a lot of people relating their earlier years at school where the monologue issue is most likely to come up, but I will observe that even without help, most of us will figure out to a degree that we shouldn't do things that inappropriate on our own, so that's not really what I was addressing. It's understanding how far we've come, and how far we've still got to go as we age that I think I'd be most concerned about. (Speaking of which, practice interviews, it occurs to me, would probably be one of the most useful things you could offer these kids as they age.)

I liked the novella - I remember your comments on special ed, and agree it's a real problem.