2. Definition of Autism
• According to DSM-5 Autism/autistic disorder, Asperger’s
disorder, childhood disintegrative disorder, and pervasive
developmental disorder not otherwise specified are listed
in the same category. ASD is characterized by two things:
• 1) deficits in social communication and social interaction
and
• 2) restricted repetitive behaviors, interests, and activities
(RRSs)
• Because BOTH components are required for diagnosis of
ASD, social communication disorder is diagnosed if no RRBs
are present.
American Psychiatric Association (2013)
3. Common Social Skills Deficits
Social interactions involve:
• verbal communication
• non-verbal communication
• personal space
• social engagement
• social reciprocity
• topic flow
• eye contact
• humor
Scholastic Intervention Solutions (2014)
4. Common Social Skills Deficits
• Unwilling to make direct eye contact with people
• May not respond when name is called or when
spoken to
• Finds it difficult to understand other people. May
not be able to read facial expressions or body
language.
• Unaware of social conventions/appropriate social
behavior such as the importance of taking turns
during a conversation.
• Extremely directive and controlling or overly
passive.
Research Autism (2013)
5. Common Social Skills Deficits
• Conflict presents a problem. They may not understand
the difference in being assertive and being aggressive.
• Indifferent or aversive to physical contact and affection.
They may not like being touched or hugged.
• Objects such as toys are not shared and emotions are
not shared with other people.
• Express inappropriate emotions (such as laughing or
smiling at the wrong time and place.)
• Prefer solitary activities and does not try to make
friends or would like to make friends but is
unsuccessful.
Research Autism (2013)
6. Social Deficits
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•
•
•
•
Communication
Initiation of communication
Reciprocity
Cognition
Since children on the spectrum do not desire
social interaction they must be encouraged to
participate. Lack of the ability to communicate
will be very frustrating. Being unable to
initiate a conversation will lead to loneliness.
7. Social Deficits
• Reciprocity in communication and interaction
just requires a back and forth reaction in
carrying on a conversation. But ASD students
need to learn this process. It does not come
naturally to them.
8. Examples of Social Communication
• Kindergarteners playing with blocks, taking
turns stacking them while building a tower.
While building they say, “Don’t knock it
down,” “Build it higher,” “No, don’t make it
fall” They both laugh when it does tilt over.
• Girls playing in the kitchen center. “Let’s cook
breakfast.” “I want pancakes.” “Do you want
some pancakes?” “Yes, I want two.”
9. Examples of Social Reciprocity
• When infants interact with caregivers by
imitating vocalizations; using objects in turntaking, such as shaking a rattle; and playing
games like peek-a-boo.
• “cool,” “right on,” and “uh-huh” are responses
for the not so talkative in instances when
nothing substantial is needed along with eye
contact or gestures.
Hall (2013)
10. Examples of Social Cognition
• When children play they automatically know
what to do when someone says, “Ready, set,
go,” or “Tag, you’re it”
• When a child says, “ I am feeling sick” and the
child next to him raises his hand to tell the
teacher.
Hall (2013)
11. Example of Social Initiation
• Hey, look” or “Look at this,” is an appropriate
conversation starter for preschoolers. They
would then continue with the conversation.
• Joint eye gaze (catching one’s eye) and asking
an appropriate question, “What’s that?” or
“What are you doing?”
Hall (2013)
12. Suggested Assessments of Social Skills
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•
•
•
•
•
•
Preschool Language Scale (PLS-4). Zimmerman, Steinek, & Pond, 2002.
Clinical Evaluation of Language Fundamentals–Preschool (CELF-P). Semel, Wiig, &
Secord, 2003.
Clinical Evaluation of Language Fundamentals (CELF-4) (4th ed.). Semel, Wiig, & Secord,
1992.
Peabody Picture Vocabulary Test (PPVT). Dunn, Dunn, Robertson, & Eisenberg, 1981.
Comprehensive Assessment of Spoken Language (CASL). Carrow-Woolfolk, 1999.
Oral and Written Language Scales (OWLS). Carrow-Woolfolk, 1995.
Goldman Fristoe Test of Articulation. Goldman, & Fristoe, 2000.
Social Communication Questionnaire. Rutter, Bailey, & Lord, 2003.
Do, Watch, Listen, Say: Social and communication intervention for children with autism.
Quill, 2000.
Boutot & Myles (2011)
13. • Screening Tool for Autism in Toddlers
and Young Children (STAT)
• Autism Diagnostic Interview–Revised (ADI-R)
• Autism Diagnostic Observation Schedule (ADOS), a
standardized, protocol for observing the
communicative and social behavior of toddlers to
adults.
• The Mullen Scales of Early Learning measures cognitive
functioning
• Autism Screening Instrument for Educational
Planning (ASIEP-2)
14. Assessment Process
• Consult parents for permission to test
• Explain your reasoning and suspicions
• Once permission is obtained - set up appointment with system
testing personnel or secure the testing documents for yourself
• Seek training for the tests before beginning as this secures accuracy
• Administer testing - this will be completed over a period of time
depending on the age of the participant
• If testing personnel is conducting the process the results will come
with a narrative explaining the results which can be shared with the
parents
• From there a curriculum can be designed for meeting his needs
• The Individual Education Plan ( IEP) will reflect this
15. Techniques to assist the Autistic
• Social scripting-a scripted sentence is run through
a card reader and the ASD student repeats it and
performs the social direction. When successful,
fading (leaving words off of the end of the
sentence until the students hears only the first
word) is started but the child still knows and
performs the social direction.
• Video modeling-people playing with toys
correctly. People behaving correctly at the mall or
shopping and at the dentist.
(Hall,2013)
16. Techniques
(cont.)
• Social Problem-solving Strategies-an
Integrated Play Group with the goal of the ASD
student sharing a toy with a peer.
• Natural reinforcement- when a student asked
to play on the see-saw he was allowed to do
that (goal being to point to or verbalize his
desires).
(Hall, 2013)
17. Techniques compared
• Social scripting
• Video Modeling
• Social Problem-solving
Each strategy:
• Fulfills a need for the ASD student.
• Provides a variety of methods
• Assists many students on the spectrum
(Hall,2013)
18. Techniques compared
• Video Modeling is the least stressful of the
three during training.
• Social Problem Solving would be the most
interesting to some kids and scary to others.
• Social Problem Solving is both functional and
structural. Functional-teaching behaviors they
should know. Structural-teaching cognitive
skills/to know when to use the skills.
19. Technique Examples
Examples of Social Problem Solving Strategies
- Peer Mediation
- Cooperative Learning Groups
- Group Counseling Settings
Social Scripting, Video Modeling, and Social
Problem Solving can address any topic.
Kaser, (2007)
20. Interventions
• Design lessons using the assessment data
• Interventions should be personal, meaningful and
opportunities to participate should flourish
• Interventions should be practical, natural
communication.
• Lessons should offer social skills instruction in the
setting that the child will likely be in.
• Staying involved in serious intervention with
many learning opportunities is crucial.
Boutot & Myles (2011)
21. Interventions
• Interventions serve various purposes from
behavioral to pragmatic
• Behavioral Interventions: Discrete trial
instruction and verbal behavior are teacher
directed to illicit appropriate responses
• Naturalistic Interventions: Picture Exchange
Communication System (PECS) and Pivotal
Response Training (PRT)
Boutot & Myles (2011)
22. Interventions: A small sampling
• Social Pragmatic Interventions: Social
Communication Emotional Regulation
Transactional Supports (SCERTS) which is a
framework for designing an intervention plan
Boutot & Myles (2011
23. Prompting
• Prompts may be verbal or a gesture (pointing)
• Give prompt from behind the student especially when using picture
reading so they do not become as dependent on the prompt
• If child is a reader the pictures will later be changed to words
• Prompting the child to read the schedule is started as needed when
skill is gained the prompts are faded.
• This can be used in many social situations:
• Saying “Hi” to peer or adult
• Saying “Thank you” to peer and adult
• Student asking to go to the bathroom
• Reminding to put name on paper
24. Self-Monitoring
• Self-monitoring and self-recording go hand in hand
• recognizing the behavior must come first
• student must be aware when he acts a certain way in
order to off-set that behavior
• discuss what the behavior looks like and feels like
• A role play situation is a good idea to let the child see
the aspects of his behavior that need improving.
• The student must understand how to replace the
negative behavior so choices need to be presented and
acted out. Then he will know the correct behavior that
he is supposed to use.
Hall, (2013)
25. To Increase Social Interaction
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Use activity schedule with student
Pairing buddies for incidental classwork
Group project
Project pairing
play for a purpose - build a tower with a peer
Group play at school (free-play)
Play with a peer(free-play)
Lunch buddy
Bus buddy
Room leaders (pair)
26. Social Skills Interaction Supports
for Faculty and Staff
• Physical Environment Modifications
seating, learning space, and space for
relaxation.
• Major Sensory Considerations
Lighting, sounds, smells, and temperature
• Safety Considerations
Home/school – arranging furniture, storing
supplies, cover outlets, etc., as needed.
Boutot, (2011)
]
27. Social Skills Interaction Supports
• Visual Supports
objects, photographs, pictures, symbols,
signs, and written words.
• Visual schedules, visual organization or choice
boards.
• Boundary markers, maps and labeling.
• Areas for work, play, reading/quiet, relaxation.
(Boutot, 2011)
28. Reference
American Psychiatric Association (2013). Highlights of changes from DSM-4-TR to DSM-5. Retrieved
from: http://www.psychiatry.org/dsm5 Click on changes from DSM-4-TR to DSM-5 (direct link)
Boutot, E. Myles, A. (2011). Autism Spectrum Disorders: Foundations, Characteristics and Effective
Strategies. Pearson. Upper Saddle River, NJ.
Grusec, J. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears
and Albert Bandura. American Psychological Association, Inc.
Frankel, F. and Wood, J. (2011). Social skills success for children with Autism and Asperger’s. JosseyBass, San Fransco, CA.
Hall, L. (2013). Autism Spectrum Disorders: From theory to practice. Pearson. Upper Saddle River, NJ.
Huitt, W. and Dawson, C. (2011) Social development: Why it is important and how to impact it.
Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/papers/socdev.pdf
Kaser, C. (2007). Series on highly effective practices social problem solving. Retrieved
from: http://education.odu.edu/esse/research/series/social.shtml
Research Autism. (2013). Social skills and autism. Retrieved from:
http://researchautism.net/autism_issues_challenges_problems.ikml?print&ra=3&infolevel=4
29. Reference
•
Scholastic Intervention Solutions(2014). Recognizing Autism: Overview of social skills functioning
and programming. Retrieved from:
http://www.scholasticinterventions.org/2011/07/13/recognizing-autism-overview-of-social-skillsfunctioning-and-programming
Editor's Notes
DSM-5 is the Diagnostic and Statistical Manual of Mental Disorders-5 that medical doctors use for diagnosis. It has been 14 years since the last revision an autism have been redefined/regrouped for a more thorough diagnosis. The American Psychiactric Association is responsible for the revisions of the manual.
There are many nuances of social communication that can fall under non-verbal communication, personal space and social reciprocity. These topics are meant to be somewhat broad to cover a range of interactive activity.
This slide and the following one are deficits in social skills for the autistic that are the same as the previous but expressed in everyday language and expounded upon for more thorough understanding.
As we read the social skills issues with the students on the Autism Spectrum, we quickly realize that there is a broad difference in the way that these individuals perform or interact with their peers and teachers.
This is a list of current assessments that can help develop a snapshot of each students’ needs as they struggle to increase their communication abilities. This is a starting point to choose from and there are many others available. The do not all have to be given but can be selected according to relationship to child’s needs. Check with your system’s testing facilitator.
These assessments (on this slide) will take you from wondering if the child is autistic through planning the curriculum for the child if autism is revealed. ADR-I and ASOS are considered the gold standard of assessments.
This can be a long process but well worth the effort for the child, parents, the classroom teacher and children involved.
Practice in social engagement is vital. It is a little odd that video modeling provides that social engagement for the ASD student.
Goals may be very simple but to the non communicator they are gigantic steps.
Each strategy or method fulfills a need for the ASD student. Providing variety in methods allows for more students to be assisted or helped. The people involved (student and teacher) have their preferences as to what they feel comfortable taking part in. All require preparations and all can be used repeatedly with little additional teacher time involvement. Research results have been positive for all three methods
These familiar methods can be easily used with students with ASD. You will find that many of the new techniques can be used with every student. Video modeling is an example. All students will watch the correct way to act on any video and lealrn from it.
Use the child’s specific interests to your benefit in the classroom to get the student to cooperate and perform the needed tasks.
The classroom teacher may need behavioral strategies and just practical interventions to get through with day. Discrete trial training involves a short, clear guided instruction that quickly teaches what is needed and requires responses from the child. Some of you may be familiar with PECS which use pictures instead of words to communicate with the child to engage understanding. Pivotal Response Training is a program that includes all adults closely associated with the child if possible. It is derived from Applied Behavioral Analysis (ABA) and it offers natural reinforcements to the child. Example: if the child needs to improve communication a scenario would be set up requiring the child to ask for things (toys, food).
