Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS

8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS

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Teaching Social Interaction

Skills to Students with ASD

Teaching Social Interaction

Skills to Students with ASD

Presented by the MNPS Autism Team

Thoughts from an adult withAspergers (Look me in the eye by John Elder Robison)

Thoughts from an adult withAspergers (Look me in the eye by John Elder Robison)

My conversational difficulties highlight a

problems Aspergians face every day. Aperson with an obvious disability-forexample, someone in a wheelchair-istreated compassionately because hishandicap is obvious. No one turns to a guyin a wheelchair and says “Quick! Let’s runacross the street!” And when he can’t runacross the street, no one says, “What’s hisproblem?” They offer to help him acrossthe street.

My conversational difficulties highlight a

problems Aspergians face every day. Aperson with an obvious disability-forexample, someone in a wheelchair-istreated compassionately because hishandicap is obvious. No one turns to a guyin a wheelchair and says “Quick! Let’s runacross the street!” And when he can’t runacross the street, no one says, “What’s hisproblem?” They offer to help him acrossthe street.

Thoughts continued…Thoughts continued…

With me, though, there is no externalsign that I am conversationallyhandicapped. So folks hear someconversational misstep and say “Whatan arrogant jerk!” I look forward tothe day when my handicap will affordme the same respect accorded to aguy in a wheelchair. And if therespect comes with a preferred

parking space, I won’t turn it down.

With me, though, there is no externalsign that I am conversationallyhandicapped. So folks hear someconversational misstep and say “Whatan arrogant jerk!” I look forward tothe day when my handicap will affordme the same respect accorded to aguy in a wheelchair. And if therespect comes with a preferred

parking space, I won’t turn it down.

Why be Concerned?!?!Why be Concerned?!?!

70% of people withAutism are unemployed

The higher thefunctioning, the higher

the unemployment!

(Belini, 2007)

70% of people withAutism are unemployed

The higher thefunctioning, the higher

the unemployment!

(Belini, 2007)

ObjectivesObjectives

1. to understand the common socialdifficulties associated with autism

2. to understand an appropriate meansof evaluating social skills

3. gain ideas for using theseinterventions in classroomactivities/groups

1. to understand the common socialdifficulties associated with autism

2. to understand an appropriate meansof evaluating social skills

3. gain ideas for using theseinterventions in classroomactivities/groups

Social Interaction SkillsSocial Interaction Skills

By definition (Gresham & Elliot, 1995)

Socially acceptable learned behaviorsthat enable a person to interact withothers in ways that elicit positiveresponses and assist in avoiding negativeresponses.

By definition (Gresham & Elliot, 1995)

Socially acceptable learned behaviorsthat enable a person to interact withothers in ways that elicit positiveresponses and assist in avoiding negativeresponses.



Autism Documentary Autism Documentary

Social Interaction SkillsSocial Interaction Skills

Early Social SkillsEarly Social Skills

Turn taking

Eye contact

Sharing

Parallel play

Cooperative play

Imitation

Joint attention:gestural and

communicative

Turn taking

Eye contact

Sharing

Parallel play

Cooperative play

Imitation

Joint attention:gestural and

communicative

Sharing affect

Proximity

Following simplecommands

Responding

Rejectingappropriately

Requesting help

Sharing affect

Proximity

Following simplecommands

Responding

Rejectingappropriately

Requesting help

Joint AttentionJoint Attention

ability to shareattention with anotherperson while both arepaying attention tothe same object

Can be gestural orconversational

ability to shareattention with anotherperson while both arepaying attention tothe same object

Can be gestural orconversational

Later Social SkillsLater Social Skills

Empathy Compliments Sharing interests Interpreting and using

facial expressions Initiate, terminate, and

maintain interactions Conversation topics and

amount of info Lacks tact: appears rude

or naïve Interpreting figurative

language,

Empathy Compliments Sharing interests Interpreting and using

facial expressions Initiate, terminate, and

maintain interactions Conversation topics and

amount of info Lacks tact: appears rude

or naïve Interpreting figurative

language,

Comments Feelings Community rules Self monitoring

Critical thinking Dating/sexual etiquette Grooming Respecting authority Problem solving Difficulty understanding

jokes Social anxiety and

withdraw

Comments Feelings Community rules Self monitoring

Critical thinking Dating/sexual etiquette Grooming Respecting authority Problem solving Difficulty understanding

jokes Social anxiety and

withdraw



Understanding why this happensUnderstanding why this happens

Repetitiveness and restricted interests

Interpret literally Theory of Mind: difficulty understanding

another person’s perspective or that theyhave thoughts and feelings different fromtheir own

Difficulty imitating Difficulty problem solving Pragmatics: form (syntax, morphology,

phonology) and content (semantic) encodesdifferently in ASD from early interactions

Repetitiveness and restricted interests

Interpret literally Theory of Mind: difficulty understanding

another person’s perspective or that theyhave thoughts and feelings different fromtheir own

Difficulty imitating Difficulty problem solving Pragmatics: form (syntax, morphology,

phonology) and content (semantic) encodesdifferently in ASD from early interactions

Consequences of Poor Social Skills: 70% ofthose on the spectrum are unemployed

Consequences of Poor Social Skills: 70% ofthose on the spectrum are unemployed

Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self

or others.

Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self

or others.Bellini/2007

Activity 1Activity 1

Stand Up!!

What were the communicationdifficulties you experienced?

Stand Up!!

What were the communicationdifficulties you experienced?

Social Interaction SkillsSocial Interaction SkillsEvaluation and PlanningEvaluation and Planning

Pragmatic AssessmentsFormal Assessments

Pragmatic AssessmentsFormal Assessments

Test of Pragmatic Language

Clinical Evaluation of Language

Fundamentals: Pragmatic Profile Social Emotional Evaluation

Pragmatics Language Skills Inventory

Comprehensive Assessment ofSpoken Language

Social Skills Rating system

Test of Pragmatic Language

Clinical Evaluation of Language

Fundamentals: Pragmatic Profile Social Emotional Evaluation

Pragmatics Language Skills Inventory

Comprehensive Assessment ofSpoken Language

Social Skills Rating system

Pragmatic AssessmentInformal Assessment

Pragmatic AssessmentInformal Assessment

Language Sample

Observations:

Parent/Teacher Report Social Language Checklist

Language Sample

Observations:

Parent/Teacher Report Social Language Checklist



Informal Assessment: ObservationsWhat are you looking for?

Informal Assessment: ObservationsWhat are you looking for?

Proximity: appropriate space

Object/body use Requests Initiations Responses Behaviors: do they interfere Transitions Participation in routine or novel situations

Proximity: appropriate space

Object/body use Requests Initiations Responses Behaviors: do they interfere Transitions Participation in routine or novel situations

Informal AssessmentWhat is keeping the student from establishing and

maintaining social relationships?

Informal AssessmentWhat is keeping the student from establishing and

maintaining social relationships?

• Rate social competence: interviews and rating scales

• Take date: during recess observe # of social initiations,# of social responses, and amount of social engagementtime

• Conversations skills: Initiations, responses, maintenance,closure of social interactions (various settings)

• Cooperative play skills: joining in, taking turns, sharing,losing, games

• Friendship skills: proximity, appropriate topics, helping,rules, bullies, grooming

• Emotions: understanding emotions, problem solving skills

• Empathy

• Conflicts: anger, respect, NO,

• Rate social competence: interviews and rating scales

• Take date: during recess observe # of social initiations,# of social responses, and amount of social engagementtime

• Conversations skills: Initiations, responses, maintenance,closure of social interactions (various settings)

• Cooperative play skills: joining in, taking turns, sharing,losing, games

• Friendship skills: proximity, appropriate topics, helping,rules, bullies, grooming

• Emotions: understanding emotions, problem solving skills

• Empathy

• Conflicts: anger, respect, NO,

PATHWAYS INVENTORY (Rev. 6/23/07)

Child's Name ___________________________ Date _______

___Difficulty handling transitions, shifting from one mindset or task to another (shifting cognitive set)

___ Difficulty doing things in a logical sequence or prescribed order

___ Poor sense of time

___ Difficulty reflecting on multiple thoughts or ideas simultaneously

___ Difficulty maintaining focus for goal-directed problem-solving

___ Difficulty considering the likely outcomes or consequences of actions (impulsive)

___ Difficulty considering a range of solutions to a problem

___ Difficulty expressing concerns, needs, or thoughts in words

___ Difficulty understanding what is being said

___ Difficulty managing emotional response to frustration so as to think rationally (separation of affect)

___ Chronic irritability and/or anxiety significantly impede capacity for problem-solving

___ Difficulty seeing the “grays”/concrete, literal, black-and-white, thinking

___ Difficulty deviating from rules, routine, original plan

___ Difficulty handling unpredictability, ambiguity, uncertainty, novelty

___ Difficulty shifting from original idea or solution/difficulty adapting to changes in plan or new rules/possibly preservative or obsessive

___ Difficulty taking into account situational factors that would suggest the need to adjust a plan of action

www.cpsinstitute.orgwww.cpsinstitute.org Determine: Skill AcquisitionDeficit or Performance DeficitDetermine: Skill Acquisition

Deficit or Performance Deficit

Skill Acquisition Deficit: skill is absent(will need to teach)

Performance Deficit: skill is in repertoirebut the child does not use the skills(enhance performance)

Can the student do the skill with different

people in different settings?

Skill Acquisition Deficit: skill is absent(will need to teach)

Performance Deficit: skill is in repertoirebut the child does not use the skills(enhance performance)

Can the student do the skill with different

people in different settings?

What if you are thinking…?I don’t think I should modify or make excuses for

these kids. I know they can do it!

What if you are thinking…?I don’t think I should modify or make excuses for

these kids. I know they can do it!

Saying that they know how to dosomething is only DECLARATIVEKNOWLEDGE.

I can teach mostly anyone thefacts necessary to learn howdrive a stick shift car. But,being able to say how to dosomething does not mean youcan do it.

What often keeps a child frombeing successful are skills weoften do not teach…

It’s a continuum that requiresPROCEDURAL KNOWLEDGE.

Saying that they know how to dosomething is only DECLARATIVEKNOWLEDGE.

I can teach mostly anyone thefacts necessary to learn howdrive a stick shift car. But,being able to say how to dosomething does not mean youcan do it.

What often keeps a child frombeing successful are skills weoften do not teach…

It’s a continuum that requiresPROCEDURAL KNOWLEDGE.

Thinking

Feeling

Doing

Bellini/2007

Being able to say how to doit doesn’t mean you can do

it!We can bridge the gap

with visual support,practice, and meaningfulactivities

Being able to say how to doit doesn’t mean you can do

it!We can bridge the gap

with visual support,practice, and meaningfulactivities



How to start planning and begininstruction?

How to start planning and begininstruction?

5 Steps Identify and assess areas of need Discern between skill acquisition

deficits and performance deficits Select appropriate intervention

strategies Implement intervention strategies Evaluate program and modify as

needed*Source: Bellini, 2007

5 Steps Identify and assess areas of need Discern between skill acquisition

deficits and performance deficits Select appropriate intervention

strategies Implement intervention strategies Evaluate program and modify as

needed*Source: Bellini, 2007

Goal SelectionGoal Selection

Goals should be functional and

applicable to success in life Ensure goals are appropriate for

cognitive levels

Goals should be positive

Goals should be realistic andrepresent a challenge

Set criteria based on baseline data

Goals should be functional and

applicable to success in life Ensure goals are appropriate for

cognitive levels

Goals should be positive

Goals should be realistic andrepresent a challenge

Set criteria based on baseline data

The Hidden Curriculumby Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

The Hidden Curriculumby Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

Refers to the set of rules that everyonein the school knows, but that no one hasbeen directly taught:How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to playWho to ignoreOthers?

Refers to the set of rules that everyonein the school knows, but that no one hasbeen directly taught:How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to playWho to ignoreOthers?

Teachers Hidden CurriculumTeachers Hidden Curriculum

Teacher Expectations What students should do when the bell

rings

How to travel from class to class in themost direct way.

The administrative structure.

Which teachers will tolerate lateness

Which teachers give homework.

Which teachers place value on finalexams.

Teacher Expectations What students should do when the bell

rings

How to travel from class to class in themost direct way.

The administrative structure.

Which teachers will tolerate lateness

Which teachers give homework.

Which teachers place value on finalexams.

Social Interaction SkillsSocial Interaction SkillsUnderstanding and Decreasing AnxietyUnderstanding and Decreasing Anxiety Look me in the Eye by John Elder

Robison

Some more thoughts fromJohn

Some more thoughts fromJohn

Many descriptions of autism andAsperger’s describe people like as “notwanting to contact with others” or

“preferring to play alone.” I played bymyself because I was a failure at playingwith others. I was alone as a result of myown limitations, and being alone was one ofmy bitterest disappointments of my younglife. The sting of those early failuresfollowed me long into adulthood, evenafter I learned about Asperger’s.

Many descriptions of autism andAsperger’s describe people like as “notwanting to contact with others” or

“preferring to play alone.” I played bymyself because I was a failure at playingwith others. I was alone as a result of myown limitations, and being alone was one ofmy bitterest disappointments of my younglife. The sting of those early failuresfollowed me long into adulthood, evenafter I learned about Asperger’s.



Some more thoughts onAnxiety

by Jerry Newport Your Life Is Not a Label

Some more thoughts onAnxiety

by Jerry Newport Your Life Is Not a Label “As far back as I remember, I was like a little bird

on a wire, ready to flee from the nextembarrassment at a moment’s notice. No matterhow hard I tried to obey all the rules, spoken byparents with frustration and siblings withsarcasm, I knew I would eventually screw up andtread water in another sea of laughter.

So, my stress and perhaps yours, came from manysources: frustration, neurological overload, andsocial humiliation to name a few.

There is nothing more frustrating than the lifelongaccumulation of scars that result from trying tobe like normal people and failing daily. It isespecially hard when your disability is invisiblelike mine.”

“As far back as I remember, I was like a little birdon a wire, ready to flee from the nextembarrassment at a moment’s notice. No matterhow hard I tried to obey all the rules, spoken byparents with frustration and siblings withsarcasm, I knew I would eventually screw up andtread water in another sea of laughter.

So, my stress and perhaps yours, came from manysources: frustration, neurological overload, andsocial humiliation to name a few.

There is nothing more frustrating than the lifelongaccumulation of scars that result from trying tobe like normal people and failing daily. It isespecially hard when your disability is invisiblelike mine.”

Fear and Anxiety arecommon feelings for peoplewith ASD.

Fear and Anxiety arecommon feelings for peoplewith ASD.

Stress in Persons’ withAsperger’s

Stress in Persons’ withAsperger’s

TriggersTriggers

AnxietyAnxiety

Increased Stress / AnxietyIncreased Stress / Anxiety

Increased ObsessionIncreased Obsession

Withdrawal / Shut dowWithdrawal / Shut dow

AggressionAggressionVerbal / physicalVerbal / physical

Atwood, 1999Atwood, 1999

Set up your classroom toincrease relaxation

Set up your classroom toincrease relaxation

1. Be mindful of stress in your students2. Establish a relationship with your students so

they can come to you for help and support3. Create means to cope within the classroom

(break area, yoga, system for help, organizeareas, visual supports)

4. Incorporate social skills in lessons, centers, as adesignated area in the classroom, bulletinboards

5. Facilitate relationships in your classroomthrough character building activities

6. Celebrate uniqueness often

1. Be mindful of stress in your students2. Establish a relationship with your students so

they can come to you for help and support3. Create means to cope within the classroom

(break area, yoga, system for help, organizeareas, visual supports)

4. Incorporate social skills in lessons, centers, as adesignated area in the classroom, bulletinboards

5. Facilitate relationships in your classroomthrough character building activities

6. Celebrate uniqueness often

5 Point ScaleKari Buron and Mitzi Curtis

5 Point ScaleKari Buron and Mitzi Curtis

tool which provides a visual representationof stressors, inappropriate behaviors,rules, etc..

Allows children the ability to connectinternal issues to a visual support

Encourages problem solving, self monitoringand independence in resolving issues

www.5pointscale.com

tool which provides a visual representationof stressors, inappropriate behaviors,rules, etc..

Allows children the ability to connectinternal issues to a visual support

Encourages problem solving, self monitoringand independence in resolving issues

www.5pointscale.com

ExamplesExamples



Developing a PlanDeveloping a Plan

Identify stressors

Recognizebehaviors leadingup to aggression orshut down

Create supports,area, or a plan withthe student

Identify stressors

Recognizebehaviors leadingup to aggression orshut down

Create supports,area, or a plan withthe student

Relaxation PlansRelaxation Plans

1. Help students regulate stress- teach

student to request a break, includebreaks in schedule, create break areain classroom, coping strategiesspecific to situations

2. Use self-monitoring- 5 point scale,checklists, power cards

3.Tension release and breathingexercises – yoga, deep breathingcards,

1. Help students regulate stress- teach

student to request a break, includebreaks in schedule, create break areain classroom, coping strategiesspecific to situations

2. Use self-monitoring- 5 point scale,checklists, power cards

3.Tension release and breathingexercises – yoga, deep breathingcards,

Social Interaction SkillsSocial Interaction SkillsIntervention StrategiesIntervention Strategies

“In the public school setting, children withautism are often integrated into the generaleducation classroom with the hope that socialskills will be absorbed through proximity to

“normal” socialization.” “Instead, directinstruction of specific skills combined with anawareness of appropriate models is required.”

“In the public school setting, children withautism are often integrated into the generaleducation classroom with the hope that socialskills will be absorbed through proximity to

“normal” socialization.” “Instead, directinstruction of specific skills combined with anawareness of appropriate models is required.”

“The Effectiveness of an Interview Template in Children with Autism: Structured Peer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)

“The Effectiveness of an Interview Template in Children with Autism: Structured Peer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)

Why is this important?Why is this important?

Teaching social skills should become apriority in our classrooms

Decreases anxiety Encourages relationships and support

through peers and teachers

Allows for problem solving directly inthe classroom

Teaching social skills should become apriority in our classrooms

Decreases anxiety Encourages relationships and support

through peers and teachers

Allows for problem solving directly inthe classroom

Promote Skill AcquisitionPromote Skill Acquisition

Role-playing

Teach perspectivetaking, social rules,

problem solving, andmind reading

Discrete trial

Reciprocal strategies

Social narratives

Social Skills PictureStories

Role-playing

Teach perspectivetaking, social rules,

problem solving, andmind reading

Discrete trial

Reciprocal strategies

Social narratives

Social Skills PictureStories

IncidentalTeaching

Sabotage Power Cards Structured

Teaching Self-Monitoring Prompting Video modeling Cartooning

IncidentalTeaching

Sabotage Power Cards Structured

Teaching Self-Monitoring Prompting Video modeling Cartooning



Role-PlayRole-Play

The students act out the skills in the appropriate

order.

The teacher acts as a hands on coach.

Use scripted and unscripted

Keep it fun

Let the students pick scenarios or practice useunits from class readings or other subjects

The students act out the skills in the appropriate

order.

The teacher acts as a hands on coach.

Use scripted and unscripted

Keep it fun

Let the students pick scenarios or practice useunits from class readings or other subjects

Role-Playing: acting out andpracticing newly learned skillsRole-Playing: acting out and

practicing newly learned skills

Teaching students to:

1. Read nonverbal cues

2. Conversation skills

3. Social rules (interrupting, eyecontact, gaining attention, amountof information, etc…)

4. Sequence interactions

Teaching students to:

1. Read nonverbal cues

2. Conversation skills

3. Social rules (interrupting, eyecontact, gaining attention, amountof information, etc…)

4. Sequence interactions

Conversation SkillsConversation Skills

Conversation webs(www.do2learn.com)

break down skills into individualpieces as needed: initiation, turntaking, appropriate topics, endingsusing visual supports

Comments: Appropriate vs.inappropriate

Conversation webs(www.do2learn.com)

break down skills into individualpieces as needed: initiation, turntaking, appropriate topics, endingsusing visual supports

Comments: Appropriate vs.inappropriate

Teaching Nonverbal CuesTeaching Nonverbal Cues

Explain importance and use of gestures (cartoonswith volume down, magazine pictures, charades

Teach understanding and interpretation of facialexpressions (start with cartoons, then move tophotos as line drawings are easier for childrenwith ASD to identify, magazines, software,websites www.cccoe.net/social)

Teach tone, volume, proximity (5 point scale,videos, tapes, etc…)

Later social skills will need to focus on conductwith the opposite sex, rules at work, etc….

Explain importance and use of gestures (cartoonswith volume down, magazine pictures, charades

Teach understanding and interpretation of facialexpressions (start with cartoons, then move tophotos as line drawings are easier for childrenwith ASD to identify, magazines, software,websites www.cccoe.net/social)

Teach tone, volume, proximity (5 point scale,videos, tapes, etc…)

Later social skills will need to focus on conductwith the opposite sex, rules at work, etc….

Specific skills to Target duringRole-Play


Gaining/Securing Attention: indirectly requests attention oracknowledgment from peers (e.g., “Hey!”, “See this?”,“Look.”), calls a peer’s name, taps peer on the shoulder,Greetings, Inviting others to play

Requests for Actions/Objects: requests an action (e.g.,“Can I have a turn?”), requests an object (e.g., “Can I have amarker?”), tells a peer what act ion to do or not to do (e.g.,“Stop it”, ‘Put it in there.”)

Commenting: express an opinion (e.g. “I think we shouldstart.”), response to a peer’s action (e.g. “You’re done.”),express enjoyment or frustration (e.g. “Oh no!”)

Gaining/Securing Attention: indirectly requests attention oracknowledgment from peers (e.g., “Hey!”, “See this?”,“Look.”), calls a peer’s name, taps peer on the shoulder,Greetings, Inviting others to play

Requests for Actions/Objects: requests an action (e.g.,“Can I have a turn?”), requests an object (e.g., “Can I have amarker?”), tells a peer what act ion to do or not to do (e.g.,“Stop it”, ‘Put it in there.”)

Commenting: express an opinion (e.g. “I think we shouldstart.”), response to a peer’s action (e.g. “You’re done.”),express enjoyment or frustration (e.g. “Oh no!”)

Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text Cueing on Social Communication of

School-Age Children With Pervasive Developmental Disorder . Journal of Speech, Language, and Hearing Research, 47,

126-144.



Complimenting: child reinforces a peer for winning a game(e.g., “You did it!”), reinforces peer for personalperformance (e.g. “nice try.”)

Responding: commenting about events in an activity,greeting, when others invite child to play, when othersrequest, when others ask questions

Nonverbal cues: Understanding facial expressions (e.g.eyebrows raised mean surprised), Understanding bodylanguage (e.g. arms crossed when angry

Complimenting: child reinforces a peer for winning a game(e.g., “You did it!”), reinforces peer for personalperformance (e.g. “nice try.”)

Responding: commenting about events in an activity,greeting, when others invite child to play, when othersrequest, when others ask questions

Nonverbal cues: Understanding facial expressions (e.g.eyebrows raised mean surprised), Understanding bodylanguage (e.g. arms crossed when angry

Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text Cueing on Social Communication of

School-Age Children With Pervasive Developmental Disorder . Journal of Speech, Language, and Hearing Research, 47,

126-144.



Reciprocal Strategies (learningback and forth exchanges)

Reciprocal Strategies (learningback and forth exchanges)

Conversation game: supply visuals as

prompts, provide topic, providescripts if necessary

Eden Conversation program

Conversation game: supply visuals as

prompts, provide topic, providescripts if necessary

Eden Conversation program

Reciprocal QuestionsReciprocal Questions

Newspaper Reporter (give child

simple questions to ask peer in orderto get your student asking questionsand increasing interactions)

Eden Asking Questions program

Newspaper Reporter (give child

simple questions to ask peer in orderto get your student asking questionsand increasing interactions)

Eden Asking Questions program

Activities to teach perspective,problem solving, social rules, and mind

reading

Activities to teach perspective,problem solving, social rules, and mind

reading

Label and recognize emotions: throughcartoons, magazines, pictures, videos,break down into features of the face ifneeded

Understand emotions (Why is he feelingthat way, what is he thinking)

Prediction of consequences (What willhappen next? What happened before?)

Selection of alternative behaviors(sarcasm, understanding situation tointerpret behaviors)

Thought bubble activities

Label and recognize emotions: throughcartoons, magazines, pictures, videos,break down into features of the face ifneeded

Understand emotions (Why is he feelingthat way, what is he thinking)

Prediction of consequences (What willhappen next? What happened before?)

Selection of alternative behaviors(sarcasm, understanding situation tointerpret behaviors)

Thought bubble activities

Thought Bubble ActivityThought Bubble ActivityActivities to teach perspective taking,

social rules, problem solving, mindreading

Activities to teach perspective taking,social rules, problem solving, mind

reading

Interest inventories (list of possible peerinterest that could be used for conversationtopics)

Mind reading activities (Howlin) If-then statements to infer the

thoughts and interests of others

Software programs (Simon Baron-Cohen, do 2 learn)

Social scenarios ( what has happened)

Interest inventories (list of possible peerinterest that could be used for conversationtopics)

Mind reading activities (Howlin) If-then statements to infer the

thoughts and interests of others

Software programs (Simon Baron-Cohen, do 2 learn)

Social scenarios ( what has happened)



•Cue

•Prompt (if necessary)

•Response (behavior)Consequence (reinforcement)

Discrete TrialDiscrete Trial

Example from Eden CurriculumExample from Eden Curriculum

SD “your turn”

Procedure Model activity

Model activity againand give SD

Same procedure assteps 1-2

Randomize activities

Continue procedurewith other activities

Generalize responses to

various teachers invarious settings

SD “your turn”

Procedure Model activity

Model activity againand give SD

Same procedure assteps 1-2

Randomize activities

Continue procedurewith other activities

Generalize responses to

various teachers invarious settings

Activities include Passing ball

Banging drum

Jack-in-the-box

Stacking rings

Pegs

Hi fives

Turning pages

Sandbox with shovel and

pail

Jumping

Making sandwhich

Activities include Passing ball

Banging drum

Jack-in-the-box

Stacking rings

Pegs

Hi fives

Turning pages

Sandbox with shovel and

pail

Jumping

Making sandwhich

Social NarrativesSocial Narratives

Written in first person and describes howpeople feel and think in certain situations.

Uses directive statements to showstudents how to act in those situations

Read repeatedly until the child over learnsit and rereads before problematicsituation.

Should be written at child’s instructionallevel for self awareness, self calming, selfmanagement

Written in first person and describes howpeople feel and think in certain situations.

Uses directive statements to showstudents how to act in those situations

Read repeatedly until the child over learnsit and rereads before problematicsituation.

Should be written at child’s instructionallevel for self awareness, self calming, selfmanagement



Social Skill Picture StoriesSocial Skill Picture Stories

The depiction of various social skills – thecorrect way to act with accompanyingtext that explains what the children aredoing.

The depiction of various social skills – thecorrect way to act with accompanyingtext that explains what the children aredoing.

Incidental TeachingIncidental Teaching

Teaching as the situations occur ratherthan in structured settings.

Example – a teacher points out (at recess) tothe student with ASD that a peer looksphysically hurt. She coaches the studentwith ASD to stop playing and ask the otherstudent if he is OK. (The teacher isamplifying the cue (someone is hurt) so thatthe student with ASD reacts and does notremain oblivious.)

Teaching as the situations occur ratherthan in structured settings.

Example – a teacher points out (at recess) tothe student with ASD that a peer looksphysically hurt. She coaches the studentwith ASD to stop playing and ask the otherstudent if he is OK. (The teacher isamplifying the cue (someone is hurt) so thatthe student with ASD reacts and does notremain oblivious.)

SabotageSabotage

Setup the environment/activity so thatthe child will be unsuccessful. This

will require the child to communicate

Setup the environment/activity so thatthe child will be unsuccessful. This

will require the child to communicate



Power CardsPower Cards

help change an unwanted or inappropriate

behavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. For

younger children the special interest or hero isworked into a brief story.

help change an unwanted or inappropriate

behavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. For

younger children the special interest or hero isworked into a brief story.

Power cardPower card

Front of power card has the logo on it.Back of power cardThe contestants on Survivor think everyoneshould have fun playing games. They also want youto remember three things when playing gameswith other people:

Games should be fun for everyone. If you win a game, you can: Smile, give high fives,

or say, "Alright!" If you lose a game, you can: Take a deep breath

and say, "Good job" to the opponent or say,"Maybe next time."

Front of power card has the logo on it.Back of power cardThe contestants on Survivor think everyoneshould have fun playing games. They also want youto remember three things when playing gameswith other people:

Games should be fun for everyone. If you win a game, you can: Smile, give high fives,

or say, "Alright!" If you lose a game, you can: Take a deep breath

and say, "Good job" to the opponent or say,"Maybe next time."

The A-Team thinks everyone shouldbe respectful to their teachers. Theywant you to remember 3 things when

you are in class:

1.Raise your hand if you have a question2.If you need a break tell your teacher3.Use kind words like please and thank you.

Structured LearningStructured Learning

Didactic instruction (explanation of theskill steps)

Modeling of skill steps

Role-playing skills with feedback

Practice in and outside the group

Didactic instruction (explanation of theskill steps)

Modeling of skill steps

Role-playing skills with feedback

Practice in and outside the group

Didactic InstructionDidactic Instruction

The instructor explains the steps of aparticular skill, using a visual of the skillstepsWhy is it important to compliment others?

What can you compliment others about?

Why should you use a nice voice tone whencomplimenting others?

The instructor explains the steps of aparticular skill, using a visual of the skillstepsWhy is it important to compliment others?

What can you compliment others about?

Why should you use a nice voice tone whencomplimenting others?

CartooningCartooning

Using simple pictures and text as a whole orin strips to understand a situation

description of the event that caused the

problem feelings and thoughts of everyone involved a solution to the problem and ideas on how

to avoid it in the future reinforcement appropriate symbols (stick figures, smiley

faces, thought bubbles) colors used to express feelings (green-happy,

blue-sad, black-angry

Using simple pictures and text as a whole orin strips to understand a situation

description of the event that caused the

problem feelings and thoughts of everyone involved a solution to the problem and ideas on how

to avoid it in the future reinforcement appropriate symbols (stick figures, smiley

faces, thought bubbles) colors used to express feelings (green-happy,

blue-sad, black-angry



Promote SocialPerformance

Promote SocialPerformance

Peer sensitivity

training Reinforcement/mo

tivation Priming Modifications Game playing Increase

opportunities(practice)

Peer sensitivity

training Reinforcement/mo

tivation Priming Modifications Game playing Increase

opportunities(practice)

Peer Mentoring

Self-Monitoring Relaxation plans Prompting Video modeling Social narratives

Peer Mentoring

Self-Monitoring Relaxation plans Prompting Video modeling Social narratives

Self-MonitoringSelf-Monitoring

Teaching child to be aware of behavior1. Identify behavior, emotion, or skill

2. Define behavior, emotion, or skill

3. Introduce/teach behavior, emotion, skill

4. Select self-monitoring procedure

5. Teach self-monitoring strategy

6. Implement

7. Provide feedback

Teaching child to be aware of behavior1. Identify behavior, emotion, or skill

2. Define behavior, emotion, or skill

3. Introduce/teach behavior, emotion, skill

4. Select self-monitoring procedure

5. Teach self-monitoring strategy

6. Implement

7. Provide feedbackSource: Bellini, 2007

PromptingPrompting

Supports used to help students learnnew skills and successfully perform

behaviors

Have a plan for fading immediately

Determine a prompt hierarchy with theteam

Supports used to help students learnnew skills and successfully perform

behaviors

Have a plan for fading immediately

Determine a prompt hierarchy with theteam

Level of Prompting will VaryLevel of Prompting will Vary

When requesting a physical response:

Gesture – gesture to indicate the correct

response Partial Physical – hand over hand

assistance to initiate response, thestudent completes on his own. (tap theelbow to get him to pick something up,tap the shoulder to get him to sit down)

Full Physical – hand over hand assistanceto perform the entire response.

When requesting a physical response:

Gesture – gesture to indicate the correct

response Partial Physical – hand over hand

assistance to initiate response, thestudent completes on his own. (tap theelbow to get him to pick something up,tap the shoulder to get him to sit down)

Full Physical – hand over hand assistanceto perform the entire response.



Prompts continuedPrompts continued

VERBAL CUES

• Visual – a written cue that elicits aresponse

• Partial Verbal – stating part of/orthe initial sound of the verbalresponse you are expecting. (“Whattime is it? It is _____.”)

• Full Verbal – stating the entireverbal response. (“What time is it?It is 2:00.”)

VERBAL CUES

• Visual – a written cue that elicits aresponse

• Partial Verbal – stating part of/orthe initial sound of the verbalresponse you are expecting. (“Whattime is it? It is _____.”)

• Full Verbal – stating the entireverbal response. (“What time is it?It is 2:00.”)

Video ModelingVideo Modeling

Includes videos thatdepict appropriate targetbehaviors and/or videos ofthemselves performing thedesired behavior

“One Key reason for thesuccess of video modelingis that it increases thechild’s attention to thetelevision, or computerscreen. And if you do nothave attention, you will nothave learning.”

Includes videos thatdepict appropriate targetbehaviors and/or videos ofthemselves performing thedesired behavior

“One Key reason for thesuccess of video modelingis that it increases thechild’s attention to thetelevision, or computerscreen. And if you do nothave attention, you will nothave learning.”

Courtesy of Indiana University

Bellini, S., akullian, J., & Hopf, A. (2007). Increasingsocial engagement in youngchildren with autism spectrum disorders using

video self-modeling. School Psychology Review, 36, 80-90

Bellini, S. & Akullian, J. (2007). A meta-analysis of video modelingand video self-modeling interventions for children and

adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284.

http://modelmekids.com/autism-video-samples.html

http://modelmekids.com/autism-video-samples.html

Promote Social PerformancePromote Social Performance

Reinforcement/MotivationReinforcement/Motivation

Increases desired behaviors

Forces us to monitor student’sbehavior

Provides feedback to student

Increases desired behaviors

Forces us to monitor student’sbehavior

Provides feedback to student

Reinforcement/MotivationReinforcement/Motivation

should receive praise and social reinforcers, evenwhen receiving a more tangible reinforcer.

The type of reinforcer must be appropriate andnatural to the activity the student is doing and tothe level of student understanding.

Reinforcement can include a variety of items oractivities. Give the student CHOICES.

The teacher needs to make sure the reinforcingconsequence immediately follows the behavior orskill being learned or increased so that therelationship between the two is clear to thestudent. However, be careful to not interrupt asocial interaction.

should receive praise and social reinforcers, evenwhen receiving a more tangible reinforcer.

The type of reinforcer must be appropriate andnatural to the activity the student is doing and tothe level of student understanding.

Reinforcement can include a variety of items oractivities. Give the student CHOICES.

The teacher needs to make sure the reinforcingconsequence immediately follows the behavior orskill being learned or increased so that therelationship between the two is clear to thestudent. However, be careful to not interrupt asocial interaction.



PrimingPriming

Priming – Preparing the student for

the upcoming task.Not Teaching…. Preparing

Cognitive Priming: use visual and/or verbal

Behavioral Priming: practicing skill rightbefore having to perform in natural setting

Priming – Preparing the student for

the upcoming task.Not Teaching…. Preparing

Cognitive Priming: use visual and/or verbal

Behavioral Priming: practicing skill rightbefore having to perform in natural setting

ModificationsModifications

Are necessary modifications in place?

Consider student’s sensory deficits

Are necessary modifications in place?

Consider student’s sensory deficits

Game PlayingGame Playing

Games require social interaction butare structured. Most children

interact not just during conversationbut during activities.

Use popular games

Teach child how to play

Games require social interaction butare structured. Most children

interact not just during conversationbut during activities.

Use popular games

Teach child how to play

PracticePractice

Increase social opportunities. The studentsshould be given opportunities to practice skillswith peers in other settings.

Feedback from the student, peers, adults as tohow the opportunity was successful or not

Select activities that are appropriate forpracticing (student preferred activities)

Use other strategies for practicing (e.g. role-

playing)

Increase social opportunities. The studentsshould be given opportunities to practice skillswith peers in other settings.

Feedback from the student, peers, adults as tohow the opportunity was successful or not

Select activities that are appropriate forpracticing (student preferred activities)

Use other strategies for practicing (e.g. role-

playing)

Peer Sensitivity TrainingPeer Sensitivity Training

Child specific or general overview

Celebrate differences

Allow the children to be involved in thetraining

Child specific or general overview

Celebrate differences

Allow the children to be involved in thetraining

Peer MentoringPeer Mentoring

Select age-appropriate sensitive peer

Peer must willing

Can pair during difficult times such astransitions

Peer must be given specific instructions onhow to increase communication success(e.g. if student w/ASD needs simple directinstructions)

Alternate peers

Select age-appropriate sensitive peer

Peer must willing

Can pair during difficult times such astransitions

Peer must be given specific instructions onhow to increase communication success(e.g. if student w/ASD needs simple directinstructions)

Alternate peers



Considerations for SocialInteraction

Considerations for SocialInteraction

Match Social Interaction Programs to Students'Needs and Settings. Establish Reasonable Social Interaction

Expectations Be Sensitive to Local Social Interaction Norms

and Conditions Program for Interaction Quality As Well As

Quantity Recognize That Not All General Education

Students Will Be Suited to Social InteractionPrograms

Match Social Interaction Programs to Students'Needs and Settings. Establish Reasonable Social Interaction

Expectations Be Sensitive to Local Social Interaction Norms

and Conditions Program for Interaction Quality As Well As

Quantity Recognize That Not All General Education

Students Will Be Suited to Social InteractionPrograms

ContinuedContinued

Reduce Aberrant Behaviors Prior to Initiating

Social Interaction Programs Provide Ongoing Instruction and Monitoring

Task Analyze Social Interaction Skills

Consider the Importance of Setting and Material

Variables

Consider Social Validity in Programming

Prioritize Social Interaction Skills

Tailor Reinforcement to Meet Individual Needs

Reduce Aberrant Behaviors Prior to Initiating

Social Interaction Programs Provide Ongoing Instruction and Monitoring

Task Analyze Social Interaction Skills

Consider the Importance of Setting and Material

Variables

Consider Social Validity in Programming

Prioritize Social Interaction Skills

Tailor Reinforcement to Meet Individual Needs

ContinuedContinued

Educate Tutors and Others About Autism

Facilitate Initial Interactions

Make Data-Based Program Decisions

Generalize Social Skills

Maintain Acquired Social Skills

Educate Tutors and Others About Autism

Facilitate Initial Interactions

Make Data-Based Program Decisions

Generalize Social Skills

Maintain Acquired Social Skills

Social Skills GroupsSocial Skills Groups

When first beginning – make sure thelevel of understanding iscommensurate with all students Review the purpose of the group

Establish group rules andreinforcement/consequences

Get to know each other throughdiscussion and/or worksheet inventories

Game or snack time

When first beginning – make sure thelevel of understanding iscommensurate with all students Review the purpose of the group

Establish group rules andreinforcement/consequences

Get to know each other throughdiscussion and/or worksheet inventories

Game or snack time

Social Skills Groups Cont.Social Skills Groups Cont.

Set and display a schedule for thegroup:

Talk Time

Skill Time

Game Time

Snack

All Done

Set and display a schedule for thegroup:

Talk Time

Skill Time

Game Time

Snack

All Done


Prepare a visual of the agreed upongroup rules

Listen to each other (wait for a pause to talkduring a conversation, raise your hand andwait to be called on during skill time).

Talk nicely to each other (do not yell, tease, orinsult).

Keep hands and feet to yourself (do not push,hit, kick, pinch, or grab others).

Prepare a visual of the agreed upongroup rules

Listen to each other (wait for a pause to talkduring a conversation, raise your hand andwait to be called on during skill time).

Talk nicely to each other (do not yell, tease, orinsult).

Keep hands and feet to yourself (do not push,hit, kick, pinch, or grab others).




When getting to know each other -- Use various prompts and visuals to help

the students focus on each other –prompt them to respond or ask follow-upquestions.

When getting to know each other -- Use various prompts and visuals to help

the students focus on each other –prompt them to respond or ask follow-upquestions.

Social Skills GroupsSocial Skills Groups

Humor: incorporate humor through

jokes, charades, newspaper cartoons,silly stories, etc….

Humor: incorporate humor through

jokes, charades, newspaper cartoons,silly stories, etc….

Include all communicationsystems

Include all communicationsystems

Look me in the Eye by John Elder

Robison

A Last Thought from JohnA Last Thought from John

I may look and act pretty strange at times, butdeep down I just want to be loved and understoodfor who and what I am. I want to be accepted aspart of society, not an outcast or outsider. Idon’t want to be a genius or freak or something ondisplay. I wish for empathy and compassion fromthose around me, and I appreciate sincerity,clarity, and logicality in other people. I believemost people-autistic or not- share this wish. Ihope you’ll keep those thoughts in mind the nexttime you meet someone who looks or acts a littlestrange.

I may look and act pretty strange at times, butdeep down I just want to be loved and understoodfor who and what I am. I want to be accepted aspart of society, not an outcast or outsider. Idon’t want to be a genius or freak or something ondisplay. I wish for empathy and compassion fromthose around me, and I appreciate sincerity,clarity, and logicality in other people. I believemost people-autistic or not- share this wish. Ihope you’ll keep those thoughts in mind the nexttime you meet someone who looks or acts a littlestrange.

ReferencesReferences

Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in youngchildren with autism spectrum disorders using video self-modeling. SchoolPsychology Review, 36, 80-90

Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrumdisorders. Exceptional Children , 73, 261-284.

“The Effectiveness of an Interview Template in Children with Autism: StructuredPeer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text

Cueing on Social Communication of School-Age Children With PervasiveDevelopmental Disorder. Journal of Speech, Language, and Hearing Research ,47, 126-144.

Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With theChallenging Behavior of Young Children With Autism Spectrum Disorder.Language, Speech, and Hearing Services in Schools , 34, 217-227.

Teacher's Toolbox. "Teacher's Toolbox." . . . 11 September 2007.<http://www.ttoolbox.com/help.htm>.

Susan Klein. "Model Me Kids." . 2004. Model Me Kids®, LLC.. 11 September 2007.<http://www.modelmekids.com/index.html>.

Fovel, T. (2002). The ABA Program Companion .Bashe, P. & Kirby B. (2001). The Oasis Guide to Asperger Syndrome-Revised .

Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in youngchildren with autism spectrum disorders using video self-modeling. SchoolPsychology Review, 36, 80-90

Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrumdisorders. Exceptional Children , 73, 261-284.

“The Effectiveness of an Interview Template in Children with Autism: StructuredPeer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text

Cueing on Social Communication of School-Age Children With PervasiveDevelopmental Disorder. Journal of Speech, Language, and Hearing Research ,47, 126-144.

Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With theChallenging Behavior of Young Children With Autism Spectrum Disorder.Language, Speech, and Hearing Services in Schools , 34, 217-227.

Teacher's Toolbox. "Teacher's Toolbox." . . . 11 September 2007.<http://www.ttoolbox.com/help.htm>.

Susan Klein. "Model Me Kids." . 2004. Model Me Kids®, LLC.. 11 September 2007.<http://www.modelmekids.com/index.html>.

Fovel, T. (2002). The ABA Program Companion .Bashe, P. & Kirby B. (2001). The Oasis Guide to Asperger Syndrome-Revised .

www.speakingofspeech.com

www.usevisualstrategies.com

www.do2learn.com www.thegraycenter.org

www.tinsnips.com

www.teacch.com

www.mrsriley.com

www.speakingofspeech.com

www.usevisualstrategies.com

www.do2learn.com www.thegraycenter.org

www.tinsnips.com

www.teacch.com

www.mrsriley.com

Documents

Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS