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 neither are
emotions 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 Development Theory
• Social –Constructivist Theory has been used to
develop integrated play groups by Wolfberg
influenced by Vygotsgy.
• Cognitive Behavior Theory developed by Aaron T.
Beck helps with anxiety
Hall (2013)
• The Collaborative for Academic, Social, and
Emotional Learning (CASEL) one of the leaders in
the development of social-emotional learning
(SEL).
Huitt and Dawson (2011)
7. Social Development Theory
• Albert Bandura
• Robert Sears
• B.F Skinner
• Walters and colleagues
Were primary cultivators of the Social Learning
Theory
Grusec (1992)
8. Social Development Theory
•
Self-awareness: knowing what one is feeling and thinking; having a realistic
assessment of one’s own abilities and a sense of self-confidence;
•
Social awareness: understanding and appreciating what others are feeling and
thinking; interacting positively with diverse groups;
•
Self-management: to control one’s emotions so they facilitate rather than
interfere; setting and accomplishing goals; persevering in setbacks;
•
Relationship skills: using communication to establish and maintain healthy
rewarding relationships, cooperation, resistance to negative social
pressure, negotiating solutions and seeking help as needed
•
Responsible decision making: using related factors to make accurate choices and
accept consequence of those action, showing mutual respect for all.
Huitt & Dawson (2011)
9. Research on Social Skills Development
Theory
• Social communication is at the heart of the
human experience
• Research explains that ASD children fail to
develop communication/social skills normally
• Assessment of individual social skills is vital for
accurate and successful interventions.
Boutot & Myles (2011)
10. Suggested Assessments of Social Skills
•
•
•
•
•
•
•
•
•
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)
11. Develop A Profile By Testing
Communication Interactions: Reflect on the Frequency, Form, and Function
• How often does child initiate and respond to social communication?
a. Track and compare these numbers
• How does he or she initiate these interactions?
a. Pointing versus using an open hand or grabbing someone’s
hand, etc.
• What are the functions/purposes of the social-communication
interactions?
a. Request (object, action, or interaction)
b. Protest
c. Social engagement (i.e., share experience)
Boutot & Myles (2011)
12. Personal Profile Information
• Interests and Strengths
Consider child’s favorite activities and learning style
• Joint Attention Span
Consider joint eye contact. Is eye gaze used to interact.
• Symbol Use and Intention
Consider the reciprocal use of nonverbal symbols (eye gaze, gestures
and facial expressions.
• Language
Consider the verbal communication skills
Consider the practical language skills
Is he/she a literal thinker only
Is he/she conscious of the feelings, thoughts , and emotions of others
Boutot & Myles (2011)
13. 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)
14. Interventions: A small sampling
• 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
15. 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
16. 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.”
17. 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)
18. 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
19. Examples 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)
20. 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.
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
Research Autism. (2013). Social skills and autism. Retrieved from:
http://researchautism.net/autism_issues_challenges_problems.ikml?print
&ra=3&infolevel=4
21. Scholastic Intervention Solutions(2014). Recognizing Autism: Overview of
social skills functioning and programming. Retrieved from:
http://www.scholasticinterventions.org/2011/07/13/ recognizingautism-overview-of-social-skills-functioning-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.
Research by The Collaborative for Academic, Social, and Emotional Learning (CASEL) one of the leaders in the development of social-emotional learning (SEL), hasdeemed these five elements as necessary for normal social development and they correspond to the previous information that ASD students are deficit in. These are difficult skills for any individual and most especially for those children who do not even want to be involved in social interaction. When this desire does hit them, they are so far behind that it is very difficult and punishing for the adolescent. Huitt and Dawson site several sources and they have recommended in past research that these skills be taught to all students in school.
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 and there are many others available. Check with your system’s testing facilitator.
Develop a profile for each student by testing and considering each of these points while testing. Data collection is pivotal for success and actually knowing that the child is experiencing success.
