You Got to Have Friends! Developing Appropriate Social Skills in Students with Learning and Behavior problems Bob Babcock, Ph.D., BCBA Coordinator of Psychological

You Got to Have Friends!You Got to Have Friends!

Developing Appropriate Social Developing Appropriate Social Skills in Students with Learning Skills in Students with Learning

and Behavior problemsand Behavior problems

Bob Babcock, Ph.D., BCBABob Babcock, Ph.D., BCBA

Coordinator of Psychological and Outreach Coordinator of Psychological and Outreach Services, The Learning Tree, IncServices, The Learning Tree, Inc..

Private PracticePrivate Practice

[email protected]@aol.com

Why is this so hard???Why is this so hard??? Humans don’t come with a schematic Humans don’t come with a schematic

diagram ….. Although we are getting much diagram ….. Although we are getting much better information about functional better information about functional neurophysiology every dayneurophysiology every day

People are really complicated …. (Self-People are really complicated …. (Self-evident on Valentine’s Day) evident on Valentine’s Day)

The old saw about how: “Everything I The old saw about how: “Everything I needed to know in life I learned in (needed to know in life I learned in (perhaps perhaps beforebefore) Kindergarten” seems loosely ) Kindergarten” seems loosely correct. correct.

Unfortunately, we usually have the most Unfortunately, we usually have the most trouble with folks who are don’t have good trouble with folks who are don’t have good social skills long after the age of 6.social skills long after the age of 6.


Kids and adults with autism Kids and adults with autism spectrum disorders as a model spectrum disorders as a model

for extreme difficulties with for extreme difficulties with social skills social skills

(sung to the tune of “New York, New York, (sung to the tune of “New York, New York, if I can make it there I can make it if I can make it there I can make it

anywhere, ”)anywhere, ”) Diagnostic criteria: Diagnostic criteria: – Qualitative deficits in social functioningQualitative deficits in social functioning– Impairments in languageImpairments in language– Restrictions in the range of interestsRestrictions in the range of interests

Increasingly identified Increasingly identified Including Asperger’s Syndrome the prevalence of Including Asperger’s Syndrome the prevalence of

people on “the spectrum” may be much higher people on “the spectrum” may be much higher than the 1/150 recently announced by CDCthan the 1/150 recently announced by CDC


Current findings in the Current findings in the neurobiology of autism:neurobiology of autism:

Both the medial temporal lobe (MTL), Both the medial temporal lobe (MTL),

including the amygdala, as well as the including the amygdala, as well as the cerebellum, have been found to be abnormal cerebellum, have been found to be abnormal in several studies (Akshoomoff, Pierce & in several studies (Akshoomoff, Pierce & Courchesne, 2002; Dawson et al., 2002). Courchesne, 2002; Dawson et al., 2002).

A striking recent finding is increased brain A striking recent finding is increased brain volume when children with autism are young, volume when children with autism are young, although not at birth or later in life (Aylward, although not at birth or later in life (Aylward, Minshew, Field, Sparks, & Singh, 2002), Minshew, Field, Sparks, & Singh, 2002), leading to a theory of brain growth leading to a theory of brain growth dysregulation underlying autism (Courchesne dysregulation underlying autism (Courchesne et al., 2002). et al., 2002).


Abnormal processing of Abnormal processing of Information in facial Information in facial

recognition tasks with adults recognition tasks with adults fMRI study of fMRI study of

differences B.O.L.D. differences B.O.L.D. between S’s with between S’s with ASD and comparison ASD and comparison S’s.S’s.

Slides presenting Slides presenting facial discrimination facial discrimination tasks to subjects tasks to subjects

S’s are asked to S’s are asked to identify as same or identify as same or differentdifferent

Schultz, Gauthier, Klin, Fulbright, Anderson, Volkmar, Skudlarski, Lacadie, Cohen, & Gore (2000)


Fusiform gyrus hypoactivity in Fusiform gyrus hypoactivity in facial information processing facial information processing

taskstasks Replicated across labs – hence reliableReplicated across labs – hence reliable Conceptually important as it relates directly to Conceptually important as it relates directly to

the development of the development of – Shared attention, Shared attention, – Joint eye contact,Joint eye contact,– Recognition of emotional states of others,Recognition of emotional states of others,– Social intuition.Social intuition.

Combined with decreased time ASD subjects Combined with decreased time ASD subjects spend looking in the eyes of faces of others spend looking in the eyes of faces of others suggests persons with ASDs are suggests persons with ASDs are compensating in social tasks for a specific compensating in social tasks for a specific neurological weaknessneurological weakness


Evidence of partial impact of Evidence of partial impact of normal social experience in normal social experience in

remediationremediation Children with autism show the now classic

pattern of fusiform hypoactivation first seen by Schultz and others to faces of strangers

They show normal patterns of fusiform activation to facial expressions of the mothers and siblings

However…..


Beneath fusiform gyrus Beneath fusiform gyrus hypoactivity lies fear….hypoactivity lies fear….

Dalton et al (2005) used neuroimaging procedures from Shultz, et. al (2000) and others and examined correlation between diminished eye gaze in facial recognition tasks and BOLD level measures of activation in medial temporal lobe.– Decreased eye contact correlated with

hypoactivation in fusiform gyrus– Decreased eye contact correlated with

HYPERACTIVATION in areas of amygdala associated with negative emotion!


Autism Severity correlates with Functional

Abnormalities In Temporal Lobe Meresse, et al (2005) Studied blood flow at rest in

45 CWA, average age 7.9 years, using whole brain covariance analysis to assess the relationship between clinical profile on the ADI-R and blood flow– A significant negative correlation was found between

rCBF in the left superior temporal gyrus and ADI-R scores.

– The more severe the autistic syndrome, the lower rCBF is in this region -- suggesting left superior temporal hypoperfusion is related to the severity of autistic behavior.

– In the dominant hemisphere the superior temporal lobe is involved in language and has been implicated in social perception of biological movement, including movements of the eyes, mouth, hands, and body.

Ann Neurol 2005;58:466–469


Kids with ASDs in residential Kids with ASDs in residential schools are kids with huge schools are kids with huge

deficits in social skills deficits in social skills Typically get to residential schools by Typically get to residential schools by

exhibiting severe problems with aggression, exhibiting severe problems with aggression, elopement, self-injurious behavior, deficits in elopement, self-injurious behavior, deficits in communication skills, etc.communication skills, etc.

Criteria for placement – Community schools Criteria for placement – Community schools can’t provide FAPE because of the severity of can’t provide FAPE because of the severity of maladaptive behavior patternsmaladaptive behavior patterns

Usually, school and home environments of Usually, school and home environments of these kids are so far from what they need that these kids are so far from what they need that anything less restrictive than placement would anything less restrictive than placement would be too riskybe too risky


The Learning Tree, Inc. – A The Learning Tree, Inc. – A residential school-based program residential school-based program

in Alabamain Alabama Begun as a private, non-profit school for kids with Begun as a private, non-profit school for kids with

intellectual challenges, communication difficulties intellectual challenges, communication difficulties and challenging behaviorsand challenging behaviors

Educational program licensed/funded by the Educational program licensed/funded by the Alabama SDE Alabama SDE

Home-life component certified/funded by the Home-life component certified/funded by the Alabama DMHMR.Alabama DMHMR.

Begun as a non-profit organization in the Mobile Begun as a non-profit organization in the Mobile County in1983 by three parents of multiply-County in1983 by three parents of multiply-handicapped children to establish an environment handicapped children to establish an environment to nurture, challenge, and provide individualized to nurture, challenge, and provide individualized instruction. instruction.

The goal was to provide their children with a The goal was to provide their children with a quality education focusing on strengths and using quality education focusing on strengths and using those strengths to develop skills.those strengths to develop skills.


Strong organizational commitment to only offering Strong organizational commitment to only offering empirically validated treatment empirically validated treatment

(i.e., applied behavior analysis and conservative (i.e., applied behavior analysis and conservative empirical psychopharmacology for treatment )empirical psychopharmacology for treatment )

In 23 years of service, the school has grown from In 23 years of service, the school has grown from four students and two staff persons at one school in four students and two staff persons at one school in Mobile; to over 80 students and over 350 full- and Mobile; to over 80 students and over 350 full- and part-time staff at 3 residential campuses.part-time staff at 3 residential campuses.

Currently 17 full-time BCBA-level staff are Currently 17 full-time BCBA-level staff are administrative, clinical, and teaching roles across all administrative, clinical, and teaching roles across all programsprograms

Currently training 14 master’s level graduate Currently training 14 master’s level graduate students at Auburn University providing BCBA students at Auburn University providing BCBA practicum supervision, and training 5 undergraduate practicum supervision, and training 5 undergraduate BCABA-level students at JSUBCABA-level students at JSU

Outstanding university-affiliated psychiatric and Outstanding university-affiliated psychiatric and neurological services (Roy Sanders, MD-Marcus, neurological services (Roy Sanders, MD-Marcus, Manuel Cepeda, MD-Univ. South Alabama, UAB Manuel Cepeda, MD-Univ. South Alabama, UAB neurology) neurology)

We don’t permit SI, AI, diet, or other “alternative” We don’t permit SI, AI, diet, or other “alternative” autism interventions at any of our schools autism interventions at any of our schools


Instructional servicesInstructional services Residential programs have, at most, 3 children in a Residential programs have, at most, 3 children in a

group-home setting staffed by educationally-oriented group-home setting staffed by educationally-oriented direct-care (ISPs are developed using CALS)direct-care (ISPs are developed using CALS)

TLT school environments are staffed between 1:1 and TLT school environments are staffed between 1:1 and 1:3 (IEPs are developed using the ABLLS and CALS)1:3 (IEPs are developed using the ABLLS and CALS)

Behavior analysis procedures are implemented across Behavior analysis procedures are implemented across both school and home environments both school and home environments

FBAs are all direct, typically descriptive, and use brief FBAs are all direct, typically descriptive, and use brief FAs when clear and consistent hypotheses do not FAs when clear and consistent hypotheses do not emerge from FAI and structured observationsemerge from FAI and structured observations

All treatment evaluation is data-driven with ongoing, All treatment evaluation is data-driven with ongoing, but not always adequate, monitoring of IOA and but not always adequate, monitoring of IOA and treatment integrity treatment integrity

Placing students in our local community schools is an Placing students in our local community schools is an increasingly common outcome for our kids – most of increasingly common outcome for our kids – most of whom are long-term (until 18 or 21)whom are long-term (until 18 or 21)


Costs of Residential Costs of Residential EducationEducation

$95,000 to $232,000 $95,000 to $232,000 source: Lexington public schoolssource: Lexington public schools

Projected median cost for student entering residential at 11 Projected median cost for student entering residential at 11 years of age. years of age. – $163,500 per year $163,500 per year

Costs probably average well above the median for programs Costs probably average well above the median for programs providing appropriate services providing appropriate services

Once residential placement occurs, coming home may not be Once residential placement occurs, coming home may not be an easy thing to do…..an easy thing to do…..– When schools place a child and costs are picked up by the When schools place a child and costs are picked up by the

state, few rush to welcome these kids back state, few rush to welcome these kids back – When parents experience that they can’t keep a child at When parents experience that they can’t keep a child at

home and go through the separation of putting him/her in home and go through the separation of putting him/her in residential home placements may not longer be realisticresidential home placements may not longer be realistic

– When kids are “fixed” in a residential placement, this does When kids are “fixed” in a residential placement, this does nothing to educate the community school and home to nothing to educate the community school and home to prepare for returnprepare for return


Costs of Placement in a Residential School for Costs of Placement in a Residential School for ASD ASD

(if placed from 10-22 years, $1,962,000)(if placed from 10-22 years, $1,962,000)

Residential Educational Placements

$0

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

number of years in residential

me

dia

n c

os

t

From data postedby Lexington MA Public School System


Program Development Program Development EffortsEfforts

We serve approximately 35 children across over a We serve approximately 35 children across over a dozen school systems throughout Alabama seeking dozen school systems throughout Alabama seeking to prevent residential placements to prevent residential placements – Most referrals come through attorneys wanting to settle Most referrals come through attorneys wanting to settle

cases they would otherwise fight at the school’s and child’s cases they would otherwise fight at the school’s and child’s expenseexpense

We serve 8 children (2.5 yrs-5yrs) with autism in an We serve 8 children (2.5 yrs-5yrs) with autism in an intensive ABA intensive ABA andand inclusion-based preschool inclusion-based preschool affiliated with Auburn University (The Little Tree affiliated with Auburn University (The Little Tree Learning Center)Learning Center)

We provide training for personnel in community We provide training for personnel in community schools at our preschool for personnel through the schools at our preschool for personnel through the ACORN program (see a theme here?)ACORN program (see a theme here?)


The Little Tree Learning The Little Tree Learning CenterCenter

Preschool program for CWA and typical kidsPreschool program for CWA and typical kids Incidental teaching, peer modeling, and peer Incidental teaching, peer modeling, and peer

tutoring supplemented with discrete trial training if tutoring supplemented with discrete trial training if neededneeded

CWA included in regular classrooms except when CWA included in regular classrooms except when 1:1 is needed for types of instruction we can’t 1:1 is needed for types of instruction we can’t provide with typical peersprovide with typical peers

Data driven intensive ABA intervention with a Data driven intensive ABA intervention with a minimum of 150 learning opportunities per hour and minimum of 150 learning opportunities per hour and progress on all programs within 2 weeks requiredprogress on all programs within 2 weeks required

ABLLS used as primary but not exclusive curriculum ABLLS used as primary but not exclusive curriculum All procedures selected for the individual child All procedures selected for the individual child

justified by published ABA literature justified by published ABA literature


Promoting Social BehaviorPromoting Social Behavior

Language development occurs in Language development occurs in play interactionsplay interactions

Peer interactions are expected from Peer interactions are expected from the earliest of ages – not deferred the earliest of ages – not deferred until the child is “ready.”until the child is “ready.”

Peer tutoring is explicitly used to Peer tutoring is explicitly used to develop social behaviordevelop social behavior

We are pushing for earlier rather We are pushing for earlier rather than later admission to services. than later admission to services.


Monthly Levels of Change for Children at The Little Monthly Levels of Change for Children at The Little TreeTree

Skills Mastered on the ABLLS

0

20

40

60

80

Before and During Intervention at TLTLC

Lowest

Average

Highest


The The ACORNACORN Project Project

AAssistingssisting CChildren to hildren to OOvercome with vercome with RResearch findings & esearch findings & NNurturanceurturance


How it Works -- How it Works -- Training is available throughout the yearTraining is available throughout the year We begin with an initial assessment of children We begin with an initial assessment of children

selected by the school using the ABLLS.selected by the school using the ABLLS. Personnel and parents participating in the program Personnel and parents participating in the program

come to the Little Tree Learning Center in Auburn, an come to the Little Tree Learning Center in Auburn, an inclusive model preschool program, for training in inclusive model preschool program, for training in basic ABA procedures for implementation in their basic ABA procedures for implementation in their local settings.local settings.

We the train adults by emersing them in our We the train adults by emersing them in our preschool as interventionists in a 2-5 day experience preschool as interventionists in a 2-5 day experience with children and programs selected to develop their with children and programs selected to develop their use of improved early intervention skills back home.use of improved early intervention skills back home.

After the training we provide on site consultation to After the training we provide on site consultation to begin programs and supervise the use of newly begin programs and supervise the use of newly learned skills.learned skills.


At The Little Tree At The Little Tree

Participants receive competency-based Participants receive competency-based training in selected core-skill areas that training in selected core-skill areas that are essential components of behavioral are essential components of behavioral instruction for children in a preschool instruction for children in a preschool environment. environment.

Examples of these skills include:Examples of these skills include:– Incidental teaching of language and social skillsIncidental teaching of language and social skills– Attend and ignore (behavior management)Attend and ignore (behavior management)– Maintaining functional engagementMaintaining functional engagement– Finding and using reinforcement effectivelyFinding and using reinforcement effectively– Effective prompting strategiesEffective prompting strategies

Comprehensive Comprehensive Behavioral Support Behavioral Support

ProgramProgram

(aka School Consultation)(aka School Consultation)


Ages of Students Served Ages of Students Served

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

YE

AR

S

Median age ~11.5


Diagnoses of Students Diagnoses of Students ServedServed

0

2

4

6

8

10

12

NU

MB

ER


Services Provided Services Provided

3

3

24

17

15

9

10

2

1

4

4

1

1

3

1

1

1

2

1

1

0 5 10 15 20 25 30

DIAG

ABLLS

STAFF EDUCATION

FBA

PBS

DRO

DRA

TE

RESP COST

class wide PBS

NETO

TO RM

SELF-MGT

FLUENCY

PEER MENTORING

PECS

TRANSITION PLANNING

ACORN

PARENT EDUCATION

OBM


Severity of Behavioral Issues Severity of Behavioral Issues Presented by StudentsPresented by Students

0 5 10 15 20

ato, atp, sib

ivb,nc, (MI/Risk hx)

ivb, nc only

diagnosis only


Functional Behavioral Functional Behavioral AssessmentAssessment

DescriptiveDescriptive– InterviewInterview– ObservationObservation– Ecological Data AnalysisEcological Data Analysis

AnalogueAnalogue– Brief FAIBrief FAI– Extended FAIExtended FAI

Demonstrating Functional Relations Demonstrating Functional Relations in Treatment in Treatment


Plus an FBA and a Behavior Support Plan we Plus an FBA and a Behavior Support Plan we often…often…

Review the IEP for how well the students social, Review the IEP for how well the students social, motivational, communication, life skill, and academic motivational, communication, life skill, and academic deficits are addresseddeficits are addressed

Conduct the CALS and other assessments depending on the Conduct the CALS and other assessments depending on the situationsituation

Select Select newnew IEP goals that can result IEP goals that can result– Functionally equivalent replacement skills (better Functionally equivalent replacement skills (better

communication, social and negotiation skills)communication, social and negotiation skills)– Self-management skills Self-management skills

Train teachers in specific instructional techniques needed Train teachers in specific instructional techniques needed by challenging studentsby challenging students

Set up OBM systems to involve the school’s administration Set up OBM systems to involve the school’s administration in reinforcing (with attention and praise) the in reinforcing (with attention and praise) the implementation of positive behavioral support plansimplementation of positive behavioral support plans

Set up videotape or other monitoring systems to permit Set up videotape or other monitoring systems to permit consultant to monitor, evaluate, and provide feedback to consultant to monitor, evaluate, and provide feedback to teachers and others on correct and incorrect use of teachers and others on correct and incorrect use of teaching and behavior support program techniquesteaching and behavior support program techniques


Tools:Tools: Consent to share information with school and Consent to share information with school and

parents on an equal footingparents on an equal footing CALSCALS FAI, NSA FAI, NSA Eco-Behavioral Assessment SystemEco-Behavioral Assessment System Standardized format for managing individual data Standardized format for managing individual data

spreadsheetsspreadsheets Email with password protected files as attachmentsEmail with password protected files as attachments Competency-based training, using video modeling Competency-based training, using video modeling

and video feedbackand video feedback Videotape monitoring of teaching skills, Videotape monitoring of teaching skills,

Engagement, and Program implementationEngagement, and Program implementation Celeration charts for fluency-based trainingCeleration charts for fluency-based training


A Typical Positive Behavioral Support A Typical Positive Behavioral Support ProgramProgram

Functional Behavioral Assessment – Interview and Functional Behavioral Assessment – Interview and ObservationsObservations

Hypothesis about Function and Skills to be Hypothesis about Function and Skills to be DevelopedDeveloped

Data Collection Method Data Collection Method Current Behavioral Levels Current Behavioral Levels Behaviors to StrengthenBehaviors to Strengthen Behaviors to Weaken/EliminateBehaviors to Weaken/Eliminate ObjectivesObjectives Reinforcement ProceduresReinforcement Procedures Responding to Problem BehaviorsResponding to Problem Behaviors Procedures for Data ReviewProcedures for Data Review Parental Consent Parental Consent


Social Skills Training Social Skills Training Embedded in Positive Behavior Embedded in Positive Behavior

Support PlansSupport Plans Quite Hands (personal space)Quite Hands (personal space) Polite VoicePolite Voice Listening to the teacherListening to the teacher Sharing things with other studentsSharing things with other students Participating in group activitiesParticipating in group activities ““Stop-Freeze”Stop-Freeze” Accuracy in reporting rule followingAccuracy in reporting rule following Making mistakes without melting Making mistakes without melting

down over themdown over them


Techniques teachers can use to Techniques teachers can use to promote appropriate social behavior in promote appropriate social behavior in

schoolsschools Direct instruction in role play activities (giving teachers scripts to Direct instruction in role play activities (giving teachers scripts to use to coach specific skills)use to coach specific skills)

Self management training – reviewing positive classroom rules Self management training – reviewing positive classroom rules and reinforcing both behaviors consistent with positive rules and and reinforcing both behaviors consistent with positive rules and do-say correspondence (giving teachers cues to use to provide do-say correspondence (giving teachers cues to use to provide reinforcement for appropriate behavior) reinforcement for appropriate behavior)

Pivot praise – prompting by reinforcement of peers for appropriate Pivot praise – prompting by reinforcement of peers for appropriate social behavior combined with differential reinforcement (giving social behavior combined with differential reinforcement (giving teachers a method for responding to problem behaviors without teachers a method for responding to problem behaviors without directly reacting to them) directly reacting to them)

Positive scanning (Prompting teachers to see and reinforce god Positive scanning (Prompting teachers to see and reinforce god behavior)behavior)

Beat the timer – providing teachers with both flexibility and Beat the timer – providing teachers with both flexibility and structure (giving teachers a system to prompt use of ALT-R structure (giving teachers a system to prompt use of ALT-R techniques while ensuring the rate of reinforcement remains techniques while ensuring the rate of reinforcement remains adequate)adequate)

NETO – providing a stimulus as a prosthetic response and cue to NETO – providing a stimulus as a prosthetic response and cue to children about contingencies (giving teachers a way to manage children about contingencies (giving teachers a way to manage extinction, time-out, and negative reinforcement of good behavior extinction, time-out, and negative reinforcement of good behavior without inadvertently reinforcing problem behaviors)without inadvertently reinforcing problem behaviors)

Peer mentoring groups and adult mentoring of acceptance of Peer mentoring groups and adult mentoring of acceptance of one’s limitations for kids with ADHA, etc. one’s limitations for kids with ADHA, etc.


Typical Examples of Typical Examples of Outcomes…Outcomes…

1 51 5thth grade child re-entered school after 16 months at home grade child re-entered school after 16 months at home 2 high-school students successfully moved to regular education 2 high-school students successfully moved to regular education 2 high-school students received reasonable accommodations and 2 high-school students received reasonable accommodations and

needed nothing else (not kids with autism)needed nothing else (not kids with autism) 1 51 5thth grader removed from a single inclusion class by parent during grader removed from a single inclusion class by parent during

baselinebaseline 2 children with autism fully included in regular Kindergarten with 2 children with autism fully included in regular Kindergarten with

behavioral intervention instead of being in a segregated “preschool.” behavioral intervention instead of being in a segregated “preschool.” 2 First-grade students included in regular education with pullouts, 2 First-grade students included in regular education with pullouts,

instead of being in self-contained with dramatically decreased instead of being in self-contained with dramatically decreased aggression and sibaggression and sib

2 students with Asperger’s provided with support in regular education 2 students with Asperger’s provided with support in regular education – 1 needing a BSP, the other being assisted with teacher training– 1 needing a BSP, the other being assisted with teacher training

1 High-school student provided with a completely revised IEP 1 High-school student provided with a completely revised IEP 4 students maintained in current setting with behavior support plans 4 students maintained in current setting with behavior support plans

decreasing aggression, SIB, etc. decreasing aggression, SIB, etc.


Behavioral Coaching Behavioral Coaching Adolescents and AdultsAdolescents and Adults

Social deficits are more responsible for Social deficits are more responsible for unemployment that a lack of technical job skillsunemployment that a lack of technical job skills

Interviewing for a job can be harder than doing Interviewing for a job can be harder than doing oneone

Stress in work and social situations can result in Stress in work and social situations can result in avoidance behavior patterns avoidance behavior patterns

Unskilled interactions with law enforcement Unskilled interactions with law enforcement personnel can be hazardouspersonnel can be hazardous

Intimate relationships must be built upon both Intimate relationships must be built upon both competent judgment and information about competent judgment and information about – BiologyBiology– Emotional attachmentsEmotional attachments– Legal issuesLegal issues– What our Momma would think about it if she knew what What our Momma would think about it if she knew what

you two were up to…you two were up to…


StrategiesStrategies Addressing functional but counterproductive ASD specific patterns Addressing functional but counterproductive ASD specific patterns

of social behavior with a conceptual FA of social behavior with a conceptual FA Identifying natural contingencies and educating the person about Identifying natural contingencies and educating the person about

what to expectwhat to expect Instructing new behavior patterns through coaching (Risley’s Instructing new behavior patterns through coaching (Risley’s

macro level of intervention)macro level of intervention) Instructing self-management skills such as relaxation Instructing self-management skills such as relaxation Arranging short-term goals and short term contingencies to help Arranging short-term goals and short term contingencies to help

individuals experience success and eventually meet longer-term individuals experience success and eventually meet longer-term goalsgoals

Teaching parents and other support providers to use positive Teaching parents and other support providers to use positive scanning to reinforce progress in social functioning.scanning to reinforce progress in social functioning.

Developing self-managements plans negotiated with significant Developing self-managements plans negotiated with significant othersothers

Helping people that provide support to persons with challenges Helping people that provide support to persons with challenges become objective consultants, rather than providers of become objective consultants, rather than providers of consequencesconsequences

Helping people identify their limitations and to explain how a Helping people identify their limitations and to explain how a reasonable accommodation would permit them to be successful at reasonable accommodation would permit them to be successful at work and in social settingswork and in social settings

Helping people building a philosophy of rules in specific areas Helping people building a philosophy of rules in specific areas (e.g., dating) from experience (using the EAB findings on rule-(e.g., dating) from experience (using the EAB findings on rule-governed behavior and persistence)governed behavior and persistence)


Bottom lines Bottom lines People manipulate their social environments – those who cannot live People manipulate their social environments – those who cannot live

with “learned helplessness.”with “learned helplessness.” There isn’t anything wrong with being in control of your environmentThere isn’t anything wrong with being in control of your environment There are good behaviors and bad behaviors – but labeling them so There are good behaviors and bad behaviors – but labeling them so

and punishing bad behaviors doesn’t teach good behaviorsand punishing bad behaviors doesn’t teach good behaviors People who lack social skills can learn to not behave through People who lack social skills can learn to not behave through

punishment – but learning a new skill requires effective prompting punishment – but learning a new skill requires effective prompting and reinforcementand reinforcement

We know much more about how to shape and mold new behaviors We know much more about how to shape and mold new behaviors than we are willing to apply when we believe that social failures than we are willing to apply when we believe that social failures reflect motivational problemsreflect motivational problems

Being raised right only works (when it does) for kids who don’t need Being raised right only works (when it does) for kids who don’t need much more than reasonable adult models.much more than reasonable adult models.

Most adults deal with kids the way they were dealt with as childrenMost adults deal with kids the way they were dealt with as children An enormous number of kids need a lot more instruction than we An enormous number of kids need a lot more instruction than we

realize when they screw up on issues that are social in nature. realize when they screw up on issues that are social in nature. You don’t resolve a “can’t do” problem with a strategy focused on You don’t resolve a “can’t do” problem with a strategy focused on

motivational issues, errors, and failures. All you teach that way is motivational issues, errors, and failures. All you teach that way is that adults “Don’t get it.”that adults “Don’t get it.”

If you assume the problem is a skill deficit then there is, after all If you assume the problem is a skill deficit then there is, after all something you have to teach a child other than that they are a something you have to teach a child other than that they are a failure.failure.

Documents

You Got to Have Friends! Developing Appropriate Social Skills in Students with Learning and Behavior problems Bob Babcock, Ph.D., BCBA Coordinator of Psychological