AUT 503 Final Project

1. Social Issues Faced by Those
with…
(2015, 123RF)

2. Facts About Autism from the
Autism Society
• About 1 percent of the world population has autism spectrum disorder. (CDC, 2014)
• Prevalence in the United States is estimated at 1 in 68 births. (CDC, 2014)
• More than 3.5 million Americans live with an autism spectrum disorder. (Buescher et al., 2014)
• Prevalence of autism in U.S. children increased by 119.4 percent from 2000 (1 in 150) to 2010 (1 in 68). (CDC, 2014) Autism is the
fastest-growing developmental disability. (CDC, 2008)
• Prevalence has increased by 6-15 percent each year from 2002 to 2010. (Based on biennial numbers from the CDC)
• Autism services cost U.S. citizens $236-262 billion annually. (Buescher et al., 2014)
• A majority of costs in the U.S. are in adult services – $175-196 billion, compared to $61-66 billion for children. (Buescher et al., 2014)
• Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention. (Autism. 2007 Sep;11(5):453-63; The economic
consequences of autistic spectrum disorder among children in a Swedish municipality. Järbrink K1.)
• 1 percent of the adult population of the United Kingdom has autism spectrum disorder. (Brugha T.S. et al., 2011)
• The U.S. cost of autism over the lifespan is about $2.4 million for a person with an intellectual disability, or $1.4 millionfor a person
without intellectual disability. (Buescher et al., 2014)
• 35 percent of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school.
(Shattuck et al., 2012)
• It costs more than $8,600 extra per year to educate a student with autism. (Lavelle et al., 2014) (The average cost of educating a
student is about $12,000 – NCES, 2014)
• In June 2014, only 19.3 percent of people with disabilities in the U.S. were participating in the labor force– working or seeking work. Of
those, 12.9 percent were unemployed, meaning only 16.8 percent of the population with disabilities was employed. (By contrast, 69.3
percent of people without disabilities were in the labor force, and 65 percent of the population without disabilities was employed.)
(Bureau of Labor Statistics, 2014)
• Last updated: August 26, 2015
• Autism Society | 4340 East-West Hwy, Suite 350 | Bethesda, Maryland 20814 | 1(800) 328-8476
• The Autism Society improves the lives of all affected by autism through
education, advocacy, services, research and support.

3. Autism is a Developmental Disorder
Characterized by:
1. Deficits in social
communication and
interaction.
2. The presence of
restricted/repetitive
patterns of behaviors,
interests or activities.
3. Onset occurs during early
childhood and is lifelong.
4. Symptoms limit and
impair everyday functioning
(Boutot, Myles,Gonzalez, and Cassel, 2011)
(2015, 123RF)

4. Common Socialization Deficits in Autism
Impaired Use of Non-Verbal Behaviors/
Communication
• Eye to eye gaze
• Facial expression
• Body/ posture/ gestures
Failure to Develop Peer Relationships
• Social Initiation Skills
• Social Cognition
Lack of Spontaneous Seeking to Share
• Enjoyment
• Interests
• Achievements
• By pointing, bringing or showing
items
Lack of Social or Emotional Reciprocity
(Gonzalez, Cassel, Boutot, Myles 2011)
(2015, 123RF)

5. Prerequisite Skills for Appropriate Social Interaction
• Language
• Compliance
• Play Skills
• Motor
Skills
(LRC, 2015)
(2015, 123RF)

6. T
o
T
e
a
c
h
Social Communication Skills
Using gestures
Responding to others
Talking about how you feel with someone
Speaking with someone and maintaining the topic
Making friends
Keeping friends
Taking turns
Examples of Skills

7. T
o
T
e
a
c
h
Social Initiation Skills
Greetings:
Meeting a peer at the door
Looking at a peer
Greeting a peer
Inviting a peer inside
Offering a peer the choice of activities
Good – Bye:
Walking a peer to the door
Looking at a peer
Saying “Good Bye”, etc.…
Examples of Skills

8. T
o
T
e
a
c
h
Social Reciprocity Skills
Conversation skills:
Being able to converse with and individual and go back and
forth in a conversation.
Showing an interest in interacting with another individual
Examples of Skills

9. T
o
T
e
a
c
h
Social Cognition Skills
Executive Functioning Skills:
Organization skills
Being able to plan things
Problem solving skills
Joint Attention Skills:
Being able to share a common focus with someone
Shared gaze at something
Emotional Regulation Skills:
Doing things in a timely fashion
Controlling aggression
Controlling anxiety
Examples of Skills

10. Eye Contact
• In response to a teacher or
therapist’s request
• In response to name being called
• In response to a peer’s vocalization
• When speaking to an individual
• When pointing to items
• When someone else points to
something

11. Imitating and Following
• When an individual learns to
imitate an individual, they will
learn from that individual.
• Prompt (verbally or visually) for
the individual to copy:
Actions with objects
Actions with their body
Words
Gestures
Facial Expressions
(Photography by Nancy Harris-Kroll, 2011)

12. Play Skills -
• Parallel (e.g., playing
next to each other)
• Interactive (e.g.,
playing ball together)
• Pretend Play (e.g.,
“kitchen” or dressing up
• Figure/Doll Play
• Organized Game Play
(e.g., board games,
UNO, kickball, etc.…)
(Photography by Nancy Harris-Kroll, 2011)

13. Routines and Transition Times
1. Independence in following teacher / therapist directions
2. Lining up at school
3. Retrieving and putting materials where they belong – clean up
4. Moving between activities smoothly
(2015, 123RF)

14. Conversation
Topic Based
(Non-
perseverative)
Initiating a
conversation
Maintaining
a
conversation
Transitioning
in a
conversation
Exiting a
conversation

15. FLEXIBILITY – Theory of Mind
• Playing a game that a peer chooses
• Talking about a peer’s preferred topic
• Accepting another’s ideas
(2015, 123RF)

16. Social Skills Assessment
Tools

17. Checklist for Autism in
Toddlers (CHAT)
The CHAT was designed as a
screening measure for individuals ages
18 months to 24 months. It presents
questions for parents and medical
personnel to answer regarding the
client. It takes approximately 10
minutes to complete.
Primary skills being measured by
the CHAT are joint attention and
pretend play, according to Baron-
Cohen et. al., 2000. Specifically, the
CHAT measures: Pretend Play,
Protodeclarative Pointing, Following a
Point, Pretending, Producing a Point,
Rough and Tumble Play, Social Interest,
Motor Development, Social Play,
Protoimperative Pointing, Functional
Play, Showing, Eye Contact, Tower of
Bricks. (Hall, 2013)
(Double click on black rectangle to play
video “Screening Toddlers for Autism”)

18. Childhood Rating Scales
(CARS)
The CARS is an assessment tool that
was developed in 1988 by Schopler,
Reicher and Renner as part of the
TEACCH program at the University of
North Carolina, Chapel Hill. There is
now a 2nd version the CARS2-ST to be
used with clients under the age of 6 or
those over six with an IQ score of 79 or
below. Scores from this measure
generate a classification of
“nonautistic, autism spectrum – mild
to moderate level of behaviors, and
autism spectrum – severe level of
behaviors.” (Hall, 2013)
(Double click on black rectangle to play
video “EDUC 622 Lydia & Lynn
CARS-2”)

19. Vineland Social-Emotional
Early Childhood Scales
(Vineland SEEC)
The Vineland Social- Emotional Early
Childhood Scales is completed in an
interview with an adult who is familiar
with the client. It is used to assess an
individual’s adaptive behavior in the
following areas: Interpersonal
Relationships, Play and Leisure Skills,
and Coping Skills. It also yields a
comprehensive social emotional score.
This tool takes approximately 20
minutes to administer. (Perry et. al.,
2009)
(Picture – Pearson Educational , 2016)

20. Diagnostic Interview for
Social and Communication
Disorders (DISCO)
How do we reach you to
communicate?
(Graphic – clip art Microsoft Office, 2010)
This measure is an interview that is
conducted with a client’s parent(s) or
caregiver to determine the prevalence
of autism-PDD. The DISCO has three
sections. Section one deals with
family and medical history, section two
with the first two years of life and
section three various developmental
skills. These skills range from self-help
skills to cognitive skills. There is
required training to administer this
assessment. This assessment takes 2-3
hours to complete. (Hall, 2013)

21. Autism Diagnostic
Observation Schedule
(ADOS)
The ADOS has 4 modules that are
administered based on the client’s
language level. Levels 1 and 2 are for
those with language levels of less than
48 months. Levels 3 and 4 are
designed to assess older individuals
with varying degrees of fluent
language. The ADOS is designed to
yield a score that delineates the level
of autism possessed by the client.
The ADOS is an interesting assessment
in that it contrives actual scenarios
and situations that the examiner
observes and discusses with the client
as part of the assessment. The ADOS
takes approximately 60 minutes to
administer. (Akshoomoff et al., 2006)
(Double click on black rectangle to play
video “Autism Diagnostic Observation
Scale”)

22. Self Monitoring Strategies

23. Student Performance Monitoring
• Student performance monitoring as a way self- monitoring
can be used in a classroom setting. It is effective with
individuals identified as having a handicapping condition
such as autism, ADHD or simply to assist typical peers with
their day to day organization and functioning in the
classroom environment. For instance, a student may need
assistance with math. Perhaps they can’t remember the
steps to a math problem. Self-monitoring could be a
valuable tool for that student. The teacher could sequence
the steps and write them down in a checklist format. They
could use visuals next to the steps to further assist the
student in remembering the process. As the student does
the math problem they would check off the step as they
completed it.

24. Visual Checklists
• Students with autism often find a visual
checklist helpful when they are trying to
remember what to do in class. They can use a
self-monitoring checklist to target the
“problem areas” identified in their assessment,
and use the checklist as a reminder and a way
of reflecting on their day. What follows on the
next slide is an example of a self-monitoring
technique that a student might use in this
situation.

25. Self Monitoring: Visual Checklist
(Pinterest 1/10/16, pediastaff.com, Jessica Kingsley Publisher: London)

26. Self Monitoring for a Specific
Skill
• Self-monitoring to assist in the writing process can be
very helpful as a “check” and as a learning tool. A
visual/verbal checklist is a good beginner’s checklist
for proofreading one’s work. This particular checklist
on the next slide, works well for individuals having
reading problems and also those needing a visual
prompt in order to understand what is being asked.
• Other versions of the proofreading checklist might be
more advanced for older students. They might not
require a visual. A straightforward traditional checklist
format would be more appropriate for those students.

27. Student Proofreading
(Pinterest 1/10/16 free from www.teacherspayteachers.com)

28. Self Monitoring Behavior
A visual chart developed for the purpose of self-
monitoring one’s behavior is sometimes very useful for
students.
• They can choose how they are feeling and then find
a corresponding facial expression to match that
feeling.
• The facial expression can have Velcro on it and be
put on the chart.
• Once the student identifies the way they are feeling,
they can look at a choice board or a menu of the
things they can pick from to do during a “break”.
• The “break” is used as a “calm down” period.
What follows is an example of a chart a younger
student, or a student with cognitive impairment might
use to monitor their behavior and their feelings.

29. Student Behavior
(https://www.pinterest.com/pin/401031541789599392/)

30. How Can Teachers and Therapists
Help?
(2015, 123RF)

31. Establish Reinforcement as a Social
Scenario
• Establish something that both the
student and peer both want to earn
• Establish the target skill that must be
performed in order to earn
reinforcement
• Set up a token economy system for
both individuals
• Both individuals receive
reinforcement for performance of the
target skill
(LRC, 2015)

32. Prompting a
Student
SYSTEM OF LEAST PROMPTS –
Sequencing help from independent to
more assistance.
Prompt the student as discretely as
possible.
Use a quiet voice and whisper to
the student.
Use indirect prompts, nonverbal,
when possible. (LRC, 2015)
SYSTEM OF MOST PROMPTS – Prompting a student
with maximum assistance and removing the prompts as they
progress. We are always striving for independence.
Do not sit between the student and a peer.
Sit behind the student.
Prompt the student to observe their peer.
Use pivotal phrases such as, “I really like the
way _____ is siting quietly.”
(LRC, 2015)
(2015, 123RF)
(2015, 123RF)

33. Prompting a Peer
• Sometimes the peer may
not respond to the
student’s ideas.
• Use a natural verbal
prompt to re-direct the
peer so the student will
receive reinforcement.
“Wow, Michael had a great
idea!”
(LRC, 2015)
(2015, 123RF)

34. Guidelines for Teachers to Facilitate Peer
Participation
• Minimize verbalization to the student
• Redirect the student or the peer to respond to each other
• Minimize reinforcing the student
• Redirect the student and the peer to reinforce each other
• Be sure to watch and listen for the student
• Prompt the student, as needed, to watch and listen to the per in
order to maintain the play situation
• Make sure you have the student and peer engage in fun games
and conversations that promote social behavior
(LRC, 2015)

35. What are Social Skills and How
do We Get Them?

36. Social Skills
Social skills are a way of communicating with one another. The
communication can be made up of our words, gestures, our body
language, our tone of voice, and our volume.

37. There are many different methods to teach social skills…
A few of them are:
Prompting Social Scripting
Natural Environment Teaching Social Problem Solving
Antecedent Based Interventions Social Stories
Time Delay Video Modeling
Video Self-Modeling Differential Reinforcement
Self Management Task Analysis
Discrete Trial Teaching Peer Mediated Intervention
Naturalistic Interventions (Hall, 2013)
Pivotal Response Training
Functional Communication Training
For this presentation our focus will be on the following three methods listing pros and cons to
each: Social Scripting, Video Modeling and Social Problem Solving.

38. Social Scripting
PROS
• Can be used to help individuals with autism know what to say in social situations such as playing or talking
to others.
• Parent or teacher writes a script, with pictures, that could be used to prompt a student when presented with
that situation.
• Can reduce anxiety if the individual knows what to say or do first.
• Can teach specifics like: greetings, exiting a conversation, and starting a conversation.
• Research indicates, Hall 2013, that social scripting can lead to increases in social conversation.
CONS
• Can produce stilted conversation.
• Need to do a fading technique so that the skill will generalize.
( Loveland and Tunali, 1991)

39. Social Scripting – Examples
(Both examples below are downloaded from www.pinetrest.com)

40. Social Problem Solving - Example
(2015, Pinterest)

41. Video
Modeling
• Video Modeling Example
(Right click and click “Open Hyperlink” to play video)
PROS –
• Involves a student watching a
video of someone modeling a
behavior or a social skill.
• Student observes video then is
taught to imitate the behavior seen
in the video.
• Video Self Monitoring is when the
child watches himself in a video.
• Combines visual with the verbal
• Can be used to teach a wide variety
of skills such as social skills,
communication skills, appropriate
behavior, and self help skills.
• Video modeling has been shown to
generalize across environments and
across situations over time.
CONS -
• Need to be proficient at technology
(Bellini and Akullian, 2007)
Example of child using video modeling to help him
learn how to tie his shoes. (2015, Pinterest.)

42. Social Problem Solving
PROS –
• Can be used with individuals with autism to help them figure out social situations and social
problems.
• Involves visuals and words or just visuals.
• The teacher or parent teaches the skill.
CONS -
• The student needs to recognize there is a problem and decide on a strategy to use.
• This strategy has not been shown to generalize to other situations. (McClure et al., 1978)

43. Teachers Can Use Proactive Strategies
to Support Social Interaction
• Anticipate antecedent events and use
proactive strategies to set the stage
for success and reinforce that
success.
• Have reinforcers readily available.
• Use a token economy system
• Allow student control at first (sit in
choice chair, etc.…)
• Student can earn breaks for desired
behavior (LRC, 2015)
(2015, 123RF)

44. Ways Teachers Can Initiate Social Interaction
• Use structured teaching to teach specific
social skills through: modeling, role play, and
verbal prompting.
• Set up “play dates” within the classroom for
students to practice what you have taught
them.
• Develop a peer mentoring program.
• Set up situations in which the student has to
interact with others.

45. References
Books:
Hall, L. (2013). Building Social Skills and Social Relationships. In Autism Spectrum
Disorder From Theory to Practice (pp. 192-221). Pearson.
Boutot, E., & Myles, B. (2011). Overview of Autism Spectrum Disorders. In Autism spectrum
disorders: Foundations, characteristics, and effective strategies. Boston: Pearson.
Boutot, E., & Myles, B. (2011). Teaching Students with Autism to Communicate. In Autism
spectrum disorders: Foundations, characteristics, and effective strategies. Boston: Pearson.
Articles:
Ozonoff, S., & Miller, J. (1995). Teaching theory of mind: A new approach to social skills
training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4),
415-433.
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(3), 264-287.
Mcclure, L., Chinsky, J., & Larcen, S. (1978). Enhancing social problem-solving performance
in an elementary school setting. Journal of Educational Psychology, 7D(4), 504-513.
Loveland, K. A., & Tunali, B. (1991) Social scripts for conversational interactions
in autism and down syndrome. Journal of Autism and Developmental Disorders, 21,
177-186.
Beelman, A., Pfingsten, U., & Losel, F. (1994). Effects of training social
competence in children: A meta-analysis of recent evaluation studies. Journal of
Clinical Child Psychology, 213, 260-271
Websites:
Autism Facts | Autism Society. (n.d.). Retrieved November 29, 2015, from
https://www.autism-society.org/what-is/
"What is a Social Communication Disorder? How is it Treated?" (n.d.). Retrieved November
29, 2015, from https://www.autismspeaks.org/
Pinterest. (n.d.). Retrieved December 13, 2015, from https://www.pinterest.com/
Leven, M. (n.d.). Video Modeling for Autism - Cate. Retrieved December 13, 2015, from
https://youyube.com
Nickel, Tom (n.d.). Autism Diagnostic Observation Scale. Retrieved January 18,
2016, from https://youtube.com
Lydia and Lynn (n.d.). EDUC 622 – CARS2. Retrieved January 18, 2016, from
https://youtube.com
Lee Memorial Health System (n.d.). Screening Toddlers for Autism. Retrieved January 18,
2016, from https://youtube.com
Manual:
Harris-Kroll, N. (2015). Learning Resource Center Manual (2015 ed.). Virginia
Beach, Virginia: Self Published.
Photographs:
Unknown (Photographer). (2015, November). Royalty Free Stock Photograph.
Retrieved from http://www.123rf.com
Harris-Kroll, N. (Photographer). (2011). Maxie and Friends [photograph]. Virginia
Beach, Virginia
Harris-Kroll, N. (Photographer). (2011). Maxie [photograph]. Virginia Beach,
Virginia
Photograph. Retrieved from http://www.pearsonclinical.com
Graphic:
Microsoft (Graphic Art) (2010) Head With Ladder (graphic).
Retrieved from Clip Art Microsoft Office 2010.
(2015, 123RF)