Upload
sheila-waithe
View
213
Download
0
Tags:
Embed Size (px)
Citation preview
Social Skills Groups with ASD Teen Boys
Joel Shaul, LCSW
The Watson Institute
Social Skills Groups:Teen Boys
Zeke
Edward
Frank
Mike
Bill
Kyle
Bill: Angry. Just wants to draw by himself. Forgets names, other details.
Frank: Unconcerned about how others perceive him. Lost in fantasies.
Mike:Tries to engage
peers with “Go Steelers.”
Speech is clumsy, repetitive.
Edward:Smart and outgoing, but can’t guess others’ thoughts. Stereotypic interests.
Zeke: Odd speech. Has never had a friend visit his house.
Kyle: Depression connected with social failures.
Teen group skills
• Conversation• Cooperation• Friendship• Emotional Regulation• Social Milestones
Conversation skills• Starting a conversation• Taking turns in conversation• Maintaining conversation of interest to
others• Beyond content: tone, volume,
gestures, distance, expression
Edward Bill Mike Zeke Kyle Frank
PLEASE LOOK TOWARDS THE OTHER KIDS, NOT JUST
THE GROUP LEADERS
How to Act Interested
Step One:
Use a friendly face
and voice
Step Two: LOOK.
Step 3: Ask a QUESTION, or make a
COMMENT about:*What the person is doing.*What the person is interested in.*How the person is feeling.
– Derived from Coucouvanis, Superskills
Capture theteachable moment
“Dude, you are the most creative kid I have ever seen.”
Coordinating With the Family
Monologues Sharing, comparing, exchanging: *Emotions
*Plans Interrogations Shared interests Shared experiences Lectures Opinions
Practicing through role plays
Example:Your grandmother just walked into the room while your favorite show is on TV. She says, ‘Excuse
me, I have something interesting to tell you.“
What can you
say to her?
How did therole play go?
1. Did the person’s facial expression match the emotion he was supposed to be portraying? Yes/No/Sort of
2. Did the person’s tone of voice match the emotion he wassupposed to be portraying? Yes/No/Sort of
3. Volume of the person’s voice: Loud/Medium/Soft
4. How much eye contact? OK/Too much/Too little
5. Did the person’s body language fit the emotion he was portraying? Yes/No/Sort of
6. Did the person interrupt? Not much/some/a lot
7. Did the person go off topic? Not much/some/a lot
8. The person talked about his/her OWN interests… OK/too much/too little 9. Did the person start the conversation in a good way? Yes/no/sort of
10. Did the person end the conversationin a good way? Yes/no/sort of
A compliment about this interview is:___________________
Keeping Conversation Connected
Cooperation
• How to ask someone to play
• How to join play with others
• Problem solving and compromising
Edward Bill Mike Zeke Kyle Frank
Combining teachingand a learning activity
Useful cooperation phrases:
*How about this idea?
*Let’s try his idea.
*There might be more than one way.
OUR WORLD
A group activity
Design a world
Together
Friendship
• Exploration of what is a friend
• Ways to initiate and maintain friendships
• Using the group as place to find friends
Edward Bill Mike Zeke Kyle Frank
A friend provides emotional If your friend feels bad,support when you feel bad. you should try to offer
emotional support.
Tell about a time when a friendoffered you emotional support
A friend provides comfort when his friend needs it.
If your friend is sad because his dog died, what are some things to say and do to help?
A friend listens
for two minutes while you talk about Yugio.
Your friend loves Barbies. To balance, how long should you listen to her talk about Barbies?
Reciprocity in Friendship
Tools to Cope With Rejection
Negative self talk:• “They will probably
reject me.”• “I always
getrejected.
What’sthe use oftrying?”
Positive self talk:• “I might get
rejected butmaybe not this time.”
• “If I don’t try, I will never succeed.”
from RDI
Approaching obstaclesto social milestones
What are some reasons you might LIKE to go to a dance?*I like girls.*I want to try new things.*Other people go to dances; why shouldn’t I?Other reasons: _________________________________
The Sleepover
Put a check mark
next to reasons you might like to sleep overat a friend’s house or have a friend sleep over at your house:
Special treats Games with a friend
Talking together
Job interviews
Emotional Regulation
• Building awareness of group members’ own unique experiences of anger and anxiety
• Teaching coping strategies uniquely suited for autistic spectrum children
The
Emotion
Thermometer
Coordination With Parents and Others
GROUP PARENTS:We are starting a unit on anger. Please take a few moments to
give us some information on how your child deals with anger.Name:_________________________________Parent’s name__________________________Email address:__________________________When and in what manner does your child get angry? What
seems to help?_____________________________________ ___________________________________________________________________________________________________________________________________________________
Special Considerations
• Therapeutic impact affected by group composition.
• Coordination with parents and others mental health professionals essential.
• Social skills training field is in state of exciting growth.