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 with Aspergers (Look me in the eye by John Elder Robison)

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

My conversational difficulties highlight a problems Aspergians face every day. A person with an obvious disability-for example, someone in a wheelchair-is treated compassionately because his handicap is obvious. No one turns to a guy in a wheelchair and says “Quick! Let’s run across the street!” And when he can’t run across the street, no one says, “What’s his problem?” They offer to help him across the street.

My conversational difficulties highlight a problems Aspergians face every day. A person with an obvious disability-for example, someone in a wheelchair-is treated compassionately because his handicap is obvious. No one turns to a guy in a wheelchair and says “Quick! Let’s run across the street!” And when he can’t run across the street, no one says, “What’s his problem?” They offer to help him across the street.

Thoughts continued…Thoughts continued…

With me, though, there is no external sign that I am conversationally handicapped. So folks hear some conversational misstep and say “What an arrogant jerk!” I look forward to the day when my handicap will afford me the same respect accorded to a guy in a wheelchair. And if the respect comes with a preferred parking space, I won’t turn it down.

With me, though, there is no external sign that I am conversationally handicapped. So folks hear some conversational misstep and say “What an arrogant jerk!” I look forward to the day when my handicap will afford me the same respect accorded to a guy in a wheelchair. And if the respect comes with a preferred parking space, I won’t turn it down.

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

70% of people with Autism are unemployed

The higher the functioning, the higher

the unemployment!(Belini, 2007)

70% of people with Autism are unemployed

The higher the functioning, the higher

the unemployment!(Belini, 2007)

ObjectivesObjectives

1. to understand the common social difficulties associated with autism

2. to understand an appropriate means of evaluating social skills

3. gain ideas for using these interventions in classroom activities/groups

1. to understand the common social difficulties associated with autism

2. to understand an appropriate means of evaluating social skills

3. gain ideas for using these interventions in classroom activities/groups

Social Interaction SkillsSocial Interaction Skills

By definition (Gresham & Elliot, 1995)Socially acceptable learned behaviors

that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses.

By definition (Gresham & Elliot, 1995)Socially acceptable learned behaviors

that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses.

Autism DocumentaryAutism 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 simple

commands Responding Rejecting

appropriately Requesting help

Sharing affect Proximity Following simple

commands Responding Rejecting

appropriately Requesting help

Joint AttentionJoint Attention

ability to share attention with another person while both are paying attention to the same object

Can be gestural or conversational

ability to share attention with another person while both are paying attention to the same object

Can be gestural or conversational

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 happens

Understanding why this happens

Repetitiveness and restricted interests Interpret literally Theory of Mind: difficulty understanding

another person’s perspective or that they have thoughts and feelings different from their own

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

phonology) and content (semantic) encodes differently in ASD from early interactions

Repetitiveness and restricted interests Interpret literally Theory of Mind: difficulty understanding

another person’s perspective or that they have thoughts and feelings different from their own

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

phonology) and content (semantic) encodes differently in ASD from early interactions

Consequences of Poor Social Skills: 70% of those on the spectrum are unemployedConsequences of Poor Social Skills: 70% of those 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 communication difficulties you experienced?

Stand Up!!

What were the communication difficulties you experienced?

Social Interaction SkillsSocial Interaction SkillsEvaluation and PlanningEvaluation and Planning

Pragmatic AssessmentsFormal Assessments

Pragmatic AssessmentsFormal Assessments

Test of Pragmatic LanguageClinical Evaluation of Language

Fundamentals: Pragmatic ProfileSocial Emotional EvaluationPragmatics Language Skills InventoryComprehensive Assessment of

Spoken LanguageSocial Skills Rating system

Test of Pragmatic LanguageClinical Evaluation of Language

Fundamentals: Pragmatic ProfileSocial Emotional EvaluationPragmatics Language Skills InventoryComprehensive Assessment of

Spoken LanguageSocial Skills Rating system

Pragmatic AssessmentInformal Assessment

Pragmatic AssessmentInformal Assessment

Language SampleObservations: Parent/Teacher ReportSocial Language Checklist

Language SampleObservations: Parent/Teacher ReportSocial 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 engagement time

• 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 engagement time

• 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 Acquisition Deficit or Performance

Deficit

Determine: Skill Acquisition Deficit or Performance

Deficit Skill Acquisition Deficit: skill is absent

(will need to teach)

Performance Deficit: skill is in repertoire but 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 repertoire but 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 do something is only DECLARATIVE KNOWLEDGE.

I can teach mostly anyone the facts necessary to learn how drive a stick shift car. But, being able to say how to do something does not mean you can do it.

What often keeps a child from being successful are skills we often do not teach…

It’s a continuum that requires PROCEDURAL KNOWLEDGE.

Saying that they know how to do something is only DECLARATIVE KNOWLEDGE.

I can teach mostly anyone the facts necessary to learn how drive a stick shift car. But, being able to say how to do something does not mean you can do it.

What often keeps a child from being successful are skills we often do not teach…

It’s a continuum that requires PROCEDURAL KNOWLEDGE.

Thinking

Feeling

Doing

Bellini/2007

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

We can bridge the gap with visual support, practice, and meaningful activities

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

We can bridge the gap with visual support, practice, and meaningful activities

How to start planning and begin instruction?

How to start planning and begin instruction?

5 Steps Identify and assess areas of needDiscern between skill acquisition

deficits and performance deficitsSelect appropriate intervention

strategies Implement intervention strategiesEvaluate program and modify as

needed*Source: Bellini, 2007

5 Steps Identify and assess areas of needDiscern between skill acquisition

deficits and performance deficitsSelect appropriate intervention

strategies Implement intervention strategiesEvaluate 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 positiveGoals should be realistic and

represent a challengeSet 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 positiveGoals should be realistic and

represent a challengeSet criteria based on baseline data

The Hidden Curriculum by Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

The Hidden Curriculum by Brenda Smith Myles, Melissa L. Trautman, and

Ronda L. Schelvan

Refers to the set of rules that everyone in the school knows, but that no one has been directly taught:

How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to play Who to ignoreOthers?

Refers to the set of rules that everyone in the school knows, but that no one has been directly taught:

How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to play Who to ignoreOthers?

Teachers Hidden Curriculum

Teachers Hidden Curriculum

Teacher ExpectationsWhat students should do when the

bell ringsHow to travel from class to class in

the most direct way.The administrative structure.Which teachers will tolerate latenessWhich teachers give homework.Which teachers place value on final

exams.

Teacher ExpectationsWhat students should do when the

bell ringsHow to travel from class to class in

the most direct way.The administrative structure.Which teachers will tolerate latenessWhich teachers give homework.Which teachers place value on final

exams.

Social Interaction SkillsSocial Interaction SkillsUnderstanding and Decreasing

AnxietyUnderstanding and Decreasing

Anxiety

Look me in the Eye by John Elder Robison

Some more thoughts from John

Some more thoughts from John

Many descriptions of autism and Asperger’s describe people like as “not wanting to contact with others” or “preferring to play alone.” I played by myself because I was a failure at playing with others. I was alone as a result of my own limitations, and being alone was one of my bitterest disappointments of my young life. The sting of those early failures followed me long into adulthood, even after I learned about Asperger’s.

Many descriptions of autism and Asperger’s describe people like as “not wanting to contact with others” or “preferring to play alone.” I played by myself because I was a failure at playing with others. I was alone as a result of my own limitations, and being alone was one of my bitterest disappointments of my young life. The sting of those early failures followed me long into adulthood, even after I learned about Asperger’s.

Some more thoughts on Anxiety

by Jerry Newport Your Life Is Not a Label

Some more thoughts on Anxiety

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 next embarrassment at a moment’s notice. No matter how hard I tried to obey all the rules, spoken by parents with frustration and siblings with sarcasm, I knew I would eventually screw up and tread water in another sea of laughter.

So, my stress and perhaps yours, came from many sources: frustration, neurological overload, and social humiliation to name a few.

There is nothing more frustrating than the lifelong accumulation of scars that result from trying to be like normal people and failing daily. It is especially hard when your disability is invisible like mine.”

“As far back as I remember, I was like a little bird on a wire, ready to flee from the next embarrassment at a moment’s notice. No matter how hard I tried to obey all the rules, spoken by parents with frustration and siblings with sarcasm, I knew I would eventually screw up and tread water in another sea of laughter.

So, my stress and perhaps yours, came from many sources: frustration, neurological overload, and social humiliation to name a few.

There is nothing more frustrating than the lifelong accumulation of scars that result from trying to be like normal people and failing daily. It is especially hard when your disability is invisible like mine.”

Fear and Anxiety are common feelings for people with ASD.

Fear and Anxiety are common feelings for people with ASD.

Stress in Persons’ with Asperger’s

Stress in Persons’ with Asperger’s

TriggersTriggers

AnxietyAnxiety

Increased Stress / AnxietyIncreased Stress / Anxiety

Increased ObsessionIncreased Obsession

Withdrawal / Shut downWithdrawal / Shut down

AggressionAggressionVerbal / physicalVerbal / physical

Atwood, 1999Atwood, 1999

Set up your classroom to increase relaxation

Set up your classroom to increase relaxation

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

so they can come to you for help and support

3. Create means to cope within the classroom (break area, yoga, system for help, organize areas, visual supports)

4. Incorporate social skills in lessons, centers, as a designated area in the classroom, bulletin boards

5. Facilitate relationships in your classroom through 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 support

3. Create means to cope within the classroom (break area, yoga, system for help, organize areas, visual supports)

4. Incorporate social skills in lessons, centers, as a designated area in the classroom, bulletin boards

5. Facilitate relationships in your classroom through 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 representation of stressors, inappropriate behaviors, rules, etc..

Allows children the ability to connect internal issues to a visual support

Encourages problem solving, self monitoring and independence in resolving issues

www.5pointscale.com

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

Allows children the ability to connect internal issues to a visual support

Encourages problem solving, self monitoring and independence in resolving issues

www.5pointscale.com

ExamplesExamples

Developing a PlanDeveloping a Plan

Identify stressors Recognize

behaviors leading up to aggression or shut down

Create supports, area, or a plan with the student

Identify stressors Recognize

behaviors leading up to aggression or shut down

Create supports, area, or a plan with the student

Relaxation PlansRelaxation Plans

1. Help students regulate stress- teach student to request a break, include breaks in schedule, create break area in classroom, coping strategies specific to situations

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

3.Tension release and breathing exercises – yoga, deep breathing cards,

1. Help students regulate stress- teach student to request a break, include breaks in schedule, create break area in classroom, coping strategies specific to situations

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

3.Tension release and breathing exercises – yoga, deep breathing cards,

Social Interaction SkillsSocial Interaction SkillsIntervention StrategiesIntervention Strategies

“In the public school setting, children with autism are often integrated into the

general education classroom with the hope that social skills will be absorbed

through proximity to “normal” socialization.” “Instead, direct instruction

of specific skills combined with an awareness of appropriate models is

required.”

“In the public school setting, children with autism are often integrated into the

general education classroom with the hope that social skills will be absorbed

through proximity to “normal” socialization.” “Instead, direct instruction

of specific skills combined with an awareness 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 a priority in our classrooms

Decreases anxietyEncourages relationships and

support through peers and teachers

Allows for problem solving directly in the classroom

Teaching social skills should become a priority in our classrooms

Decreases anxietyEncourages relationships and

support through peers and teachers

Allows for problem solving directly in the classroom

Promote Skill AcquisitionPromote Skill Acquisition

Role-playing Teach perspective

taking, social rules, problem solving, and mind reading

Discrete trial Reciprocal strategies Social narratives Social Skills Picture

Stories

Role-playing Teach perspective

taking, social rules, problem solving, and mind reading

Discrete trial Reciprocal strategies Social narratives Social Skills Picture

Stories

Incidental Teaching

Sabotage Power Cards Structured

Teaching Self-Monitoring Prompting Video modeling Cartooning

Incidental Teaching

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 use units 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 use units from class readings or other subjects

Role-Playing: acting out and practicing newly learned

skills

Role-Playing: acting out and practicing newly learned

skillsTeaching students to:1. Read nonverbal cues 2. Conversation skills 3. Social rules (interrupting, eye

contact, gaining attention, amount of information, etc…)

4. Sequence interactions

Teaching students to:1. Read nonverbal cues 2. Conversation skills 3. Social rules (interrupting, eye

contact, gaining attention, amount of information, etc…)

4. Sequence interactions

Conversation SkillsConversation Skills

Conversation webs (www.do2learn.com)

break down skills into individual pieces as needed: initiation, turn taking, appropriate topics, endings using visual supports

Comments: Appropriate vs. inappropriate

Conversation webs (www.do2learn.com)

break down skills into individual pieces as needed: initiation, turn taking, appropriate topics, endings using visual supports

Comments: Appropriate vs. inappropriate

Teaching Nonverbal CuesTeaching Nonverbal Cues

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

Teach understanding and interpretation of facial expressions (start with cartoons, then move to photos as line drawings are easier for children with 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 conduct with the opposite sex, rules at work, etc….

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

Teach understanding and interpretation of facial expressions (start with cartoons, then move to photos as line drawings are easier for children with 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 conduct with the opposite sex, rules at work, etc….

Specific skills to Target during Role-Play

Specific skills to Target during Role-Play

Gaining/Securing Attention: indirectly requests attention or acknowledgment 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 a marker?”), tells a peer what action to do or not to do (e.g., “Stop it”, ‘Put it in there.”)

Commenting: express an opinion (e.g. “I think we should start.”), 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 or acknowledgment 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 a marker?”), tells a peer what action to do or not to do (e.g., “Stop it”, ‘Put it in there.”)

Commenting: express an opinion (e.g. “I think we should start.”), 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.

Specific skills to Target during Role-Play

Specific skills to Target during Role-Play

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

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

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

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

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

Nonverbal cues: Understanding facial expressions (e.g. eyebrows raised mean surprised), Understanding body language (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 (learning back and forth exchanges)

Reciprocal Strategies (learning back and forth exchanges)

Conversation game: supply visuals as prompts, provide topic, provide scripts if necessary

Eden Conversation program

Conversation game: supply visuals as prompts, provide topic, provide scripts if necessary

Eden Conversation program

Reciprocal QuestionsReciprocal Questions

Newspaper Reporter (give child simple questions to ask peer in order to get your student asking questions and increasing interactions)

Eden Asking Questions program

Newspaper Reporter (give child simple questions to ask peer in order to get your student asking questions and 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: through

cartoons, magazines, pictures, videos, break down into features of the face if needed

Understand emotions (Why is he feeling that way, what is he thinking)

Prediction of consequences (What will happen next? What happened before?)

Selection of alternative behaviors (sarcasm, understanding situation to interpret behaviors)

Thought bubble activities

Label and recognize emotions: through cartoons, magazines, pictures, videos, break down into features of the face if needed

Understand emotions (Why is he feeling that way, what is he thinking)

Prediction of consequences (What will happen next? What happened before?)

Selection of alternative behaviors (sarcasm, understanding situation to interpret behaviors)

Thought bubble activities

Thought Bubble ActivityThought Bubble Activity

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

mind reading

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

mind reading

Interest inventories (list of possible peer interest that could be used for conversation topics)

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

thoughts and interests of othersSoftware programs (

Simon Baron-Cohen, do 2 learn)Social scenarios ( what has

happened)

Interest inventories (list of possible peer interest that could be used for conversation topics)

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

thoughts and interests of othersSoftware 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 Curriculum

Example from Eden Curriculum

SD “your turn” Procedure

Model activity Model activity again

and give SD Same procedure as

steps 1-2 Randomize activities Continue procedure

with other activities Generalize responses

to various teachers in various settings

SD “your turn” Procedure

Model activity Model activity again

and give SD Same procedure as

steps 1-2 Randomize activities Continue procedure

with other activities Generalize responses

to various teachers in various 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 how people feel and think in certain situations.

Uses directive statements to show students how to act in those situations

Read repeatedly until the child over learns it and rereads before problematic situation.

Should be written at child’s instructional level for self awareness, self calming, self management

Written in first person and describes how people feel and think in certain situations.

Uses directive statements to show students how to act in those situations

Read repeatedly until the child over learns it and rereads before problematic situation.

Should be written at child’s instructional level for self awareness, self calming, self management

Social Skill Picture StoriesSocial Skill Picture Stories

The depiction of various social skills – the correct way to act with accompanying text that explains what the children are doing.

The depiction of various social skills – the correct way to act with accompanying text that explains what the children are doing.

Incidental TeachingIncidental Teaching

Teaching as the situations occur rather than in structured settings.

Example – a teacher points out (at recess) to the student with ASD that a peer looks physically hurt. She coaches the student with ASD to stop playing and ask the other student if he is OK. (The teacher is amplifying the cue (someone is hurt) so that the student with ASD reacts and does not remain oblivious.)

Teaching as the situations occur rather than in structured settings.

Example – a teacher points out (at recess) to the student with ASD that a peer looks physically hurt. She coaches the student with ASD to stop playing and ask the other student if he is OK. (The teacher is amplifying the cue (someone is hurt) so that the student with ASD reacts and does not remain oblivious.)

SabotageSabotage

Setup the environment/activity so that the child will be unsuccessful. This will require the child to communicate

Setup the environment/activity so that the child will be unsuccessful. This will require the child to communicate

Power CardsPower Cards

help change an unwanted or inappropriatebehavior 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. Foryounger children the special interest or hero isworked into a brief story.

help change an unwanted or inappropriatebehavior 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. Foryounger 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 everyone should have fun playing games. They also want you to remember three things when playing games with 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 everyone should have fun playing games. They also want you to remember three things when playing games with 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 should be respectful to their teachers. Theywant you to remember 3 things whenyou 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 the skill steps)

Modeling of skill stepsRole-playing skills with feedbackPractice in and outside the group

Didactic instruction (explanation of the skill steps)

Modeling of skill stepsRole-playing skills with feedbackPractice in and outside the group

Didactic InstructionDidactic Instruction

The instructor explains the steps of a particular skill, using a visual of the skill steps

Why is it important to compliment others?

What can you compliment others about?Why should you use a nice voice tone

when complimenting others?

The instructor explains the steps of a particular skill, using a visual of the skill steps

Why is it important to compliment others?

What can you compliment others about?Why should you use a nice voice tone

when complimenting others?

CartooningCartooning

Using simple pictures and text as a whole or in 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 or in 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 Social Performance

Promote Social Performance

Peer sensitivity training

Reinforcement/motivation

Priming Modifications Game playing Increase

opportunities (practice)

Peer sensitivity training

Reinforcement/motivation

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 behavior

1. Identify behavior, emotion, or skill2. Define behavior, emotion, or skill3. Introduce/teach behavior, emotion, skill4. Select self-monitoring procedure5. Teach self-monitoring strategy6. Implement7. Provide feedback

Teaching child to be aware of behavior

1. Identify behavior, emotion, or skill2. Define behavior, emotion, or skill3. Introduce/teach behavior, emotion, skill4. Select self-monitoring procedure5. Teach self-monitoring strategy6. Implement7. Provide feedback Source: Bellini, 2007

PromptingPrompting

Supports used to help students learn new skills and successfully perform behaviors

Have a plan for fading immediately

Determine a prompt hierarchy with the team

Supports used to help students learn new skills and successfully perform behaviors

Have a plan for fading immediately

Determine a prompt hierarchy with the team

Level of Prompting will VaryLevel of Prompting will Vary

When requesting a physical response:Gesture – gesture to indicate the correct

responsePartial Physical – hand over hand

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

Full Physical – hand over hand assistance to perform the entire response.

When requesting a physical response:Gesture – gesture to indicate the correct

responsePartial Physical – hand over hand

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

Full Physical – hand over hand assistance to perform the entire response.

Prompts continuedPrompts continued

VERBAL CUES• Visual – a written cue that elicits

a response• Partial Verbal – stating part of/or

the initial sound of the verbal response you are expecting. (“What time is it? It is _____.”)

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

VERBAL CUES• Visual – a written cue that elicits

a response• Partial Verbal – stating part of/or

the initial sound of the verbal response you are expecting. (“What time is it? It is _____.”)

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

Video ModelingVideo Modeling

Includes videos that depict appropriate target behaviors and/or videos of themselves performing the desired behavior

“One Key reason for the success of video modeling is that it increases the child’s attention to the television, or computer screen. And if you do not have attention, you will not have learning.”

Includes videos that depict appropriate target behaviors and/or videos of themselves performing the desired behavior

“One Key reason for the success of video modeling is that it increases the child’s attention to the television, or computer screen. And if you do not have attention, you will not have learning.”

Courtesy of Indiana University

Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology 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 spectrum disorders. Exceptional Children, 73, 261-284.

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

Promote Social PerformancePromote Social Performance

Reinforcement/MotivationReinforcement/Motivation

Increases desired behaviors

Forces us to monitor student’s behavior

Provides feedback to student

Increases desired behaviors

Forces us to monitor student’s behavior

Provides feedback to student

Reinforcement/MotivationReinforcement/Motivation

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

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

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

The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. However, be careful to not interrupt a social interaction.

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

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

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

The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. However, be careful to not interrupt a social interaction.

PrimingPriming

Priming – Preparing the student for the upcoming task.Not Teaching…. Preparing

Cognitive Priming: use visual and/or verbal

Behavioral Priming: practicing skill right before 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 right before 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 but are structured. Most children

interact not just during conversation but during activities.

Use popular gamesTeach child how to play

Games require social interaction but are structured. Most children

interact not just during conversation but during activities.

Use popular gamesTeach child how to play

PracticePractice

Increase social opportunities. The students should be given opportunities to practice skills with peers in other settings.

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

Select activities that are appropriate for practicing (student preferred activities)

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

Increase social opportunities. The students should be given opportunities to practice skills with peers in other settings.

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

Select activities that are appropriate for practicing (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 the training

Child specific or general overview

Celebrate differences

Allow the children to be involved in the training

Peer MentoringPeer Mentoring

Select age-appropriate sensitive peer Peer must willing Can pair during difficult times such as

transitions Peer must be given specific instructions

on how to increase communication success (e.g. if student w/ASD needs simple direct instructions)

Alternate peers

Select age-appropriate sensitive peer Peer must willing Can pair during difficult times such as

transitions Peer must be given specific instructions

on how to increase communication success (e.g. if student w/ASD needs simple direct instructions)

Alternate peers

Considerations for Social Interaction

Considerations for Social Interaction

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 Interaction Programs

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 Interaction Programs

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 the level of understanding is commensurate with all studentsReview the purpose of the groupEstablish group rules and

reinforcement/consequencesGet to know each other through

discussion and/or worksheet inventories

Game or snack time

When first beginning – make sure the level of understanding is commensurate with all studentsReview the purpose of the groupEstablish group rules and

reinforcement/consequencesGet to know each other through

discussion and/or worksheet inventories

Game or snack time

Social Skills Groups Cont.Social Skills Groups Cont.

Set and display a schedule for the group:

Talk TimeSkill TimeGame TimeSnackAll Done

Set and display a schedule for the group:

Talk TimeSkill TimeGame TimeSnackAll Done

Social Skills Groups Cont.Social Skills Groups Cont.

Prepare a visual of the agreed upon group rules

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

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

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

Prepare a visual of the agreed upon group rules

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

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

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

Social Skills Groups Cont.Social Skills Groups Cont.

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-up questions.

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-up questions.

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 communication systems

Include all communication systems

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, but deep down I just want to be loved and understood for who and what I am. I want to be accepted as part of society, not an outcast or outsider. I don’t want to be a genius or freak or something on display. I wish for empathy and compassion from those around me, and I appreciate sincerity, clarity, and logicality in other people. I believe most people-autistic or not- share this wish. I hope you’ll keep those thoughts in mind the next time you meet someone who looks or acts a little strange.

I may look and act pretty strange at times, but deep down I just want to be loved and understood for who and what I am. I want to be accepted as part of society, not an outcast or outsider. I don’t want to be a genius or freak or something on display. I wish for empathy and compassion from those around me, and I appreciate sincerity, clarity, and logicality in other people. I believe most people-autistic or not- share this wish. I hope you’ll keep those thoughts in mind the next time you meet someone who looks or acts a little strange.

ReferencesReferences

Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology 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 spectrum disorders. Exceptional Children, 73, 261-284.

“The Effectiveness of an Interview Template in Children with Autism: Structured Peer 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 Pervasive Developmental Disorder. Journal of Speech, Language, and Hearing Research, 47, 126-144.

Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With the Challenging 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 young children with autism spectrum disorders using video self-modeling. School Psychology 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 spectrum disorders. Exceptional Children, 73, 261-284.

“The Effectiveness of an Interview Template in Children with Autism: Structured Peer 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 Pervasive Developmental Disorder. Journal of Speech, Language, and Hearing Research, 47, 126-144.

Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With the Challenging 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.comwww.usevisualstrategies.comwww.do2learn.comwww.thegraycenter.orgwww.tinsnips.comwww.teacch.comwww.mrsriley.com

www.speakingofspeech.comwww.usevisualstrategies.comwww.do2learn.comwww.thegraycenter.orgwww.tinsnips.comwww.teacch.comwww.mrsriley.com