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Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 1
Show Me How You Feel:Social and Affective
Behavioral Skills ToolsR. Wayne Gilpin
Kathy Kelchner, M.Ed.
Objectives Understanding of the foundation for non verbal
communication and social skills learning The importance of teaching feelings and emotions
across environments and on an on-going basis Understanding that children with autism do not
learn to understand feelings incidentally and thisrequires instruction
Instruction in feelings, non-verbal communicationis the foundation for instruction in social skills andbehavioral regulation
Instruction in feelings and relationships is criticalto academic success
Famous People withAutism
Thomas Jefferson Albert EinsteinMarie Curie Paul Robeson Gregor Mendel Carl SaganWolfgang Amadeus Mozart Temple Grandin
Characteristics of some of ourfamous people:
Greeting dignitaries while wearing odd, frayed, clothing, worn-down bedroom slippers, uncombed hair and at times a pet
mockingbird perched on his shoulder Having no friends and rarely mixing with other
children his age If something caught his interest he had the
“concentration of a watchmaker ” and a “laserlike ability to focus”
Characteristics of some of ourfamous people:
Habitually repeating teachers’questions before replying
Dropping out of high schoolCutting classes regularlyWouldn’t let anyone tell him a
thingUncombed hairUnconcerned about appearance
Characteristics of some of ourfamous people:
Lack of a tactful manner for interacting withteachers in early years and interacting withacquaintances throughout his life.
Antagonistic style of behavior Introverted Quick to scold Troublemaker at school, annoyingly egotistical
Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 2
Characteristics of some ofour
famous people:
When you compare the history of some ofour famous figures to the strugglessome of our students with autism yousee the need for instruction beyond theprescribed curriculum. Autism is animpairment of social interactions. Wingand Gould (1979) described thedifficulties characteristic of autism as a“triad of impairments”.
The Autism “triad ofimpairments”
The impairments all have afundamental social nature and aredefined as:Impairment of social interactionImpairment of social communicationImpairment of social imagination,
flexible thinking and imaginative play
Behavioral DisruptionEffecting Social Relating
Dr. Marilyn Monteiro
Elevated anxiety level Poor quality eye contact Nonverbal use not used or understood
to regulate social exchangesMay have a desire for friendships but
lack necessary social skills to maintainpeer relationships
Facial expressions generally neutral Socially naïve
Behavioral DisruptionEffecting Social Relating
Dr. Marilyn Monteiro
Acts like a younger child Difficulty expressing feelings Has angry outbursts when overwhelmed Transitions are difficult Behaviors are more pronounced during
less structured times (PE, lunch, recess,music, passing periods)
Behavioral DisruptionEffecting Social Relating
Dr. Marilyn Monteiro
Teach Social skills through IEPs Emphasis on replacement behaviors; verbal
and non-verbalRequires direct instruction and practice in
generalization
Skillstreaming model is a good social skillstraining model for students with autism
Effects of Other’s Behavior onPeople with Disabilities
80% of all women withcognitive challenges experienceat least one sexual assault intheir lifetime. Men are also moresusceptible to abuse.
Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 3
Effects of Other’s Behavior onPeople with Disabilities
5 million crimes occureach
year toward persons withphysical
or cognitive challenges
Effects of Other’s Behavior onPeople with Disabilities
49% experience 10or
more incidents ofsexual
abuse in their lifetime
People with High FunctioningAutism and Asperger Syndrome
Have a highrate of: Depression Anxiety Suicide
People with High FunctioningAutism and Asperger Syndrome
Other effects Are often the
targets of bullies Are often
misunderstood byothers
Social Skills to TeachMesibov, Shea and Adams (2001)
Waiting Taking turns at being first Taking turns making decisions about
what to play/do Joining in a conversation or activity with
other children Taking turns in a conversationWorking/playing quietly Accepting not winning
Learning Rules is Not EnoughDr. Michael Powers (2002)
Identify specific skill or behavior: Ecologicalinventory
Determine time and place for initial instruction(small setting or 1 to1)
Break the skill into small steps, teaching frompart to whole, staying concrete and avoidingabstract or nonliteral interpretations andconcepts
Expand and generalize to real-worldexperiences Practice in new places Cue cards or reminders
Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 4
Learning Rules is Not EnoughDr. Michael Powers (2002)
Elementary Level:Monitoring and displaying emotion
Smiling and nodding appropriatelyRecognizing facial expressions in others that
suggest mood
Understanding basic social rulesSpeaking politely to adultsNot pushing in lineAsking for food politelyResponding appropriately to conversational
attempts by others
Learning Rules is Not EnoughDr. Michael Powers (2002)
Elementary Level:Develop a written list of attributes as
reference for conversation topicsA friend just meFavorite television programFamily membersPets, etc.
Knowing some appropriate leisure skillsother than particular interestListening to musicSwimmingHiking
Learning Rules is Not EnoughDr. Michael Powers (2002)
Elementary Level:Limiting obsessive rule-enforcing and
accepting that one doesn’t have to beright all the timePractice phrases to use instead of
outbursts
Nowicki, Duke and Martin
Helping the Child Who Doesn’t FitIn
Teaching Your Child the Languageof Social Success
Nowicki, Duke and Martin
Most children learn to understand theirown feelings and the feelings of othersthrough incidental learning. There area large number of children who requireinstruction in these basic skills.Prominent researchers describe thechildren requiring such instruction as“children who don’t fit in”.Understanding feelings is onecomponent of the language of socialsuccess.
Social Success
Depends on following the rules ofcommunication: verbal and nonverbal.
Identifying and understandingmessages/feelings conveyed throughour various methods of communication.
Identifying and understandingmessages/feelings others conveythrough various methods ofcommunication.
Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 5
Methods ofCommunication
Facial ExpressionsSpace and TouchGestures and PosturesRhythm and TimeObjectics; hygiene and style of
dressParalanguage
Methods ofCommunication
ParalanguageSound patternsSpeed of talkingIntensity of speechDifferent tones of voice
Nowicki, Duke and Martin:
Understanding feelings is onecomponent of the language ofsocial success. Instruction infeelings should include instructionin the reading of facial and bodyexpressions; key components ofnonverbal communication.
Nowicki, Duke and Martin:
Describe the fourth critical “r” foreducation, other than the threebasics of reading writing andarithmetic as relationships.
The rules for relationships arenecessary to make the peoplearound us comfortable and to helpour students “fit in” to society.
Show Me How You Feel
Show Me How You Feel is a simpleprocess that uses the Mayer-JohnsonPicture Communication Symbols© toteach students the basics ofcommunicating feelings.
This process has been used successfullywith students with autism, mentalretardation, ADD/ADHD, learningdisabilities and behavioral challenges.
Show Me How You Feel: Social &Affective Behavioral Skills Tools
July 2008
R. Wayne GilpinKathy Kelchner, M.Ed. 6
Show Me How You Feel
Dallas ISDGreat Lakes AcademyFriendship ClubForney ISDMisc. Districts in TexasGolden Child ResourcesThe CAT-Kit
4th Grade – Teens (or adults)
The CAT-KitFutureHorizons
The CAT-Kit Kathy Kelchner, M.Ed.
2132 S. Woody Rd.Dallas, TX 75253
www.kelchner.net
