The document discusses current research in social skills development, specifically focusing on theoretical frameworks such as applied behavioral analysis, developmental theory, and social-constructivist theory. It highlights social skill deficits in individuals with autism spectrum disorders and outlines various strategies for enhancing social skills, including social stories, video modeling, social problem-solving, and pivotal response training. Additionally, the document describes specific examples of social skill deficits and the methods used to address them.

1. SocialSkills
Development
Ann Kennedy
AUT/503
3/24/2014

2. Current
Research in
SocialSkills
Development
Theory
 Applied BehavioralAnalysis (ABA)
 DevelopmentalTheory
 Social-ConstructivistTheory

3. Applied
Behavioral
Analysis
 Focus on areas of strength as starting point for teaching
 Control the environmental variables
 Reinforcement of approximations of social behaviors
 Data collection
 Strategies to teach generalization
(Hall, 2013)

4. Developmental
Theory
 Age-appropriate social skills
 Sequential acquisition of skills
 Developmentally appropriate activities and materials
 Arrangement of environment to stimulate engagement
 (Hall, 2013)

5. Social-
Constructivist
Theory
 Include peers in programming
 Provide supports and scaffolding for new skills
 Embed educational experiences in ongoing activities
 Play as educational context
(Hall, 2013)

6. SocialSkill
Deficits in
Autism
Spectrum
Disorders
Impairment in the use of multiple nonverbal
behaviors such as eye-to-eye gaze, facial expression, body postures, and
gestures to regulate social interaction.
Failure to develop peer relationships appropriate to developmental level.
Lack of spontaneous seeking to share enjoyment, interests, or achievements
with other people.
Lack of social and emotional reciprocity.
Social avoidance and withdrawal.
m (Boutot & Myles, 2011)

7. Examples of
deficits inSocial
Communication
 Failure to establish eye contact Failure to make inferences
or use social non-verbal cues. About others’ facial
expressions.

8. Examples of
Deficits in
Social
Initiation
 Rarely initiate interactions
 Interact frequently,
But inappropriately

9. Examples of
Deficits in
Social
Reciprocity
 Inability to engage in give-
and-take; hijacking the
conversation.
Failure to maintain joint attention.

10. Examples of
Deficits in
Social
Cognition
 Understanding and behaving
according to social norms.
Understanding idioms and
figures of speech
(Boutot & Myles, 2011)

11. References
 Boutot, E. A., & Myles, B. S. (2011) Autism spectrum disorders:
Foundations, characteristics, and effective strategies. Upper Saddle
River, NJ: Pearson Education
 Hall, L. J. (2013). Autism spectrum disorders: From theory to practice
(2nd ed.). Upper Saddle River, NJ: Pearson Education

12. SocialSkills
Acquisition
Tools and Methods
 Social Stories
 Video Modeling andVideo Self-Modeling
 Social Problem-Solving
 Pivotal ResponseTraining
 Social Scripts

13. SocialStories
 Stories written to teach a particular skill or behavior
 Useful for teaching
 How to initiate interaction
 How to make smooth transitions between settings and activities
 How to follow the rules of a game
 What to expect when going on a field trip.

14. Example of a
SocialStory
What Can I Do On the Playground?
The playground has a lot of fun equipment.There are swings.There
is a slide.There is a climbing wall. I like the swings.Other children
like the swings, too.When other children are on the swings, I can
use the slide or climb. If I want to swing, I can say, “May I have a turn
on the swing?”When the other child gets off of the swing, I can say,
“Thank you!” and then I can swing.When another child asks for a
turn on the swing, I can get off of the swing and play on the other
equipment. It is fair for everyone to have a turn.

15. Video
Modeling
&
VideoSelf-
Monitoring
(VSM)
 Videos of the student (VSM) or another person (adult or child)
acting out a situation to model correct behavior. Requires
sufficient attention from the student. Benefits include:
 Visual field can be reduced so that extraneous information is
reduced and student can focus attention on correct issue.
 Reduced stress for the student because human interaction is limited.
 Children tend to love to watch videos, so motivation to attend in
naturally reinforced.

16. Example of
Video
Monitoring
Video teaching how to raise
hands to
answer questions at school.

17. Social Problem
Solving
 SPSTeaches children to analyze and interpret social situations.
 1. Describe a scenario
 2. Have students predict consequences
 3. Select alternative response to scenario
 4. Have children predict new consequences
 5. Select best outcome.

18. Social Problem
Solving
Example

19. Pivotal
Response
Training
(PRT)
PRT
 Teaches a child to respond to multiple cues
 Teaches a child to initiate interactions
 Enhances motivation by offering the child choices and using
natural reinforcers in the environment.
 Teaches greater self-management by fading prompt levels so
that the child is less dependent of prompts to respond.

20. Example of
PRT

21. SocialScripts
 Social Scripts are rehearsed lines to be used in specific social
situations.
 Once learned, scripts can be faded and generalization can be
promoted.

22. Example of a
SocialScript
“Hello. My name is Bea. I go to Jefferson School. I am in the third grade.”
“Hello. My name is Bea. I go to Jefferson School….”

23. Scripting
Usedtoteachwhattosayin
specificconversationaland
playsituations.
Studentsmaybecome
dependentonthescriptand
havedifficultywith
spontaneity.
Requiresfadingtechnique
afterscriptislearned.
Video Modeling
 Combines visually-cued
instruction with modeling
strategies.
 Effective for teaching
communication, appropriate
behavior, and functional
skills.
 Has been shown to promote
lasting skill acquisition and
transfer to novel situations.
Social Problem
Solving
 Used to teach children with
ASD how to analyze and
interpret social situations.
 Requires the child to have
sufficient cognitive skills.
 Has not been shown to have
carry-over into novel
situations.
Comparison

24. References
 Boutot, E. A., & Myles, B. S. (2011) Autism spectrum disorders:
Foundations, characteristics, and effective strategies. Upper Saddle
River, NJ: Pearson Education
 Hall, L. J. (2013). Autism spectrum disorders: From theory to practice
(2nd ed.). Upper Saddle River, NJ: Pearson Education