AUTISM: ATTACKING AUTISM: ATTACKING SOCIAL INTERACTION SOCIAL INTERACTION

PROBLEMS PROBLEMS

THE BASICS AND THE BASICS AND BEYONDBEYOND

Betholyn Gentry, Ph.D.Betholyn Gentry, Ph.D.Pamela Wiley-Wells, Pamela Wiley-Wells,

Ph.D.Ph.D.

FROM ASSESSMENT TO INTERVENTION

Standardized Measures Include: Tests Surveys/Questionnaires Observations Forms

Non-standardized Measures Include: Checklists Parent Intakes Clinician Developed Checklists, Parent/Teacher

Surveys, Questionnaires

INTERVENTION

Intervention – What does the literature say?Peer MediationAdult MediationStructured Social EnvironmentsHighly-structured, specialized education

programsOne-on-one or small group supportFully inclusive general education

environment with supportsSocial skills groups

ELEMENTS OF SOCIAL SKILLS

Social Intake

Internal Process

Social Output

EFFECTIVE COMMUNICATION REQUIRES

Eye contact Awareness of conversational turn taking Perspective taking/ Theory of Mind Proxemics/ Space and Personal boundaries Topic Maintenance Nonverbal Communication Engaging style and manner of presentation Understanding Humor and Sarcasm

BOTTOM LINEBOTTOM LINE

Social skills are the foundation for getting along with others

YOU MUST BE MOTIVATED TO FIT IN!

MISCONCEPTIONS

Social skills programs can be cut because they are a social recreational program

Social skills programs are nonessential courses of treatment

Nontherapeutic If parents took responsibility and set up

play dates everything would be ok

Wrong!

LACK OF SOCIAL SKILLS CAN LEAD TO

Socially inappropriate choices Poor or low self esteem Depression Academic Failure Inability to navigate complex social interaction

WHO CAN BENEFIT FROM SOCIAL WHO CAN BENEFIT FROM SOCIAL SKILLS TRAINING?SKILLS TRAINING?

Asperger’s and HFAADD/ADHDLearning DisabledHearing ImpairedLanguage DisorderedMild to moderate MRSocial Loner

HOW CAN YOU GET A GROUP STARTED? Survey parents and teachers Assess students Group by age and social skill needs and

expectations Target areas that will give the most

immediate improvement in communication skills and academic success

PROGRAM DESIGN

8 modules, 4-6 weeks in lengthBuddies, typical peersClassroom teacher involvementParent feedback with home carryover

activities FUN!

METHODOLOGY

Puppetry Visualization Visual Schedule Token economy system, secondary

reinforcement (high five) Relaxation Role playing Social Skills Stories Videotaped guided practice

CREATING THE SOCIAL ENVIRONMENT

Set up to stimulate social interaction Develop rules which promote appropriate

social interaction Avoid a “therapy” feel Use lots of visuals Use age appropriate teaching materials and

items of interest

WEEKLY RITUALS

Relaxation Opening Circle/Social Talk Closing Circle/Review/ Wrap up

DAILY SCHEDULE(4-9 YEARS)

Free play/ Social talk Snack Opening Activity Group activities Parent debriefing/Notations

PROGRAM GOALS/OBJECTIVES

To foster and enhance interpersonal skills To encourage each participant to become

“Social Thinkers” (Winner, 2002) To facilitate generalization of skills learned

within the context of home, school and community

90% is the mastery level in the clinical setting

Overall mastery is determined based on the child’s competency in at least 3 settings with 3 different people (Bellini, 2007)

SOCIAL LEARNING MILESTONES

KINDERGARTENTop Concerns Taking turns Playing cooperatively with other children Sharing Listening to an adult other than their parent or

caregiver

Children will learn to:

Invite other children to play with him Take turns and share Invent games with simple rules Take risks Recognize that other children have feelings too Understand the basic concepts of right and wrong Play without supervision Understand and respect rules Develop self-esteem Use self-control

FOURTH GRADE"Fourth Grade is like merging into a social fast

lane“

Gossiping Teasing Unblinking peer scrutiny Labels leading to pigeonholing; "athletic", "loser",

"popular" Social hierarchies form leading to the negotiation of

a complicated structure of values, prejudices, and social pitfalls.

Delineation of the levels of friendship 

Children are often the victims of:

Teasing Bullying Being left out

AASIP DETAILED MODULES Modules ABCs of Life – Skills Needed for School Success Taking the First Steps – Initiating Friendships Grossology – Personal Hygiene Let the Games Begin – Being a Good Sport It’s Raining Cats and Dogs - Figurative

Language How Are You Today? – Dealing with Emotions Stranger Danger – Being Safe Blending In – Everyday Situations

SCHOOL

THE ABC’S OF LIFE: SKILLS NEEDED FOR SCHOOL SUCCESS

• Active Listening

• Following Directions

• Asking for Help

Units

ACTIVE LISTENING

Objectives: Students will identify the parts of the body

required for active listening. Students will verbalize appropriate responses to

indicate listening. Students will demonstrate appropriate body

language for listening.

A Guiding LightSocial skills is not school after school or a “class” within the school day. It is social.

Keep it fun!

ACTIVE LISTENINGLESSON 1

Materials:

Puppets Everly, N. (2005). Can you listen with your

eyes? East Moline. LinguiSystems, Inc. Paper plates Cut outs for eyes, mouth, nose, ears

ARTS N’ CRAFT ACTIVITY

SKILL STEPS

LISTEN AND LEARN

FOLLOWING DIRECTIONSLESSON 1

Objectives: Students will learn to attend to the complete

directions before beginning a task. Students will learn to quietly repeat the directions

before beginning a task. Students will ask questions to gain clarity. Students will be able to follow two to three stage

commands.

ASKING FOR HELP 7-9 YEAR OLDS

Objectives: The students will learn how to ask for help. The students will learn to attempt a task before

asking for help. The students will learn the importance of helping

others.

ASKING FOR HELP ACTIVITY 2

Activity 2Divide the students into groups of 3-4.

Brainstorm with the students all of the things that they are unable to do independently at home, school, and in the community. Write the list on large sheets of paper to be used in activity 3.

ASKING FOR HELP ACTIVITY 3

Activity 3Using the challenges listed in Activity 2, select

students to role play the situations.

Example: Mary was very thirsty. She wanted to drink her bottled water but couldn’t open it.

GROSSOLOGY: PERSONAL HYGIENE

•First Impressions

•No More Gross

•The Unfriendly Germ

Units

FIRST IMPRESSIONS (7-9)LESSON 1

Objectives: Students will learn the importance of good

hygiene. Students will learn about germs. Students will learn how their behaviors affect

others. Students will understand the meaning of the word

gross.

A Guiding Light

Reinforce social skills at all times; please, thank you, excuse me, tissues for runny

noses, hand washing.

NO MORE GROSS (7-9)

The students will select a situation to read aloud and identify a solution.

Your friend has eaten some food and his stomach really aches. All of a sudden he passes gas and belches at the same time. What can “he” do?

STRANGER DANGER: BEING SAFE

• Who’s a Stranger?

• Touching: Appropriate vs. Inappropriate

Units

WHO’S A STRANGER? (7-9)LESSON 1

Objectives: Students will be able to identify

strangers in all environments. Students will learn to distinguish

between safe and unsafe environments.

A Guiding Light

Strangers are like apples. Some are good. Some are bad.

IT’S RAINING CATS AND DOGS:

FIGURATIVE LANGUAGE

• Understanding Idioms and Common

Expressions

• Using Idiomatic Expressions

Units

IT’S RAINING CATS AND DOGS:FIGURATIVE LANGUAGE

Objectives: Students will be able to identify and

understand common idioms. Students will be able to identify the absurdities

in idiomatic expressions. Students will ask for help to gain an

understanding of common idiomatic expressions.

A Guiding Light

Use lots of visuals!

BLENDING IN: EVERYDAY SITUATIONS

• Eating Out

• Birthday Party

• A Visit to the Dentist and Doctor/

Routines

Units

A VISIT TO THE DENTIST (4-6)LESSON 1

Objectives:

The students will become familiar with the routines of the dentist and doctor visits.

The students will learn deep breathing as a technique for relaxation.

A Guiding Light

Use lots of visuals!

ON TO DR. GENTRY

FOLLOWING DIRECTIONS SKILL STEPS

I will listen with my ______________(eyes) and _____________(ears).

I will _______________ (softly repeat) what is said to me before I act.

I will do what is asked of me. If I forget I can ask for _____________ (help).