part 4: systematic, planful instruction, including the development of social interactions
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Part 4: Systematic, Planful Instruction, Including the Development of Social
Interactions
Assessment:Understand and Use “Picture of the Child” as the Foundation
Generalization:Activities and Opportunities
1) Address sensory and biological needs
2) Provide appropriate reinforcement
3) Opportunities to communicate and functional communication systems
4) Concrete supports to assist with participation and understanding
5) Address task demands
6) Systematic, planful instruction
7) Data driven decision making
8) Appropriate level of instruction
Comprehensive Program of Instruction:
Systematic Planful
Teaching
focus attention
prompt/shape practice reinforce
effort natural
rewardsconsistency
instruction broken down into small steps (matched to learner)
continuous review and adaptation
generalization
Jordan prompting
Jordan doing a simple task
Ren
For Students with ASD and Visual Impairment
Opening and closing a conversation Initiating peer interaction and joining
play Decoding facial expressions and body
language Observing and mimicking appropriate
social behavior in specific situations Predicting and understanding the
emotions and reactions of others
Social skill deficits may be separated into four broad
categories of social functioning: nonverbal communication, social
initiation, social reciprocity, and social
cognition.
Range of Typical Expectations Strengths and weaknesses
Establish baseline of performance
Autism Spectrum Disorders and Visual Impairments: Page 131
1. Match social interaction instruction to students’ needs and settings.
2. Prioritize3. Task analyze social interaction skills4. Provide opportunities as well as evidence-
based instruction5. Provide instruction and data analysis6. Use reinforcement
The key to long term results!
Area of Concern:1. Play2. Conversations3. Inappropriate Social
Interactions
Possible Strategy:1. PRT 2. Social Narratives3. Problem Solving
Strategies
4. Incredible 5-Point Scale
Social narratives can be used: after a social "error" has occurred (e.g.,
saying something rude to a classmate, hitting, yelling)
prior to a transition or new experience (getting a haircut, changing schools, going to the Dr.'s office, etc.)
as an intervention to reduce existing recurring behaviors (nose picking, blurting out in class, etc.)
The use of social narratives strategies by the individual must be taught through direct instruction
http://www.txautism.net/docs/Guide/Interventions/SocialNarratives.pdf
Six Steps of Analyzing Social Situations1. Describe the social scenario, setting, behavior, or problem
(What's happening or what has happened?).2. Recognize the feelings/thoughts of participants (How does
he/she/you feel? What is he/she thinking?).3. Understand the feeling of participants (Why is he/she/you
feeling/thinking that way? Ask child to provide evidence).4. Predict the consequences (What do you think will happen
next? What will be the consequences of this behavior?).5. Select alternative behaviors (What could he/she/you have
done differently).6. Predict the consequence for alternative behaviors.
Bellini, 2006, p. 157
The Incredible 5-Point Scale:
A 5 Is Against the Law! Social Boundaries:
Autism Spectrum Disorder and Visual Impairments: Meeting Students Learning Needs
The Incredible 5-Point Scale
Do-Watch-Listen-Say Navigating the Social
World STAR Curriculum Model Me Kids Video
Autism Asperger Publishing Company
Social Thinking National Professional
Development Center on ASD - http://autismpdc.fpg.unc.edu/
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