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Rebecca Burkley, MSJodi Toscolani, M. Ed.
ASERT
Social Interaction Defined
Reciprocal processing which children effectively initiate and respond to social stimuli presented by their peers.(Shores, 1987)
Social Interactions
Critical to social, cognitive and emotional development.
Allows for positive reactions from peers. Interactions and relationships are part of one’s social support network and builds the foundation for future relationships.
Promotes positive self‐worth, self‐efficacy, and positive affect.
Social Interactions
How children interact with other peers, adults and or family members.
Children with autism spectrum disorder often fail to develop typical peer relationships. May lack interest in peersWant friends, but lack the skills required
“The ability to engage in interactive behaviors can be disrupted by factors within the environment or factors within the child.”
(DEVELOPING INTERACTION ABILITIES Carol Westby, Ph.D.)
Individuals with ASD
Difficulty with social interaction skills: Initiating interactions Responding to others' initiations Sustaining interactions Use of eye contact, facial expressions, body postures, and gesturesMutual sharing of interests, activities, emotions Sharing of positive feelings, interests, achievements
Individuals with ASD (cont.)
Lacks: Social or emotional reciprocity Judging other’s behaviors and acting on those behaviors
Flexibility in interactions, tolerate frustrations, and accommodating differences of others
Managing conflict with peers and adults Understanding hidden social curriculum Understanding expectations / roles in relationships A history of social experiences and successful social interactions when confronted with social situations
Social Skills Defined
Elliot, Racine, and Busse (1995) define social skills as “socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist the person in avoiding negative responses.”
Social Skills
Typically developing children gain the basic social skills through modeling, experience, and trial and error.
Prewired to learn social skills Exposure to various situations teaches social skills
Social experiences guide the foundation for future social situations
Individuals with ASD Need…
Systematic Instruction Instruction should be broad to include a variety of topics Conversational skills Play Initiation and responses to peers Self‐regulation and coping
Gresham & Elliott (2008)
Individuals with ASD Need… Instruction should progress from foundational to more advanced skills
Goals should be consistent with neuro‐typical peers
Strengths and weaknesses taken into consideration
Generalization and maintenance of skills should be a focus
Team members should pick a limited number of skills to target
Gresham & Elliott (2008)
Assessing for Intervention
In order to select specific skills to target, an assessment tool should be used.
“Effective assessment is the foundation for effective intervention plans” (Gresham & Elliott, 2008)
Assessment Tools Social Skills Improvement System (SSIS)
(Gresham & Elliott, 2008) Vineland Adaptive Behavior Scales II—Socialization
Domain(Sparrow et al, 2005)
Skillstreaming in Early Childhood curriculum(McGinnis & Goldstein, 1990)
Autism Social Skills Profile(Bellini & Hopf, 2007)
Social Skills Improvement System (SSIS)
SSIS can be used by various raters: teacher, parent, student
Used to document frequency of positive behaviors Communication, cooperation, assertion, responsibility, empathy, engagement, & self‐control
Brief measure of problem behaviors Externalizing problems, bullying, hyperactivity/ inattention, internalizing problems, ASD
Gresham & Elliott, 2008
Social Skills Improvement System (SSIS)
Screen for problem behaviors & identify those at risk for social behavior problems
Identifies social behavior acquisition & performance deficits
Identify social skills strengths Comparison to national norms Provides a baseline for post‐intervention progress
Tracks progress Gathers longitudinal research data
Gresham & Elliott, 2008
Social Skills Improvement System (SSIS)Intervention Plan
Social skills strengths Knows & uses social skills consistently & appropriately
Social skills performance deficitsUses the skill but does so infrequently
Social skills acquisition deficits Does not sufficiently know
the skill or how to use it appropriately
Competing problem behaviors Interferes with child’s
performance of a learned social skill
Gresham & Elliott, 2008
Social Skills Improvement System (SSIS)Intervention Plan
SSIS Objectives: Promotes skill acquisition & facilitates generalization Enhances skill performance Removes / reduces competing problem behaviors
Gresham & Elliott, 2008
Vineland II
Most widely used & researched Norms for typically developing children and separate norms for children with ASD
Measures severity of ASD Social domain: Interpersonal relationships Play and leisure Coping skills
Taubam et al. (2011)
Skillstreaming in Early Childhood Curriculum Approach utilizes modeling, role playing,
performance feedback, and transfer training (homework).
Covers 40 prosocial skills, such as trying when it's hard, knowing when to tell, dealing with teasing, and waiting your turn.
The skills are divided into six areas: Beginning Social Skills, School‐Related Skills, Friendship‐Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress
Autism Social Skills Profile
Addresses the need for social programming for children and adolescents with autism spectrum disorders by helping children identify the skills they need to form relationships and an intervention plan to help them acquire these skills.
Comprehensive 5 step model
Bellini, 2006
Targeted Interventions
Provide direct instruction Modeling & coaching Behavioral rehearsing Practice on skill deficit until child is able to generalize skill in other areas
Use of reinforcement procedures Reductive strategies to decrease problem behaviors
Gresham & Elliott, 2006
Peer‐Mediated Interventions
Peer initiation Training a peer to engage the child in prosocial behaviors/ interactions
Peer tutoring Used to facilitate cooperation
Peer modeling Enhances performance of prosocial behavior by tapping into neuro‐typical peers
Gresham & Elliott, 2006
Antecedent Interventions
Cuing & Prompting involves the presentation of visuals, verbal, non‐verbal or physical prompts.
PrecorrectionProblem behavior is presented and a prompt is given for the appropriate response.
Gresham & Elliott, 2006
Consequence‐Based Interventions
Applying either positive or negative reinforcement to behaviors.
Strategies assume the child knows how to do the behavior.
Reinforcement is necessary to maintain or increase the frequency of the behavior.
Behavioral contract may be used to specify expected behaviors.
Gresham & Elliott, 2006
Changing Socially Unacceptable Behaviors Functional Behavioral Assessment Looks at both antecedents and setting events (motivating
operations) to determine effective interventions to reduce the child’s maladaptive behaviors.
Communicative Alternatives/Functional Equivalence Teaching an alternative way to communicate and replacement
behaviors.
Behavior Support Plan Proactive strategies to decrease challenging behaviors and
increase the child’s ability to learn.
Gresham & Elliott, 2006
Teaching Interaction Model (TI) One teaching approach that has had great success for children and adolescents with ASD is the Teaching Interaction (TI) model. TI is an effective way to teach social skills at home, school, and community settings. The TI model incorporates Applied Behavior Analysis (ABA) methodology and provides for a systematic and interactive type of treatment.
Taubam et al. 2011
The Six Steps of TI
Initiation & Labeling Rationale Demonstration Practice Feedback Consequences
Taubam et al., 2011
Initiation & Labeling
Point out what is being taught Give it a name Label: clear, concise, & capture skill being taught in a few words
Use language that fits the age level & culture of child
Related to personal history
Taubam et al., 2011
Rationale
Takes the form of “if/ then” statement Natural / realistic outcomes Meet personals needs & meaningful to the child
Reasons why child should engage in prosocial behavior
Taubam et al., 2011
Demonstration
The instructor describes and demonstrates the skill
Skills are taught in steps and then chained together
Include facial expressions, tone of voice, eye gaze and body language
Include observable actions, internal and cognitive
Be detailed, specific, clear, and explain discrete behaviors
Taubam et al., 2011
Demonstration continued
Requires multiple teaching sessions Modeling is an exact demonstration of the skill to be learned
Usually in vivo Can occur through written words, pictures, or video modeling
Careful when showing inappropriate behaviors
Discrimination training of skillsTaubam et al., 2011
Practice
Essential to learning skills Practice what is described/demonstrated Practice skill in a contrived role‐play Arrange role‐play for success With mastery, what is practice expands over time
Practice with adults first before engaging peers in the natural environment
Taubam et al., 2011
Feedback
Allows for behavioral growth, skill acquisition, and success
Child’s cooperation, effort, calmness, participation, patience, attention, etc
Give both positive and corrective Be specific Skill performance and “learning how to learn”
Cycle back to other TI areas Taubam et al., 2011
Consequences
External reinforcements – tokens Direct reinforcements – items, activities Performance Appropriate learning behaviors Tap into child’s motivational systems Positive or corrective consequences Bridges to using skills in natural environment
Taubam et al., 2011
Consequences continued
Enhances feedback Individual Use of differential reinforcement adds a powerful component to the verbal feedback
Taubam et al., 2011
Recommendations
Keep in mind the length of session
Keep prompts to a minimum
Use language that the child will understand
Have fun!! Natural as possible Individualized
Use your own voice Use formal and informal
Timing of session Achieve mastery before moving on
Bridge session to future sessions
Taubam et al., 2011
Discrimination Training Before, during, and after sessions Appropriate/correct (cool) vs. inappropriate/incorrect (not cool) of a skill Polite vs. impolite Interested vs. bored Expected vs. unexpected
DTT format with prompts, etc
Taubam et al., 2011
Discrimination Training continued
Living rationales help with abstract concepts
Teaches elements of skills Teaches whole skills Helps to better grasp social cues of others
Taubam et al., 2011
Generalization Training
Skills are transferred from a role‐play situation to the natural environment
Allows the child to be consistent and independent
Gradually making the role‐plays more realistic and less contrived
Planning the transfer of artificial reinforcements to natural reinforcements
Taubam et al., 2011
Generalization Domains
People Place Time Provocativeness Predictability Authenticity Reinforcement
Taubam et al., 2011
Overall Objective
Develop authentic skills, promote independence, and success in real‐life situations.
Taubam et al., 2011
References Bellini, S., (2006). Building Social Relationships: A Systematic Approach to
Teaching Social Interactions to Children and Adolescents on the Autism Spectrum Disorder and Other Disabilities
Gresham, F., Ph.D., Elliott, S., Ph.D., (2008). Social Skills Improvement System
Smith, T., Ph.D., (2012). Making Inclusion Work for Students with Autism Spectrum Disorders: An Evidence‐Based Guide
Taubman,M., Ph.D., Leaf, R., Ph.D., McEachin, J., Ph.D., ( 2011). Crafting Connections: Contemporary Applied Behavior Analysis for Enriching the Social Lives of Persons with Autism Spectrum Disorder
Westby, Carol, Ph.D., Developing Interaction Abilities
Autism Services, Education, Resources, and Training (ASERT)
ASERT is a statewide initiative funded by the Bureau of Autism Services, Pennsylvania Department of Public Welfare.
