Defining Social Skills Overview on Autism Challenges in Socialization and Play The Need to Facilitate Social Skills Assessing Social Skills and Needs Approaches in Social Skills Training Other Strategies in Teaching Social Skills Tips in Teaching Social Skills at Home and in School

1. DEVELOPING SOCIAL SKILLS
For Children with Autism and Other Related Disorders
with Teacher JAX REYNA

2. Topic Outline
Defining Social Skills
Overview on Autism
Challenges in Socialization and Play
Why Facilitate Social Skills
Assessing Social Skills and Needs
Approaches in Social Skills Training
Other Strategies in Teaching Social Skills
Implementation
Assessment, Monitoring and Modification
Creating Sample Materials
Spotlight on Play
Target Skills and Activities
Tips in Teaching Social Skills at Home and in
School

3. Defining Social Skills
Three Skill Elements of Social Skills (Spence, 1985)
1. Non-verbal skills – body posture, gestures, facial expressions,
physical proximity
2. Verbal skills – tone, pitch, volume
3. Conversational skills - initiating, maintaining, ending a
conversation
(Liberman et al. 1989)

4. Defining Social Skills
These are skills that are needed in interacting with others
 Playing and getting along with others
 Making and keeping friends
 Following, remembering and being aware of rules

5. What are the characteristics
of our special children
that pose challenges
in developing social skills?

6. Overview on Autism
• Difficulty relating to other people
• Inappropriate and/or flat affect
• Problems of comprehension
• Impaired or poor verbal expression
• Lags in problem solving skills,
abstract and inferential thinking

7. Overview on Autism
• Lack of understanding of self
• Marked sensory processing deficits
• Problems with generalizing
information
• Difficulty with change
• Poor attention and memory for
non-special interest

8. A Comparison of Play Skills
Typically Developing Child
• Imitation
• Shared interest
• Joint attention
• Good affect
• Turn-taking
• Showing
• Directs communication
• Functional play with variety of toys
• Responds to social engagement
• Pretend play alone or with others
• Typical language development
Child with Autism
• Limited imitation
• Difficulty with Shared Interest
• Difficulty with Joint attention
• Limited affect
• Difficulty with Turn-Taking
• Difficulty with showing
• Limited directed communication
• Plays with parts of toys
• Strong object preference
• Odd, repetitive behavior w/ objects/actions
• Little to no response to social engagement
• Limited or no language OR highly verbal

9. Some Common Social Challenges seen in CWA
• Imitation
• Shared interest
• Joint attention
• Social reciprocity (turn taking within an engagement)
• Sending and receiving non-verbal communication
• Eye contact
• Facial expressions
• Forming/maintaining peer relationships
• Theory of Mind

10. Relative Patterns of Cognitive Strengths
 Special interests
 Processing visual information
 Rote memory skills

11. Why Teach Social Skills to Children with Autism?
• They typically lack some social skills
• They have poor social skills which often result in teasing and rejection
• They need specific and direct teaching to be aware of social skills
• These skills can help them become a good and a happy member of the
society

12. How do we begin?

13. A Five-Step Model (Scott Bellini, 2006)
STEP 1
• Identify social skills deficits
STEP 2
• Distinguish between skill acquisition and skill performance deficit
STEP 3
• Select intervention programs
STEP 4
• Implement intervention
STEP 5
• Assess and modify intervention

14. STEP 1: Identify Social Skills Deficits
 Direct observation
 Review of videos and records
 Staff, parent and student interviews
 Social skills checklists and scales can be used

15. Social Skills Menu
Based on Social Skills Training book by Jed E. Baker, Ph.D.
I. Communication Skills
A. Conversational Skills
B. Cooperative Play Skills
C. Friendship Management
II. Emotional Management Skills
A. Self-regulation
B. Empathy
C. Conflict Management
Social Skills Menu by JED BAKER.pdf

16. Social Skills Checklist
Based on Do, Watch, Listen, Say book by Kathleen Quill
I. Play Skills
A. Solitary Play
B. Social Play
II. Group Skills
A. Waiting
B. Attending
C. Turn-taking
D. Following Group Directions
III. Community Social Skills
A. Restaurants, indoor recreational activities, safety, other settings
Social Skills Checklist by KATHLEEN QUILL.pdf

17. STEP 2: Distinguish Between Skill Acquisition and
Performance Deficits
• Skills acquisition deficit
– refers to the absence of a particular skill behavior
• Performance deficit
– refers to a skill or behavior that is present, but not used

18. STEP 3: Select Intervention Strategies
• Accommodation – modifying the physical and social environment
to promote social interaction
 grouping (dyad, small group)
 visual cues or signs
 sensitivity training
 schedule regular interactive games
• Assimilation – instruction that facilitates skill development

19. Three Major Approaches to Social Skills Training
Social Skills Training for Children with Autism, Jed Baker

20. • Behavioral approaches focus on
altering observable events in
the environment (antecedents
and consequences) in order to
increase certain behaviors and
decrease undesirable behaviors

21. • Cognitive-behavioral approaches
extends the notion to consider how
an individual interprets or
perceives what happens in the
environment

22. • Relationship-based approaches
posit that developing a trusting
relationship is a primary factor
in influencing the development
of new skills

23. Some Useful Strategies for Developing Social Skills
1. Discreet Trial Training
2. Structured Learning
3. Incidental Learning
4. Video Modeling and Video Self-Monitoring (Scott Belini)
5. Social Thinking Vocabulary (Michelle Winner)
6. Social Skills Peer Groups (Pamela Wolfberg)
7. Social Skills Picture Stories (Jed Baker)
8. Social Stories and Comic Strips Conversation (Carol Gray)

24. Discrete Trial Training
Discrete trials are specific
and scripted instructions
Environment and materials
are carefully controlled
Components: Antecedent,
Prompt, Response and
Consequence

25. Structured Learning
Components
1. Didactic instruction
2. Modeling of skill steps
3. Role-playing skills with
feedback
4. Practice in and outside
the group

26. Incidental Learning
Teaching a student about a
social situation as it is
occurring rather than in a
structured lesson

27. Video Modeling and Video Self-Monitoring
Children who are attentive
to the person who is
modeling the behavior are
likely to imitate the
behavior and may even
generalize the behavior to
new settings

28. Social Thinking Vocabulary
A vocabulary that explicitly
labels aspects of social
behavior that have been
previously assumed to be
tangible for all students.
Social Thinking Vocabulary by Michelle Winner.pdf

29. Idea that the whole body needs to
be focused on the group in order
to listen and show you are
listening
A comic superhero who helps kids
overcome the challenges in
different social situations that
arrive across the school and home
Staring
Game.mp4

30. Social Skills Groups Homogenous Peer Groups
Small groups of 4 to 5 children
with common social skills deficits
(Jed Baker)
Integrated Peer Groups
Trained peers participate in the
intervention (Pamela Wolfberg)
Peer Buddy
Assigning an age-mate to interact
with the child or help him out

31. Integrated Peer Groups® (Pamela Wolfberg)
• Novice Player – children with autism
• Expert Player – competent peer partners
• IPG Guide – qualified adult facilitator
• Tailored to individual child and part of the education program
• Originally developed for children ages 3-11 years
• Small stable groups of 3-5 players

32. IPG Lunch out IPG Participants

33. Principles of Social Skills Groups
1. Peer interactions must be conducted in a positive environment.
2. Sessions are a combination of natural and structured activities.
3. During natural activities, children are not directed to play but
allowed spontaneous peer interaction.
4. A standard schedule is followed and group rituals are created.
5. Avoid the use of complex language.
6. Make sure activities are cooperative in nature.
7. Do not allow group goals to overshadow individual goals.
8. Keep parents updated and involved.

34. Social Skills Picture Stories
This book uses photographs of
students engaging in a variety of
real-life social situations.
Color photographs illustrate the
'right way' and 'wrong way' to
approach each situation
Social Skills Picture Book Jed Baker4greeting.ppt
Social Skills Picture Book Jed Baker5ListeningII.ppt

35. Social Stories
Uses stories written in the
first person to increase
student’s understanding of
problematic situations
SAMPLE Social StoriesBeing Angry.pdf

36. Guidelines in writing Social Stories
Write within student’s comprehension
Usually written in first person and present tense
Can be written in future tense to anticipate event or activity
May not need illustrations to be effective
Often describes only one aspect or step of a social situation
Avoid terms like always, use usually or sometimes instead.
Describe desired responses instead of problem behaviors
KEEP SHOES ON.pptx

37. Having a Substitute Teacher
My teacher at school is Teacher Ana. She usually is there everyday to
take my class. Sometimes she isn't there. My teacher may be away
learning new ways to teach. She may be ill. On those days I will
have a substitute teacher. A substitute teacher knows how to help
children learn.
My teacher will have left work for me to do with my substitute
teacher. That way the substitute teacher knows what to do.
I will try to treat my substitute teacher like I treat my teacher. I will
try to get on with my work and not worry about it. The substitute
teacher is trying too.
Teacher Ana will come back as soon as she can to teach my class
again.

38. Working Break
Think of a student/your child.
Identify one social skill you want to address.
Create a short social story to address this skill.
Be ready to share your story with the group. 
Enjoy the refreshments.
Strike a conversation with your seatmate. 

39. STEP 4: Implementation
Lesson Planning and Implementation
• Lesson Sequence
• Lesson Activities
• Visual support and materials
• Schedules
• People in-charge
Gresham et al. (2001) recommended that social skills training be
implemented more frequently and more intensely than what is
typically implemented.

40. STEP 5: Assess and Modify
The Purposes of Assessment and Monitoring:
1. To keep track of the development of the child
2. To identify appropriate & effective strategies for the child
3. To modify the program based on the current needs of the
child

41. Monitoring
WHEN
 Monitoring/
assessment
is an ongoing
process
 spontaneous
assessment
 structured
activities
WHAT
 Specific target
behavior of
the child
 Behavior of
the child in
different
environment
 New behavior
problems
HOW
 Behavioral Chart
 Video footages
 Note-taking
WHO
 Teacher
 Parents
 Siblings
 Other household
members
 Peers
 The student
him/herself
Monitoring.mp4

42. Promoting Generalization
• Role-plays and simulated situations
• Involving teachers
• Involving peers
• Involving parents and siblings
• Within the classroom and school grounds
• Visiting playgrounds and other public places
• Creating play dates at home or within the community

43. Let’s Get Social!
Planning and Implementing Activities

44. Spotlight on PLAY
Qualities of Genuine Play
(Wolfberg, 2013)
 Pleasurable
 Active engagement
 Spontaneous, voluntary,
intrinsically motivated
 Attention to means over ends
 Flexible and changing
 Non-literal orientation
Play is the universal language of childhood.

45. Six Types of Play (Parten, 1932)
1. Unoccupied play – the child is not playing, just observing
2. Solitary play – the child is alone and maintains focus on its own activity
3. Onlooker play – the child watches others at play but does not engage in it
4. Parallel Play – the child plays separately from others but close to them and
mimicking their actions
5. Associative play – the child is interested in the people playing but not in
coordinating their activities with those people
6. Cooperative play – the child is interested both in the people playing and in
the activity they are doing

46. Considerations before beginning to play
 Attention level
 Communication level
 Structure the Environment
Follow the child’s lead.

47. Planning is Important
Sample Routine/Schedule
8:00 – 8:15 Arrival / greeting / free play
8:15 – 8:45 Activities with other class (games, fitness, dance, movie)
8:45 – 9:00 Group Time (attendance, weather, songs, activities for today)
9:00 – 9:30 Individual activity or work basket time
9:30 – 10:00 ADLs, food preparation, arts and crafts
10:00 – 10:30 Snack Time
10:30 – 11:00 Self-help skills (brushing, dressing up)
11:00 – 11:30 Storytime, Board games, Social games
11:30 – 12:00 Group time (review of lessons, checking of behavioral chart)

48. Include activities that build on shared interest
 Bubbles Social Games VideosPIX and VIDSFlip VidsBubbles.AVI
 Toy Cars
 Blocks Social Games VideosPIX and VIDSVIDEOSBall Runner.3gp
 Mirrors
 Songs, rhymes and dance Social Games VideosPIX and VIDSVIDEOSTwinkle Twinkle.3gp
 Sensory games Social Games VideosPIX and VIDSPIX and VIDSVIDEOSChase.mp4

49. Facilitate activities that target social skills
• Turn-taking and waiting time during board games
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSPuzzle.mp4
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSHopscotch (1).mp4
• Cooperative tasks with an end goal (puzzles, sorting, beading)
Social Games VideosPIX and VIDSFlip VidsCooperative Task.AVI
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSFix Sked Board.mp4
• Provide scripts for verbal exchanges
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSPlay (1).mp4
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSPlay (3).mp4

50. Simplify Interactive games
Examples:
Modified The Boat is Sinking Social Games Videos2 The Boat is SInking.mp4
Different versions of Stop-Dance/Musical Chairs
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSGo Round the Circle.AVI
Relay Games Social Games VideosPIX and VIDSVIDEOSLinks (2).3gp
Memory Games Social Games Videos4 Memory Game.mp4
Simplified Twister Game Social Games VideosPIX and VIDSVIDEOSTwister (1).3gp

51. Structure fun activities
Food Preparation
Ice-cream and pizza making, baking cookies, sandwiches
Social Games VideosPIX and VIDSPIX and VIDSVIDEOSIce Cream Making.mp4
Arts and Crafts
Hand-painting, crumpling and pasting, drawing and coloring
Sports and Leisure
Biking, swimming, basketball, reading, playing musical instruments, videoke
Social Games VideosPIX and VIDSVIDEOSReading.3gp
Community Integration
Supermarket, playplace, restaurant, barbershop, visiting a friend’s house
Social Games VideosPIX and VIDSVIDEOSMOV01035.3gp

52. Explore opportunities outside the school and the home
• Create monthly playdates with other parents/families
• Invite friends or cousins to come over or to hang out at the mall
• Allow them to join group sports or other leisure activities
• Build friendship with same age group within the neighborhood
or the church community
Best Buddies Philippines PSA.mp4

53. More Ideas for the Home and School
Pictures and Videos

54. REMEMBER:
• Assessment of social skills and abilities is important in planning and
prioritizing skill needs. It is an ongoing process.
• No one strategy is enough to teach social skills. There is a need for a
multi-dimensional intervention strategy that addresses the individual
characteristics of the child.
• Social skill instruction should be intense (as frequently as possible)
and encompassing (in every environment the child enters).
• Developing social skills aims to help children gain skills to be
independent and become happy members of the society.
• Be creative! Keep trying! Celebrate small successes! Have fun!

55. Useful sites for materials and as reference
• http://www.iidc.indiana.edu/?pageId=488
• http://www.kelbermancenter.org/assets/documents/SocialSkillsTrainingForChildren.
pdf
• http://iancommunity.org/cs/what_do_we_know/social_skills_interventions
• http://www.autismontario.com/Client/ASO/AO.nsf/object/SocialMatters/$file/Socia
l+Matters.pdf
• http://autismteachingstrategies.com/free-social-skills-downloads-2/
• http://autism.lovetoknow.com/autism-children/social-games-children-pdd

56. Let’s Build a Friendly Environment Together!
Thank you for joining in, jumping in, and having fun!