interacting - Applied Behavioral Solutions, LLCappliedbehavioralsolutionsllc.com/uploads/A_PDD_Adol_Interacting.pdf · About the Authors Pam Britton Reese, M.A., CCC-SLP, owns a private

Pam Britton ReeseNena C. Challenner

Skill Areas: Social Skills/Language

Ages: 12 and up

Grades: 7 and up

LinguiSystems, Inc. FAX: 1-800-577-45553100 4th Avenue E-mail: [email protected] Moline, IL 61244-9700 Web: www.linguisystems.com1-800-PRO IDEA TDD: 1-800-933-83311-800-776-4332 (for those with hearing impairments)

Interacting

Copyright © 2001 LinguiSystems, Inc.

All of our products are copyrighted toprotect the fine work of our authors.Copying this entire book for any reason isprohibited. You may, however, copy theworksheets for your students as often asneeded. Any other reproduction ordistribution of this book is not allowed,including copying this book to use asanother primary source or “master” copy.

Printed in the U.S.A.

ISBN 0-7606-0345-6

™

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Pam Britton Reese, M.A., CCC-SLP, owns a private practice,CommunicAid Plus, where she provides speech and languageservices to children and adults. She is also an educationalconsultant to public and private schools. Pam has over nine yearsexperience in the schools as a speech-language pathologist andteacher of the hearing-impaired. She has worked with childrenwith autism and PDD since 1995. Autism & PDD: AdolescentSocial Skills Lessons is her third publication with LinguiSystems.

Nena C. Challenner, B.S., is a Community-Based InstructionTeacher and Inclusion Specialist. She has been a teacher for over15 years and has taught preschool through second grade. Shehas worked with children with autism and PDD since 1995. Autism& PDD: Adolescent Social Skills Lessons is her second publicationwith LinguiSystems.

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We would like to thank Denise Dudley, Vocational Adjustment Coordinator, for sharing issueswith us concerning adolescents in the workplace.

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To all of the families of adolescents with autism that we know who have shared their storieswith us

Edited by Lauri WhiskeymanIllustrations by Eulala Conner

Page Layout by Christine Buysse

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Introduction . . . . . . . . . . . . . . . . . . . 5

Social InteractionsShaking Hands . . . . . . . . . . . . . . . 9Introducing Myself . . . . . . . . . . . 10Smiling . . . . . . . . . . . . . . . . . . . . 11Greeting Others . . . . . . . . . . . . . 12Saying “Please” and “Thank You” . . 13Saying “Excuse Me” . . . . . . . . . . 14Giving a Compliment . . . . . . . . . 15Receiving a Compliment . . . . . . . 16Accepting Criticism . . . . . . . . . . . 17Saying “No” to a Friend . . . . . . . . 18Following Instructions . . . . . . . . . 19Joining a Conversation . . . . . . . . 20Ending a Conversation . . . . . . . . 21Working in a Group . . . . . . . . . . 22When Someone Else Is Crying . . 23When People Bother Me . . . . . . . 24Saying “I’m Sorry” . . . . . . . . . . . . 25Interrupting . . . . . . . . . . . . . . . . . 26Others Are Waiting . . . . . . . . . . . 27When Someone Loses Something . . 28Body Space . . . . . . . . . . . . . . . . 29Using the Phone to Call Others . 30Sharing the TV . . . . . . . . . . . . . . 31Change in TV Programming . . . . 32Doing Chores . . . . . . . . . . . . . . . 33When Someone Is in My Chair . . 34Asking for Help . . . . . . . . . . . . . . 35

MannersModesty . . . . . . . . . . . . . . . . . . . 36Looking Neat . . . . . . . . . . . . . . . 37

Walking Around People . . . . . . . . 38Laughing . . . . . . . . . . . . . . . . . . 39Chewing Food . . . . . . . . . . . . . . 40Chewing Gum . . . . . . . . . . . . . . 41Burping . . . . . . . . . . . . . . . . . . . 42Passing Gas . . . . . . . . . . . . . . . . 43Touching Myself . . . . . . . . . . . . . 44Fingers in Nose . . . . . . . . . . . . . 45Public Bathroom (Male) . . . . . . . 46Public Bathroom (Female) . . . . . 47Holding a Door . . . . . . . . . . . . . . 48

When People Bother MeChoice Sheet . . . . . . . . . . . . . . 49

Picture Index . . . . . . . . . . . . . . . . . 50

Tracking Multiple Behaviors . . . . . 51

Tracking Multiple BehaviorsExample . . . . . . . . . . . . . . . . . . 52

Initial Behavior Analysis . . . . . . . . 53

Initial Behavior AnalysisExample . . . . . . . . . . . . . . . . . . 54

Record of Progress . . . . . . . . . . . . 55

Record of Progress Example . . . . 56

Tracking Form for Lessons -Individual . . . . . . . . . . . . . . . . . 57

Tracking Form for Lessons - Group . . . . . . . . . . . . . . . . . . . . 59

Overview of Lessons . . . . . . . . . . . 61

References and Resources . . . . . . 63

InteractingAutism & PDD: Adolescent Social Skills Lessons 3 Copyright © 2001 LinguiSystems, Inc.

Picture Communication Symbols (PCS) © 1981-2000.Reprinted with the permission of Mayer-Johnson, Inc., P.O. Box 1579, Solana Beach, CA 92075-7579, 1-800-588-4548, www.mayer-johnson.com

another pages 15, 17before page 26clean pages 33, 37mistake page 17something pages 28what page 28

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A few years ago, we were working together to facilitate the inclusion of several children with autism in elementary classrooms. Behavior problems often occurred due to breakdowns in communication.Although the classrooms had been structured to aid inclusion, inappropriate behaviors repeatedlyinterrupted both social and academic learning. Typical behaviors included climbing on desktops,darting, squirting glue on tables, screaming, and tantruming at breaks in routines.

We learned of Carol Gray’s success with stories describing social situations to teach children withautism (The New Social Story Book, 1994). Based on those, we began writing shorter, one-pagelessons with each sentence supported by one or more pictures. Our lessons targeted typical needs of preschool and early primary students.

As parents began to see how the lessons worked at school, they requested lessons concerningbehaviors at home and in the community. In addition, the lessons were used successfully withchildren with other disabilities and with typically-developing children. Autism & PDD: Social SkillsLessons (1999) was the culmination of the work we did with teachers and families of these students.

Our first set of books was well received by parents and professionals. However, it quickly becameevident that there was a strong need for lessons for adolescents with autism. As all children enteradolescence, including adolescents with autism, the social world becomes increasingly complex andconfusing. Adolescents are changing in ways they may not understand. Many teachers and parentsshared difficult social situations and challenges faced by the adolescents they know. We adaptedthose situations and created Autism & PDD: Adolescent Social Skills Lessons. This set of booksprovides a road map for the adolescent to use to navigate the social world.

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The lessons are grouped into five separate books:

• Health & Hygiene• Interacting• Managing Behavior• Secondary Schools• Vocational

In each book, we have included two types of lessons: instructional and behavioral. The instructionallessons are intended to teach adolescents what they need to do or say in social situations that aresometimes overwhelming (e.g., Working in a Group, page 22). The instructional lessons can be usedas part of a social skills curriculum with small groups. The behavioral lessons target specific socialproblems that need to be stopped. They are best used with an individual (e.g., Burping, page 42).

The lessons are not intended to be used in the order presented, but chosen according to the needs ofa particular individual.


IInnttrroodduuccttiioonn, continued

Adolescence brings new expectations and experiences to students. The lessons in Interacting will helpadolescents know what is expected in social situations at school, at home, and in the community. Youmight find it helpful to role-play the social situation being taught with the adolescent in addition toreading the lesson.

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No two people are the same! Although the lessons are ready for use as they appear in the books, itwill undoubtedly be necessary to make changes in some lessons to fit the adolescent. For example:

• Use a photograph of the adolescent in place of the generic teen in the books.

• Edit text if necessary to make the lesson fit the individual situation.

• Fill in the blanks provided to individualize the lesson.

• Use pictures from the picture index at the back of each book, photographs, line drawings, orcomputer-generated art to modify lessons as needed.

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Identify the skill to be taught. No student will need every lesson. Search for the source of theproblem. Is it sensory? Is it a communication breakdown? Is the adolescent sick? Some problemscan be solved by ignoring the behavior or changing something in the environment. Limit the numberof lessons presented at one time. Start with one or two. Wait until they are learned before introducingmore lessons.

Choose the appropriate lesson and change the story as needed. Make two copies. Place one copy ofthe lesson in a notebook for the student. As skills are presented and learned, the notebook can beused for reviewing lessons and for sharing the lessons with other teachers, parents, and caregivers.

The second copy is to be used for direct instruction as follows:

1. Identify the time and place the social situation occurs. The Tracking Multiple Behaviors form, page51, and/or the Initial Behavior Analysis form, page 53, will help you.

2. When teaching a new skill, the social lesson should immediately precede the targeted situation.For example, before turning on the television, read Sharing the TV, page 31.

3. Present the lesson. Sit with the student one-on-one in a quiet area and read the lesson aloud.Point to the pictures for emphasis. Read the lesson again. (You might also want to copy thelesson onto a chart for group instruction at a later time.)


IInnttrroodduuccttiioonn, continued

4. Allow adequate processing time. Pause after reading each line. Wait and observe the student’sreaction before proceeding. A common error is reading through the lesson too quickly.

5. Give the student his/her copy of the lesson. Keeping a notebook of lessons presented allows thestudent to review each lesson repeatedly and to refer to it when needed.

Document the lesson(s) taught using the Record of Progress, page 55, and/or the tracking forms on pages 57-60. These records can serve as documentation for IEP objectives and behavioralintervention.

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Pronouns can be difficult for some people with autism. We have used “I” extensively throughout thebooks as a way to help teach the pronoun. If pronoun use prevents comprehension of the lesson,substitute names in the text and/or use the photographs in place of the “I” symbol.

Be sure to use words that the student is familiar with (e.g., gym vs. P.E.).

The lesson and pictures on one page may be overwhelming for some students. You can use a blanksheet of paper to mask the rest of the lesson as you read each line. The lessons can also be used tomake a small book. Cut the lesson into sentence strips. Place each sentence with its accompanyingpictures in the center of a sheet of paper. Staple the pages together to make a book.

These lessons can be easily adapted to a student’s language and comprehension level. If necessary,delete words to shorten sentences. Some students may also need fewer pictures per sentence.

We hope that you will find these social skills lessons as effective as we have.

Pam and Nena


Interacting – Social InteractionsAutism & PDD: Adolescent Social Skills Lessons 9 Copyright © 2001 LinguiSystems, Inc.

SShhaakkiinngg HHaannddss

Sometimes when people meet they shake hands.

Sometimes they shake hands to say hello.

Someone might hold his or her hand out to me.

I can hold his or her hand and squeeze a little. Then I let go.

This is called a “handshake.”

Shaking hands is a friendly way to say hello.


IInnttrroodduucciinngg MMyysseellff

Sometimes a visitor comes to my house or my school.

I need to tell the visitor my name.

This is called “introducing myself.”

I will try to say, “Hi, my name is ______________.”

The visitor will tell me his or her name.

I will try to say, “Happy to meet you.”

(individual’s name)


SSmmiilliinngg

People like to smile.

Sometimes they smile when they are happy.

Sometimes they smile when they say “Hello.”

If I see a smile, I can smile too.

It is friendly to smile at people.

I will try to smile when people smile at me.


GGrreeeettiinngg OOtthheerrss

Sometimes I see people I know.

I will try to say, “Hi.”

I need to say it so people will hear me.

They might say, “Hi, ______________. How are you?”

I can say, “Fine!”

It is friendly to say “Hi” to people I know.

(individual’s name)


SSaayyiinngg “PPlleeaassee” aanndd “TThhaannkk YYoouu”

When I ask for something, I will try to say “Please.”

When someone gives me something, I will try to say “Thank you.”

Someone might say “Thank you” to me.

I can say, “You’re welcome.”

People like it when I say “Please” and “Thank you.”

I will try to remember to say “Please” and “Thank you.”


SSaayyiinngg “EExxccuussee MMee”

If I bump someone, I can say “Excuse me.”

When I want to go around someone, I can say “Excuse me.”

I can say “Excuse me” if I burp or pass gas.

If I want someone to listen to me I can say “Excuse me.”

People like it when I say “Excuse me.”

I will try to remember to say “Excuse me.”


GGiivviinngg aa CCoommpplliimmeenntt

Sometimes I say nice words to people.

I might say, “You look nice today.”

This is called “giving a compliment.”

People like to hear compliments.

People are happy when I say one nice compliment.

I can give another compliment tomorrow.

1


RReecceeiivviinngg aa CCoommpplliimmeenntt

Sometimes people say nice things to me.

Someone might say, “You look nice today.”

Someone might say, “You did a good job.”

This is called a “compliment.”

I will try to say, “Thank you.”

It is nice to hear compliments.

compliment


AAcccceeppttiinngg CCrriittiicciissmm

Sometimes I make a mistake.

It is okay. All people make mistakes sometimes.

Someone may say, “You did that wrong.”

I will try not to be upset. I can say, “Okay.”

This helps me learn.

I will try to do it the right way next time.

X


SSaayyiinngg “NNoo” ttoo aa FFrriieenndd

Sometimes friends tell me to do things.

I will try to stop and think.

“Will it hurt me?” “Does it break a rule?”

If I am not sure, I will say, “No.”

I will tell ______________ what my friend said.

It is okay to say “No” to a friend.

No.

(person)


FFoolllloowwiinngg IInnssttrruuccttiioonnss

Sometimes ______________ tells me to do something.

I may not want to do it.

I will try not to get upset.

I will say, “Okay” and listen.

This is important.

I will try to do what ______________ tells me to do.

(person)

(person)


JJooiinniinngg aa CCoonnvveerrssaattiioonn

Sometimes I see people talking together.

This is called “having a conversation.”

I want to talk too.

I will try not to interrupt the talking.

I can walk up to them. I need to wait and listen.

When someone looks at me, it is my turn to talk.


EEnnddiinngg aa CCoonnvveerrssaattiioonn

Sometimes I am talking with people.

I don’t want to talk anymore.

This is called “ending a conversation.”

It is not a good choice to walk away without talking.

I can say, “I need to go now” or “See you later.”

I will try to use words to end a conversation.


WWoorrkkiinngg iinn aa GGrroouupp

Sometimes I need to work in a group.

I can say my ideas. The group will listen.

Other people will say their ideas and I will listen.

This is important.

The group may not choose my ideas. It is okay.

The group will try to put all the ideas together.


WWhheenn SSoommeeoonnee EEllssee IIss CCrryyiinngg

Sometimes people cry when they feel sad.

Tears fall from their eyes. Tears make their faces wet.

I can try to help.

I might go get a tissue for them.

I can say, “Are you okay? Can I help?”

It is kind to help someone who is crying.


WWhheenn PPeeooppllee BBootthheerr MMee**

Sometimes people bother me and I say, “______________.”

This makes people feel sad.

I will try not to say, “______________.”

This is not a good choice.

I will try to choose other words to say when people bother me.

(inappropriate words)

(inappropriate words)

*Use the When People Bother Me Choice Sheet on page 49 when teaching this lesson.


SSaayyiinngg “II’’mm SSoorrrryy”

Sometimes I make a friend cry.

My friend is sad.

I feel bad inside.

I say, “I’m sorry.”

I do not want my friend to cry.


IInntteerrrruuppttiinngg

Sometimes I talk when others are talking.

We are talking at the same time.

This is called “interrupting.”

People don’t like interrupting.

People try to take turns when they talk.

I will try to wait until others stop talking before I talk.


OOtthheerrss AArree WWaaiittiinngg

Sometimes people wait for a turn to ______________.

I might have to stand in a line.

I will wait for my turn.

When it is my turn, people are waiting for me to finish.

I will try to finish quickly.

I will try not to make people wait too long.

(activity)


WWhheenn SSoommeeoonnee LLoosseess SSoommeetthhiinngg

I might see someone looking on the floor or looking in a bag.

I might see someone looking all around.

This means something is lost.

I can try to help.

I can say, “What are you looking for?”

I can look for it too.


BBooddyy SSppaaccee

Sometimes I stand too close to people.

I am almost touching them.

This bothers people.

I can stand near people.

I leave a little space between us.

I will try not to stand too close to people.


UUssiinngg tthhee PPhhoonnee ttoo CCaallll OOtthheerrss

I like to call ______________ on the phone.

Sometimes I call ______________ too much.

This bothers ______________.

It is okay to call ______________ one time.

We can talk for ______________ minutes.

I can call ______________ again tomorrow.

(person)

(person)

(person)

(person)

(number)

(person)

1


SShhaarriinngg tthhee TTVV

I can choose a show on TV.

______________ can watch it too.

When my show is finished, ______________ can choose a show.

I can watch TV with ______________.

It is okay.

We can watch TV together.

(person)

(person)

(person)


CChhaannggee iinn TTVV PPrrooggrraammmmiinngg

Sometimes ______________ is not on TV.

______________ is on now.

It is okay.

I will try not to be upset when my show is not on.

We can ______________ instead.

My show will be on again ______________.

(name of TV show)

(name of TV show)

(alternate activity)

(date)


DDooiinngg CChhoorreess

People share work to keep things clean.

I might have a job to do.

This is called a “chore.”

I might have chores at school and at home.

I may not like my chore, but I will try not to be upset.

I will try to do my chore.


WWhheenn SSoommeeoonnee IIss iinn MMyy CChhaaiirr

I like to sit in my chair every day when I go to class.

Sometimes someone is sitting in my chair.

It is okay.

I can say, “Excuse me, this is my chair.”

I might say, “Please move.”

I will try not to be upset when someone is sitting in my chair.


AAsskkiinngg ffoorr HHeellpp

Sometimes I can’t do something by myself.

It is okay. I will try not to get upset.

I can ask for help.

I raise my hand at school. The teacher will help me.

At home, I go to ______________ and say, “Will you help me?”

I will try to ask for help when I need it.

(person)

Interacting – MannersAutism & PDD: Adolescent Social Skills Lessons 36 Copyright © 2001 LinguiSystems, Inc.

MMooddeessttyy

When I need to use the bathroom, I go in and close the door.

I pull down my underwear.

When I am finished, I pull my underwear back up.

I zip and button my clothes.

Now I can open the door.

I will try not to leave the bathroom with my clothes open.


LLooookkiinngg NNeeaatt

I want to look nice when I see people.

I can look in a mirror.

Is my hair neat?

Is my face clean?

Are my clothes zipped and buttoned?

I will try to check how I look before I see people.


WWaallkkiinngg AArroouunndd PPeeooppllee

I am walking. I see two people talking.

Sometimes I walk between them.

This is not nice.

This is called “interrupting.”

People don’t like it when I walk between them.

I will try to walk around people who are talking.


LLaauugghhiinngg

Sometimes I laugh when people are not laughing.

This bothers people. It is not funny.

Sometimes people laugh and I laugh too.

This is okay.

It is fun to laugh together.

I will try to be quiet if it is not funny.


CChheewwiinngg FFoooodd

People chew food with their mouths closed.

When I chew food, I need to keep my lips together.

People don’t like to see the food in my mouth.

People don’t like to hear me chew.

I will try to chew food with my mouth closed.


CChheewwiinngg GGuumm

I like to chew gum.

I need to chew gum with my lips together.

That is quiet chewing.

I do not swallow gum. It might hurt me.

I will try not to spit gum on the floor.

When I’m finished with the gum, I throw it in the trash.


BBuurrppiinngg

Sometimes I need to burp.

Soft drinks can make me burp.

Some foods might make me burp.

I will try not to burp too many times.

If I burp loudly, it bothers people.

I will try to keep my mouth closed when I burp.


PPaassssiinngg GGaass

Sometimes air comes out of my bottom.

It might make a noise.

It might smell bad.

This is called “passing gas*.”

All people pass gas sometimes.

I will try not to pass gas when I am near people.

Substitute any word the individual is familiar with.


TToouucchhiinngg MMyysseellff

Sometimes I like to touch my ______________.

It feels good.

It is okay to touch my ______________ in private.

“Private” means I am alone and no people can see me.

It is not okay to touch my ____________ when people can see me.

I will try not to touch my ______________ in public.

(body part)

(body part)

(body part)

(body part)


FFiinnggeerrss iinn NNoossee

I do not put my fingers in my nose.

This is called “picking your nose.”

It is not healthy to put my fingers in my nose.

Sometimes I need to clean my nose.

I will try to use a tissue to blow or wipe my nose.

I will try not to put my fingers in my nose.


PPuubblliicc BBaatthhrroooomm ((MMaallee))

Sometimes I need to use the bathroom away from home.

I look for a picture of a man or a sign that says “Men.”

If I only need to urinate*, I can use the urinal.

I do not need to pull my pants all the way down at the urinal.

I can use the stall if I need to have a bowel movement.*

When I’m finished, I zip and button my clothes.

*Substitute any word the individual is familiar with.


PPuubblliicc BBaatthhrroooomm ((FFeemmaallee))

Sometimes I need to use the bathroom away from home.

I look for a picture of a woman or a sign that says “Women.”

When I go in, I might see other women waiting in line.

I need to stand in line behind the last person and wait.

It is okay. I will get a turn.

I will need to hurry when it is my turn.


HHoollddiinngg aa DDoooorr

Sometimes I walk with people.

If a door is shut, I can open it.

I wait and hold the door open wide.

People might say, “Thank you.”

After people walk in, I can let the door close.

People are happy when I hold the door open.


WWhheenn PPeeooppllee BBootthheerr MMee CChhooiiccee SShheeeett

Please stop. You’re making me mad.

Don’t do that. Leave me alone.

I don’t want to.

Use this space for alternate choice.


PPiiccttuurree IInnddeexx

AAccttiivviittiieess

PPeeooppllee

read a book play a game go outside ride bikes

talk on the phone play on computer watch a tape


Tracking Multiple Behaviors

Name ____________________________ Date ___________________________

Behavior Behavior Behavior Behavior Behavior

Time 1 Location

Antecedent

Consequence

Time 1 Location

Antecedent

Consequence

Time 1 Location

Antecedent

Consequence

Time 1 Location

Antecedent

Consequence

Time 1 Location

Antecedent

Consequence

Time 2 Location

Antecedent

Consequence

Time 2 Location

Antecedent

Consequence

Time 2 Location

Antecedent

Consequence

Time 2 Location

Antecedent

Consequence

Time 2 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence


Tracking Multiple Behaviors Example

Name ____________________________ Date ___________________________Jamie M. 4/12

Behavior

Loud Laughing

Behavior

Taking From Others

BehaviorPicking Nose andPutting in Mouth

Behavior

Hitting Others

Behavior

Time 1 Location

Antecedent

?

Consequence

warning

Time 1 Location

Antecedent

finished food quickly;waiting for others

Consequence

warned/told “No”

Time 1 Location

Antecedent

?

Consequence

redirected

Time 1 Location

Antecedent

redirected/warned

Consequence

time-out

Time 1 Location

Antecedent

Consequence

Time 2 Location

Antecedent

?

Consequence

removed to seat

Time 2 Location

Antecedent

friend had pencil hewanted

Consequence

redirected

Time 2 Location

Antecedent

?

Consequence

redirected

Time 2 Location

Antecedent

warned/told “No”

Consequence

time-out

Time 2 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

?

Consequence

redirected

Time 3 Location

Antecedent

Consequence

Time 3 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

Time 4 Location

Antecedent

Consequence

10:45 11:45 8:45 8:45

10:15

classroomcomputer

2:00classroomcomputer

cafeteria classroom

10:00 classroom

11:30 classroom

classroom

11:45 cafeteriaclassroom


Initial Behavior Analysis*

Name __________________________________ Date ___________________________

Setting _________________________________ Activity _________________________

Name of Person Completing Form _______________________________________________

What happened just before the behavior occurred? _________________________________

___________________________________________________________________________

___________________________________________________________________________

Describe the behavior. ________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What was the consequence of the behavior? ______________________________________

___________________________________________________________________________

___________________________________________________________________________

Date/Time Location No. of Occurrences Consequences

Comments: _________________________________________________________________

___________________________________________________________________________* This form can be used for observing the same behavior several times in one day or for observation over several days.


Initial Behavior Analysis* Example

Name __________________________________ Date ___________________________

Setting _________________________________ Activity _________________________

Name of Person Completing Form _______________________________________________

What happened just before the behavior occurred? _________________________________

___________________________________________________________________________

___________________________________________________________________________

Describe the behavior. ________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What was the consequence of the behavior? ______________________________________

___________________________________________________________________________

___________________________________________________________________________

Date/Time Location No. of Occurrences Consequences

Comments: _________________________________________________________________

___________________________________________________________________________* This form can be used for observing the same behavior several times in one day or for observation over several days.

Jake R. 4/14 – 4/18

classroom

playing a reading software program

computer

constant, loud shrieking laughter

warned he’ll have to leave the computer

** 4/16 – sent to seat, but loud laughter continued; told to put head down

4/14 | | | warned 2x, removed from computer

4/15 | warned 1x, laughter stopped

4/16 | | warned 1x, removed from computer**

classroomcomputerclassroomcomputerclassroomcomputer


Yes No

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Record of Progress

Name ______________________________________

Behavior _________________________________________

Social Skill Lesson _________________________________

Date Social Skill Lesson Initiated ______________________

Intervention Chart

Baseline __________ (average # of occurrences in one day from Initial Behavior Analysis)

Lesson Read? How often does the behavior occur?

Comments: ________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


Yes No

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

X 0

X 0

X ✓ ✓ ✓

X 0

X 0

X 0

X 0

Record of Progress Example

Name ______________________________________

Behavior _________________________________________

Social Skill Lesson _________________________________

Date Social Skill Lesson Initiated ______________________

Intervention Chart

Baseline __________ (average # of occurrences in one day from Initial Behavior Analysis)

Lesson Read? How often does the behavior occur?

Comments: ________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Jake R.

loud, shrieking laughter at computer time

Laughing (Interacting)

4/16

2x/day

Autism & PDD: Adolescent Social Skills Lessons 57 Copyright © 2001 LinguiSystems, Inc.

Social Interactions� Shaking HandsDate _________________________________________________________________________________________� Introducing MyselfDate _________________________________________________________________________________________� SmilingDate _________________________________________________________________________________________� Greeting OthersDate _________________________________________________________________________________________� Saying “Please” and “Thank You”Date _________________________________________________________________________________________� Saying “Excuse Me”Date _________________________________________________________________________________________� Giving a ComplimentDate _________________________________________________________________________________________� Receiving a ComplimentDate _________________________________________________________________________________________� Accepting CriticismDate _________________________________________________________________________________________� Saying “No” to a FriendDate _________________________________________________________________________________________� Following InstructionsDate _________________________________________________________________________________________

� Joining a ConversationDate _________________________________________________________________________________________� Ending a ConversationDate _________________________________________________________________________________________�Working in a GroupDate _________________________________________________________________________________________�When Someone Else Is CryingDate _________________________________________________________________________________________�When People Bother MeDate _________________________________________________________________________________________� Saying “I’m Sorry”Date _________________________________________________________________________________________� InterruptingDate _________________________________________________________________________________________� Others Are WaitingDate _________________________________________________________________________________________�When Someone Loses SomethingDate _________________________________________________________________________________________� Body SpaceDate _________________________________________________________________________________________� Using the Phone to Call OthersDate _________________________________________________________________________________________

TTrraacckkiinngg FFoorrmm ffoorr LLeessssoonnss –– IInnddiivviidduuaallName ____________________________

IInntteerraaccttiinngg


TTrraacckkiinngg FFoorrmm ffoorr LLeessssoonnss –– IInnddiivviidduuaall, continued

Name ____________________________

Social Interactions, continued

� Sharing the TVDate _________________________________________________________________________________________� Change in TV ProgrammingDate _________________________________________________________________________________________� Doing ChoresDate _________________________________________________________________________________________�When Someone Is in My ChairDate _________________________________________________________________________________________� Asking for HelpDate _________________________________________________________________________________________

Manners� ModestyDate _________________________________________________________________________________________� Looking NeatDate _________________________________________________________________________________________�Walking Around PeopleDate _________________________________________________________________________________________� LaughingDate _________________________________________________________________________________________

� Chewing FoodDate _________________________________________________________________________________________� Chewing GumDate _________________________________________________________________________________________� Burping Date _________________________________________________________________________________________� Passing GasDate _________________________________________________________________________________________� Touching MyselfDate _________________________________________________________________________________________� Fingers in NoseDate _________________________________________________________________________________________� Public Bathroom (Male)Date _________________________________________________________________________________________� Public Bathroom (Female)Date _________________________________________________________________________________________� Holding a DoorDate _________________________________________________________________________________________

IInntteerraaccttiinngg


TTrraacckkiinngg FFoorrmm ffoorr LLeessssoonnss –– GGrroouupp IInntteerraaccttiinnggNames:

Social InteractionsShaking Hands

Introducing Myself

Smiling

Greeting Others

Saying “Please” and “Thank You”

Saying “Excuse Me”

Giving a Compliment

Receiving a Compliment

Accepting Criticism

Saying “No” to a Friend

Following Instructions

Joining a Conversation

Ending a Conversation

Working in a Group

When Someone Else Is Crying

When People Bother Me

Saying “I’m Sorry”

Interrupting

Others Are Waiting

When Someone Loses Something

Body Space

Using the Phone to Call Others

Sharing the TV

Change in TV Programming

Doing Chores

When Someone Is in My Chair

Asking for Help


TTrraacckkiinngg FFoorrmm ffoorr LLeessssoonnss –– GGrroouupp, continued IInntteerraaccttiinngg

Names:

MannersModesty

Looking Neat

Walking Around PeopleLaughing

Chewing FoodChewing Gum

Burping

Passing Gas

Touching MyselfFingers in Nose

Public Bathroom (Male)

Public Bathroom (Female)

Holding a Door


OOvveerrvviieeww ooff LLeessssoonnss

Health & Hygiene

Healthy HabitsBeing HealthyHealthy FoodOvereatingEating SlowlyExerciseWashing HandsScabsDrinking From My Own GlassAlcoholic BeveragesSmoking

Health CareTaking MedicineOther People’s MedicineHearing ScreeningThe Eye ExamWearing GlassesThe DentistA CavityThe CheckupThe GynecologistImmunizationsThe Hospital

PubertyDeveloping BreastsWearing BrasMenstruationSanitary ProductsHair on Legs and UnderarmsMy Changing Body (Boys)AcneWhat Can I Do About Acne?

GroomingBrushing TeethShampooing HairBrushing and Combing HairHair DryersClipping Fingernails and

ToenailsBathtimeShowerThe BarberThe HairdresserWearing Different ClothesUsing Deodorant

Interacting

Social InteractionsShaking HandsIntroducing MyselfSmilingGreeting OthersSaying “Please” and “Thank

You”Saying “Excuse Me”Giving a ComplimentReceiving a ComplimentAccepting CriticismSaying “No” to a FriendFollowing InstructionsJoining a ConversationEnding a ConversationWorking in a GroupWhen Someone Else Is CryingWhen People Bother MeSaying “I’m Sorry”InterruptingOthers Are WaitingWhen Somone Loses

SomethingBody SpaceUsing Phone to Call OthersSharing the TVChange in TV ProgrammingDoing ChoresWhen Someone Is in My ChairAsking for Help

MannersModestyLooking NeatWalking Around PeopleLaughingChewing FoodChewing GumBurpingPassing GasTouching MyselfFingers in NosePublic Bathroom (Male)Public Bathroom (Female)Holding a Door

Managing Behavior

FeelingsFeeling HappyFeeling SadFeeling AngryFeeling ExcitedFeeling DisappointedFeeling TiredFeeling UpsetFeeling Afraid

Special ProblemsKeeping Clothes OnTouching OthersEating Out of the Trash CanRepeating a QuestionMaking Others RepeatWhiningThrowing FoodWaking Up at NightHands in PantsTaking Furniture ApartMaking NoisesVCR ButtonsGrabbing Someone’s ChinOthers Are Upset with MeRunning Away

AggressionTearingStomping on FeetPinchingHittingBitingScratchingKickingPulling HairChokingPushingThrowingHead ButtingSpittingBreaking ThingsBiting SelfPulling Out Own HairCursing


OOvveerrvviieeww ooff LLeessssoonnss, continued

Secondary Schools

Social SkillsHallway CrowdsSomebody Bumps MeDress CodeForgetting My HomeworkAsking for HelpWaiting for HelpLet the Teacher TalkAnswering the TeacherQuiet Voice

Routine ActivitiesGetting Ready for SchoolClass ScheduleTaking NotesTaking a TestLockersBackpackHomeworkAnnouncementsI Finish My WorkThe ComputerChanging Clothes in GymThe BathroomThe LibraryLunchI Eat My Own FoodVending Machines

Special ActivitiesNew SchoolPep RallyAssemblySchool Dance: Getting Asked to DanceSchool Dance: Asking Someone to DanceSchool VacationsSchool CancellationField TripSchool BellsFire DrillTornado DrillSubstitute TeacherGoing to School LateLeaving School EarlyI Feel Sick at School

Vocational

WorkplaceRiding the Bus to WorkTime ClockTime SheetExit SignsJob SalaryGetting a PaycheckUsing a ChecklistWork MaterialsWork ScheduleBreak RoomUsing the Rest Room at WorkPersonal Items at WorkEating at WorkThe Cafeteria

Work SkillsWorking with Food: EatingWorking with Food: Wearing GlovesWorking with Food: Touching Face and HairFinishing Work EarlyTaking Notes at WorkMaking Mistakes at WorkAccepting Criticism at WorkJob EvaluationListening at WorkWaiting at WorkDressing for WorkI Don’t UnderstandLetting Others WorkTalking at WorkAppropriate LanguageHelping CustomersWhen Customers LeaveChecking My AppearanceBody OdorBad BreathDirty Hair

Special EventsGetting Hurt/Sick at WorkStaying Home from WorkWork HolidayChanging JobsStealing


RReeffeerreenncceess aanndd RReessoouurrcceess

Fouse, B. and Wheeler, M.A. Treasure Chest of Behavior Strategies for Individuals withAutism. Arlington, TX: Future Horizons, Inc., 1997.

Frith, U. Autism: Explaining the Enigma. Oxford, England: Blackwell, 1989.

Grandin, T. Thinking in Pictures. New York: Doubleday, 1995.

Gray, C. (ed.). The Morning News. Newsletter available by subscription through JenisonPublic Schools, Jenison, MI. (To order, call 616-457-8955.)

Gray, C. The New Social Story Book. Arlington, TX: Future Horizons, 1994.

Harrington, K. For Parents and Professionals: Autism. E. Moline, IL: LinguiSystems, Inc.,1998.

Harrington, K. For Parents and Professionals: Autism in Adolescents & Adults. E. Moline, IL:LinguiSystems, Inc., 2000.

Hodgdon, L.A. Solving Behavior Problems in Autism: Improving Communication with VisualStrategies. Troy, MI: Quirk Roberts Publishing, 1999.

Hodgdon, L.A. Visual Strategies for Improving Communication. Volume 1: Practical Supportsfor School and Home. Troy, MI: Quirk Roberts Publishing, 1995.

Koski, P.S. Autism & PDD: Picture Stories and Language Activities. E. Moline, IL:LinguiSystems, Inc., 1998.

Quill, K.A. Do-Watch-Listen-Say: Social and Communication Intervention for Children withAutism. Baltimore: Paul Brookes Publishing Co., 2000.

Reese, P.B. and Challenner, N.C. Autism and PDD: Primary Social Skills Lessons. E. Moline,IL: LinguiSystems, Inc., 1999.

Richard, G.J. The Source for Autism. E. Moline, IL: LinguiSystems, Inc., 1997.

Rollins, P., Wambacq, I., Dowell, D., Mathews, L., and Reese, P. B. “An InterventionTechnique for Children with Autistic Spectrum Disorder: Joint Attention Routines.” Journalof Communication Disorders, Vol. 31, 1998, pp. 181-193.

Writing with Symbols. Solana Beach, CA: Mayer-Johnson, 2000.

1-04-98765

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interacting - Applied Behavioral Solutions, LLCappliedbehavioralsolutionsllc.com/uploads/A_PDD_Adol_Interacting.pdf · About the Authors Pam Britton Reese, M.A., CCC-SLP, owns a private