AUTISM: ATTACKING AUTISM: ATTACKING SOCIAL INTERACTION SOCIAL INTERACTION
PROBLEMS PROBLEMS
THE BASICS AND THE BASICS AND BEYONDBEYOND
Betholyn Gentry, Ph.D.Betholyn Gentry, Ph.D.Pamela Wiley-Wells, Pamela Wiley-Wells,
Ph.D.Ph.D.
FROM ASSESSMENT TO INTERVENTION
Standardized Measures Include: Tests Surveys/Questionnaires Observations Forms
Non-standardized Measures Include: Checklists Parent Intakes Clinician Developed Checklists, Parent/Teacher
Surveys, Questionnaires
INTERVENTION
Intervention – What does the literature say?Peer MediationAdult MediationStructured Social EnvironmentsHighly-structured, specialized education
programsOne-on-one or small group supportFully inclusive general education
environment with supportsSocial skills groups
EFFECTIVE COMMUNICATION REQUIRES
Eye contact Awareness of conversational turn taking Perspective taking/ Theory of Mind Proxemics/ Space and Personal boundaries Topic Maintenance Nonverbal Communication Engaging style and manner of presentation Understanding Humor and Sarcasm
MISCONCEPTIONS
Social skills programs can be cut because they are a social recreational program
Social skills programs are nonessential courses of treatment
Nontherapeutic If parents took responsibility and set up
play dates everything would be ok
Wrong!
LACK OF SOCIAL SKILLS CAN LEAD TO
Socially inappropriate choices Poor or low self esteem Depression Academic Failure Inability to navigate complex social interaction
WHO CAN BENEFIT FROM SOCIAL WHO CAN BENEFIT FROM SOCIAL SKILLS TRAINING?SKILLS TRAINING?
Asperger’s and HFAADD/ADHDLearning DisabledHearing ImpairedLanguage DisorderedMild to moderate MRSocial Loner
HOW CAN YOU GET A GROUP STARTED? Survey parents and teachers Assess students Group by age and social skill needs and
expectations Target areas that will give the most
immediate improvement in communication skills and academic success
PROGRAM DESIGN
8 modules, 4-6 weeks in lengthBuddies, typical peersClassroom teacher involvementParent feedback with home carryover
activities FUN!
METHODOLOGY
Puppetry Visualization Visual Schedule Token economy system, secondary
reinforcement (high five) Relaxation Role playing Social Skills Stories Videotaped guided practice
CREATING THE SOCIAL ENVIRONMENT
Set up to stimulate social interaction Develop rules which promote appropriate
social interaction Avoid a “therapy” feel Use lots of visuals Use age appropriate teaching materials and
items of interest
DAILY SCHEDULE(4-9 YEARS)
Free play/ Social talk Snack Opening Activity Group activities Parent debriefing/Notations
PROGRAM GOALS/OBJECTIVES
To foster and enhance interpersonal skills To encourage each participant to become
“Social Thinkers” (Winner, 2002) To facilitate generalization of skills learned
within the context of home, school and community
90% is the mastery level in the clinical setting
Overall mastery is determined based on the child’s competency in at least 3 settings with 3 different people (Bellini, 2007)
KINDERGARTENTop Concerns Taking turns Playing cooperatively with other children Sharing Listening to an adult other than their parent or
caregiver
Children will learn to:
Invite other children to play with him Take turns and share Invent games with simple rules Take risks Recognize that other children have feelings too Understand the basic concepts of right and wrong Play without supervision Understand and respect rules Develop self-esteem Use self-control
FOURTH GRADE"Fourth Grade is like merging into a social fast
lane“
Gossiping Teasing Unblinking peer scrutiny Labels leading to pigeonholing; "athletic", "loser",
"popular" Social hierarchies form leading to the negotiation of
a complicated structure of values, prejudices, and social pitfalls.
Delineation of the levels of friendship
Children are often the victims of:
Teasing Bullying Being left out
AASIP DETAILED MODULES Modules ABCs of Life – Skills Needed for School Success Taking the First Steps – Initiating Friendships Grossology – Personal Hygiene Let the Games Begin – Being a Good Sport It’s Raining Cats and Dogs - Figurative
Language How Are You Today? – Dealing with Emotions Stranger Danger – Being Safe Blending In – Everyday Situations
THE ABC’S OF LIFE: SKILLS NEEDED FOR SCHOOL SUCCESS
• Active Listening
• Following Directions
• Asking for Help
Units
ACTIVE LISTENING
Objectives: Students will identify the parts of the body
required for active listening. Students will verbalize appropriate responses to
indicate listening. Students will demonstrate appropriate body
language for listening.
A Guiding LightSocial skills is not school after school or a “class” within the school day. It is social.
Keep it fun!
ACTIVE LISTENINGLESSON 1
Materials:
Puppets Everly, N. (2005). Can you listen with your
eyes? East Moline. LinguiSystems, Inc. Paper plates Cut outs for eyes, mouth, nose, ears
FOLLOWING DIRECTIONSLESSON 1
Objectives: Students will learn to attend to the complete
directions before beginning a task. Students will learn to quietly repeat the directions
before beginning a task. Students will ask questions to gain clarity. Students will be able to follow two to three stage
commands.
ASKING FOR HELP 7-9 YEAR OLDS
Objectives: The students will learn how to ask for help. The students will learn to attempt a task before
asking for help. The students will learn the importance of helping
others.
ASKING FOR HELP ACTIVITY 2
Activity 2Divide the students into groups of 3-4.
Brainstorm with the students all of the things that they are unable to do independently at home, school, and in the community. Write the list on large sheets of paper to be used in activity 3.
ASKING FOR HELP ACTIVITY 3
Activity 3Using the challenges listed in Activity 2, select
students to role play the situations.
Example: Mary was very thirsty. She wanted to drink her bottled water but couldn’t open it.
FIRST IMPRESSIONS (7-9)LESSON 1
Objectives: Students will learn the importance of good
hygiene. Students will learn about germs. Students will learn how their behaviors affect
others. Students will understand the meaning of the word
gross.
A Guiding Light
Reinforce social skills at all times; please, thank you, excuse me, tissues for runny
noses, hand washing.
NO MORE GROSS (7-9)
The students will select a situation to read aloud and identify a solution.
Your friend has eaten some food and his stomach really aches. All of a sudden he passes gas and belches at the same time. What can “he” do?
WHO’S A STRANGER? (7-9)LESSON 1
Objectives: Students will be able to identify
strangers in all environments. Students will learn to distinguish
between safe and unsafe environments.
A Guiding Light
Strangers are like apples. Some are good. Some are bad.
IT’S RAINING CATS AND DOGS:
FIGURATIVE LANGUAGE
• Understanding Idioms and Common
Expressions
• Using Idiomatic Expressions
Units
IT’S RAINING CATS AND DOGS:FIGURATIVE LANGUAGE
Objectives: Students will be able to identify and
understand common idioms. Students will be able to identify the absurdities
in idiomatic expressions. Students will ask for help to gain an
understanding of common idiomatic expressions.
A Guiding Light
Use lots of visuals!
BLENDING IN: EVERYDAY SITUATIONS
• Eating Out
• Birthday Party
• A Visit to the Dentist and Doctor/
Routines
Units
A VISIT TO THE DENTIST (4-6)LESSON 1
Objectives:
The students will become familiar with the routines of the dentist and doctor visits.
The students will learn deep breathing as a technique for relaxation.
A Guiding Light
Use lots of visuals!
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