Upload
optionalg
View
217
Download
0
Embed Size (px)
Citation preview
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 1/17
Teaching Social Interaction
Skills to Students with ASD
Teaching Social Interaction
Skills to Students with ASD
Presented by the MNPS Autism Team
Thoughts from an adult withAspergers (Look me in the eye by John Elder Robison)
Thoughts from an adult withAspergers (Look me in the eye by John Elder Robison)
My conversational difficulties highlight a
problems Aspergians face every day. Aperson with an obvious disability-forexample, someone in a wheelchair-istreated compassionately because hishandicap is obvious. No one turns to a guyin a wheelchair and says “Quick! Let’s runacross the street!” And when he can’t runacross the street, no one says, “What’s hisproblem?” They offer to help him acrossthe street.
My conversational difficulties highlight a
problems Aspergians face every day. Aperson with an obvious disability-forexample, someone in a wheelchair-istreated compassionately because hishandicap is obvious. No one turns to a guyin a wheelchair and says “Quick! Let’s runacross the street!” And when he can’t runacross the street, no one says, “What’s hisproblem?” They offer to help him acrossthe street.
Thoughts continued…Thoughts continued…
With me, though, there is no externalsign that I am conversationallyhandicapped. So folks hear someconversational misstep and say “Whatan arrogant jerk!” I look forward tothe day when my handicap will affordme the same respect accorded to aguy in a wheelchair. And if therespect comes with a preferred
parking space, I won’t turn it down.
With me, though, there is no externalsign that I am conversationallyhandicapped. So folks hear someconversational misstep and say “Whatan arrogant jerk!” I look forward tothe day when my handicap will affordme the same respect accorded to aguy in a wheelchair. And if therespect comes with a preferred
parking space, I won’t turn it down.
Why be Concerned?!?!Why be Concerned?!?!
70% of people withAutism are unemployed
The higher thefunctioning, the higher
the unemployment!
(Belini, 2007)
70% of people withAutism are unemployed
The higher thefunctioning, the higher
the unemployment!
(Belini, 2007)
ObjectivesObjectives
1. to understand the common socialdifficulties associated with autism
2. to understand an appropriate meansof evaluating social skills
3. gain ideas for using theseinterventions in classroomactivities/groups
1. to understand the common socialdifficulties associated with autism
2. to understand an appropriate meansof evaluating social skills
3. gain ideas for using theseinterventions in classroomactivities/groups
Social Interaction SkillsSocial Interaction Skills
By definition (Gresham & Elliot, 1995)
Socially acceptable learned behaviorsthat enable a person to interact withothers in ways that elicit positiveresponses and assist in avoiding negativeresponses.
By definition (Gresham & Elliot, 1995)
Socially acceptable learned behaviorsthat enable a person to interact withothers in ways that elicit positiveresponses and assist in avoiding negativeresponses.
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 2/17
Autism Documentary Autism Documentary
Social Interaction SkillsSocial Interaction Skills
Early Social SkillsEarly Social Skills
Turn taking
Eye contact
Sharing
Parallel play
Cooperative play
Imitation
Joint attention:gestural and
communicative
Turn taking
Eye contact
Sharing
Parallel play
Cooperative play
Imitation
Joint attention:gestural and
communicative
Sharing affect
Proximity
Following simplecommands
Responding
Rejectingappropriately
Requesting help
Sharing affect
Proximity
Following simplecommands
Responding
Rejectingappropriately
Requesting help
Joint AttentionJoint Attention
ability to shareattention with anotherperson while both arepaying attention tothe same object
Can be gestural orconversational
ability to shareattention with anotherperson while both arepaying attention tothe same object
Can be gestural orconversational
Later Social SkillsLater Social Skills
Empathy Compliments Sharing interests Interpreting and using
facial expressions Initiate, terminate, and
maintain interactions Conversation topics and
amount of info Lacks tact: appears rude
or naïve Interpreting figurative
language,
Empathy Compliments Sharing interests Interpreting and using
facial expressions Initiate, terminate, and
maintain interactions Conversation topics and
amount of info Lacks tact: appears rude
or naïve Interpreting figurative
language,
Comments Feelings Community rules Self monitoring
Critical thinking Dating/sexual etiquette Grooming Respecting authority Problem solving Difficulty understanding
jokes Social anxiety and
withdraw
Comments Feelings Community rules Self monitoring
Critical thinking Dating/sexual etiquette Grooming Respecting authority Problem solving Difficulty understanding
jokes Social anxiety and
withdraw
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 3/17
Understanding why this happensUnderstanding why this happens
Repetitiveness and restricted interests
Interpret literally Theory of Mind: difficulty understanding
another person’s perspective or that theyhave thoughts and feelings different fromtheir own
Difficulty imitating Difficulty problem solving Pragmatics: form (syntax, morphology,
phonology) and content (semantic) encodesdifferently in ASD from early interactions
Repetitiveness and restricted interests
Interpret literally Theory of Mind: difficulty understanding
another person’s perspective or that theyhave thoughts and feelings different fromtheir own
Difficulty imitating Difficulty problem solving Pragmatics: form (syntax, morphology,
phonology) and content (semantic) encodesdifferently in ASD from early interactions
Consequences of Poor Social Skills: 70% ofthose on the spectrum are unemployed
Consequences of Poor Social Skills: 70% ofthose on the spectrum are unemployed
Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self
or others.
Poor Academic Performance Peer Failure Rejection Isolation Anxiety Depression Substance Abuse Suicidal Thoughts Violence Towards Self
or others.Bellini/2007
Activity 1Activity 1
Stand Up!!
What were the communicationdifficulties you experienced?
Stand Up!!
What were the communicationdifficulties you experienced?
Social Interaction SkillsSocial Interaction SkillsEvaluation and PlanningEvaluation and Planning
Pragmatic AssessmentsFormal Assessments
Pragmatic AssessmentsFormal Assessments
Test of Pragmatic Language
Clinical Evaluation of Language
Fundamentals: Pragmatic Profile Social Emotional Evaluation
Pragmatics Language Skills Inventory
Comprehensive Assessment ofSpoken Language
Social Skills Rating system
Test of Pragmatic Language
Clinical Evaluation of Language
Fundamentals: Pragmatic Profile Social Emotional Evaluation
Pragmatics Language Skills Inventory
Comprehensive Assessment ofSpoken Language
Social Skills Rating system
Pragmatic AssessmentInformal Assessment
Pragmatic AssessmentInformal Assessment
Language Sample
Observations:
Parent/Teacher Report Social Language Checklist
Language Sample
Observations:
Parent/Teacher Report Social Language Checklist
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 4/17
Informal Assessment: ObservationsWhat are you looking for?
Informal Assessment: ObservationsWhat are you looking for?
Proximity: appropriate space
Object/body use Requests Initiations Responses Behaviors: do they interfere Transitions Participation in routine or novel situations
Proximity: appropriate space
Object/body use Requests Initiations Responses Behaviors: do they interfere Transitions Participation in routine or novel situations
Informal AssessmentWhat is keeping the student from establishing and
maintaining social relationships?
Informal AssessmentWhat is keeping the student from establishing and
maintaining social relationships?
• Rate social competence: interviews and rating scales
• Take date: during recess observe # of social initiations,# of social responses, and amount of social engagementtime
• Conversations skills: Initiations, responses, maintenance,closure of social interactions (various settings)
• Cooperative play skills: joining in, taking turns, sharing,losing, games
• Friendship skills: proximity, appropriate topics, helping,rules, bullies, grooming
• Emotions: understanding emotions, problem solving skills
• Empathy
• Conflicts: anger, respect, NO,
• Rate social competence: interviews and rating scales
• Take date: during recess observe # of social initiations,# of social responses, and amount of social engagementtime
• Conversations skills: Initiations, responses, maintenance,closure of social interactions (various settings)
• Cooperative play skills: joining in, taking turns, sharing,losing, games
• Friendship skills: proximity, appropriate topics, helping,rules, bullies, grooming
• Emotions: understanding emotions, problem solving skills
• Empathy
• Conflicts: anger, respect, NO,
PATHWAYS INVENTORY (Rev. 6/23/07)
Child's Name ___________________________ Date _______
___Difficulty handling transitions, shifting from one mindset or task to another (shifting cognitive set)
___ Difficulty doing things in a logical sequence or prescribed order
___ Poor sense of time
___ Difficulty reflecting on multiple thoughts or ideas simultaneously
___ Difficulty maintaining focus for goal-directed problem-solving
___ Difficulty considering the likely outcomes or consequences of actions (impulsive)
___ Difficulty considering a range of solutions to a problem
___ Difficulty expressing concerns, needs, or thoughts in words
___ Difficulty understanding what is being said
___ Difficulty managing emotional response to frustration so as to think rationally (separation of affect)
___ Chronic irritability and/or anxiety significantly impede capacity for problem-solving
___ Difficulty seeing the “grays”/concrete, literal, black-and-white, thinking
___ Difficulty deviating from rules, routine, original plan
___ Difficulty handling unpredictability, ambiguity, uncertainty, novelty
___ Difficulty shifting from original idea or solution/difficulty adapting to changes in plan or new rules/possibly preservative or obsessive
___ Difficulty taking into account situational factors that would suggest the need to adjust a plan of action
www.cpsinstitute.orgwww.cpsinstitute.org Determine: Skill AcquisitionDeficit or Performance DeficitDetermine: Skill Acquisition
Deficit or Performance Deficit
Skill Acquisition Deficit: skill is absent(will need to teach)
Performance Deficit: skill is in repertoirebut the child does not use the skills(enhance performance)
Can the student do the skill with different
people in different settings?
Skill Acquisition Deficit: skill is absent(will need to teach)
Performance Deficit: skill is in repertoirebut the child does not use the skills(enhance performance)
Can the student do the skill with different
people in different settings?
What if you are thinking…?I don’t think I should modify or make excuses for
these kids. I know they can do it!
What if you are thinking…?I don’t think I should modify or make excuses for
these kids. I know they can do it!
Saying that they know how to dosomething is only DECLARATIVEKNOWLEDGE.
I can teach mostly anyone thefacts necessary to learn howdrive a stick shift car. But,being able to say how to dosomething does not mean youcan do it.
What often keeps a child frombeing successful are skills weoften do not teach…
It’s a continuum that requiresPROCEDURAL KNOWLEDGE.
Saying that they know how to dosomething is only DECLARATIVEKNOWLEDGE.
I can teach mostly anyone thefacts necessary to learn howdrive a stick shift car. But,being able to say how to dosomething does not mean youcan do it.
What often keeps a child frombeing successful are skills weoften do not teach…
It’s a continuum that requiresPROCEDURAL KNOWLEDGE.
Thinking
Feeling
Doing
Bellini/2007
Being able to say how to doit doesn’t mean you can do
it!We can bridge the gap
with visual support,practice, and meaningfulactivities
Being able to say how to doit doesn’t mean you can do
it!We can bridge the gap
with visual support,practice, and meaningfulactivities
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 5/17
How to start planning and begininstruction?
How to start planning and begininstruction?
5 Steps Identify and assess areas of need Discern between skill acquisition
deficits and performance deficits Select appropriate intervention
strategies Implement intervention strategies Evaluate program and modify as
needed*Source: Bellini, 2007
5 Steps Identify and assess areas of need Discern between skill acquisition
deficits and performance deficits Select appropriate intervention
strategies Implement intervention strategies Evaluate program and modify as
needed*Source: Bellini, 2007
Goal SelectionGoal Selection
Goals should be functional and
applicable to success in life Ensure goals are appropriate for
cognitive levels
Goals should be positive
Goals should be realistic andrepresent a challenge
Set criteria based on baseline data
Goals should be functional and
applicable to success in life Ensure goals are appropriate for
cognitive levels
Goals should be positive
Goals should be realistic andrepresent a challenge
Set criteria based on baseline data
The Hidden Curriculumby Brenda Smith Myles, Melissa L. Trautman, and
Ronda L. Schelvan
The Hidden Curriculumby Brenda Smith Myles, Melissa L. Trautman, and
Ronda L. Schelvan
Refers to the set of rules that everyonein the school knows, but that no one hasbeen directly taught:How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to playWho to ignoreOthers?
Refers to the set of rules that everyonein the school knows, but that no one hasbeen directly taught:How to dressWhat type of backpack to carryHow to greet a peerWhere to hang out between classesWhat games are acceptable to playWho to ignoreOthers?
Teachers Hidden CurriculumTeachers Hidden Curriculum
Teacher Expectations What students should do when the bell
rings
How to travel from class to class in themost direct way.
The administrative structure.
Which teachers will tolerate lateness
Which teachers give homework.
Which teachers place value on finalexams.
Teacher Expectations What students should do when the bell
rings
How to travel from class to class in themost direct way.
The administrative structure.
Which teachers will tolerate lateness
Which teachers give homework.
Which teachers place value on finalexams.
Social Interaction SkillsSocial Interaction SkillsUnderstanding and Decreasing AnxietyUnderstanding and Decreasing Anxiety Look me in the Eye by John Elder
Robison
Some more thoughts fromJohn
Some more thoughts fromJohn
Many descriptions of autism andAsperger’s describe people like as “notwanting to contact with others” or
“preferring to play alone.” I played bymyself because I was a failure at playingwith others. I was alone as a result of myown limitations, and being alone was one ofmy bitterest disappointments of my younglife. The sting of those early failuresfollowed me long into adulthood, evenafter I learned about Asperger’s.
Many descriptions of autism andAsperger’s describe people like as “notwanting to contact with others” or
“preferring to play alone.” I played bymyself because I was a failure at playingwith others. I was alone as a result of myown limitations, and being alone was one ofmy bitterest disappointments of my younglife. The sting of those early failuresfollowed me long into adulthood, evenafter I learned about Asperger’s.
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 6/17
Some more thoughts onAnxiety
by Jerry Newport Your Life Is Not a Label
Some more thoughts onAnxiety
by Jerry Newport Your Life Is Not a Label “As far back as I remember, I was like a little bird
on a wire, ready to flee from the nextembarrassment at a moment’s notice. No matterhow hard I tried to obey all the rules, spoken byparents with frustration and siblings withsarcasm, I knew I would eventually screw up andtread water in another sea of laughter.
So, my stress and perhaps yours, came from manysources: frustration, neurological overload, andsocial humiliation to name a few.
There is nothing more frustrating than the lifelongaccumulation of scars that result from trying tobe like normal people and failing daily. It isespecially hard when your disability is invisiblelike mine.”
“As far back as I remember, I was like a little birdon a wire, ready to flee from the nextembarrassment at a moment’s notice. No matterhow hard I tried to obey all the rules, spoken byparents with frustration and siblings withsarcasm, I knew I would eventually screw up andtread water in another sea of laughter.
So, my stress and perhaps yours, came from manysources: frustration, neurological overload, andsocial humiliation to name a few.
There is nothing more frustrating than the lifelongaccumulation of scars that result from trying tobe like normal people and failing daily. It isespecially hard when your disability is invisiblelike mine.”
Fear and Anxiety arecommon feelings for peoplewith ASD.
Fear and Anxiety arecommon feelings for peoplewith ASD.
Stress in Persons’ withAsperger’s
Stress in Persons’ withAsperger’s
TriggersTriggers
AnxietyAnxiety
Increased Stress / AnxietyIncreased Stress / Anxiety
Increased ObsessionIncreased Obsession
Withdrawal / Shut dowWithdrawal / Shut dow
AggressionAggressionVerbal / physicalVerbal / physical
Atwood, 1999Atwood, 1999
Set up your classroom toincrease relaxation
Set up your classroom toincrease relaxation
1. Be mindful of stress in your students2. Establish a relationship with your students so
they can come to you for help and support3. Create means to cope within the classroom
(break area, yoga, system for help, organizeareas, visual supports)
4. Incorporate social skills in lessons, centers, as adesignated area in the classroom, bulletinboards
5. Facilitate relationships in your classroomthrough character building activities
6. Celebrate uniqueness often
1. Be mindful of stress in your students2. Establish a relationship with your students so
they can come to you for help and support3. Create means to cope within the classroom
(break area, yoga, system for help, organizeareas, visual supports)
4. Incorporate social skills in lessons, centers, as adesignated area in the classroom, bulletinboards
5. Facilitate relationships in your classroomthrough character building activities
6. Celebrate uniqueness often
5 Point ScaleKari Buron and Mitzi Curtis
5 Point ScaleKari Buron and Mitzi Curtis
tool which provides a visual representationof stressors, inappropriate behaviors,rules, etc..
Allows children the ability to connectinternal issues to a visual support
Encourages problem solving, self monitoringand independence in resolving issues
www.5pointscale.com
tool which provides a visual representationof stressors, inappropriate behaviors,rules, etc..
Allows children the ability to connectinternal issues to a visual support
Encourages problem solving, self monitoringand independence in resolving issues
www.5pointscale.com
ExamplesExamples
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 7/17
Developing a PlanDeveloping a Plan
Identify stressors
Recognizebehaviors leadingup to aggression orshut down
Create supports,area, or a plan withthe student
Identify stressors
Recognizebehaviors leadingup to aggression orshut down
Create supports,area, or a plan withthe student
Relaxation PlansRelaxation Plans
1. Help students regulate stress- teach
student to request a break, includebreaks in schedule, create break areain classroom, coping strategiesspecific to situations
2. Use self-monitoring- 5 point scale,checklists, power cards
3.Tension release and breathingexercises – yoga, deep breathingcards,
1. Help students regulate stress- teach
student to request a break, includebreaks in schedule, create break areain classroom, coping strategiesspecific to situations
2. Use self-monitoring- 5 point scale,checklists, power cards
3.Tension release and breathingexercises – yoga, deep breathingcards,
Social Interaction SkillsSocial Interaction SkillsIntervention StrategiesIntervention Strategies
“In the public school setting, children withautism are often integrated into the generaleducation classroom with the hope that socialskills will be absorbed through proximity to
“normal” socialization.” “Instead, directinstruction of specific skills combined with anawareness of appropriate models is required.”
“In the public school setting, children withautism are often integrated into the generaleducation classroom with the hope that socialskills will be absorbed through proximity to
“normal” socialization.” “Instead, directinstruction of specific skills combined with anawareness of appropriate models is required.”
“The Effectiveness of an Interview Template in Children with Autism: Structured Peer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)
“The Effectiveness of an Interview Template in Children with Autism: Structured Peer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)
Why is this important?Why is this important?
Teaching social skills should become apriority in our classrooms
Decreases anxiety Encourages relationships and support
through peers and teachers
Allows for problem solving directly inthe classroom
Teaching social skills should become apriority in our classrooms
Decreases anxiety Encourages relationships and support
through peers and teachers
Allows for problem solving directly inthe classroom
Promote Skill AcquisitionPromote Skill Acquisition
Role-playing
Teach perspectivetaking, social rules,
problem solving, andmind reading
Discrete trial
Reciprocal strategies
Social narratives
Social Skills PictureStories
Role-playing
Teach perspectivetaking, social rules,
problem solving, andmind reading
Discrete trial
Reciprocal strategies
Social narratives
Social Skills PictureStories
IncidentalTeaching
Sabotage Power Cards Structured
Teaching Self-Monitoring Prompting Video modeling Cartooning
IncidentalTeaching
Sabotage Power Cards Structured
Teaching Self-Monitoring Prompting Video modeling Cartooning
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 8/17
Role-PlayRole-Play
The students act out the skills in the appropriate
order.
The teacher acts as a hands on coach.
Use scripted and unscripted
Keep it fun
Let the students pick scenarios or practice useunits from class readings or other subjects
The students act out the skills in the appropriate
order.
The teacher acts as a hands on coach.
Use scripted and unscripted
Keep it fun
Let the students pick scenarios or practice useunits from class readings or other subjects
Role-Playing: acting out andpracticing newly learned skillsRole-Playing: acting out and
practicing newly learned skills
Teaching students to:
1. Read nonverbal cues
2. Conversation skills
3. Social rules (interrupting, eyecontact, gaining attention, amountof information, etc…)
4. Sequence interactions
Teaching students to:
1. Read nonverbal cues
2. Conversation skills
3. Social rules (interrupting, eyecontact, gaining attention, amountof information, etc…)
4. Sequence interactions
Conversation SkillsConversation Skills
Conversation webs(www.do2learn.com)
break down skills into individualpieces as needed: initiation, turntaking, appropriate topics, endingsusing visual supports
Comments: Appropriate vs.inappropriate
Conversation webs(www.do2learn.com)
break down skills into individualpieces as needed: initiation, turntaking, appropriate topics, endingsusing visual supports
Comments: Appropriate vs.inappropriate
Teaching Nonverbal CuesTeaching Nonverbal Cues
Explain importance and use of gestures (cartoonswith volume down, magazine pictures, charades
Teach understanding and interpretation of facialexpressions (start with cartoons, then move tophotos as line drawings are easier for childrenwith ASD to identify, magazines, software,websites www.cccoe.net/social)
Teach tone, volume, proximity (5 point scale,videos, tapes, etc…)
Later social skills will need to focus on conductwith the opposite sex, rules at work, etc….
Explain importance and use of gestures (cartoonswith volume down, magazine pictures, charades
Teach understanding and interpretation of facialexpressions (start with cartoons, then move tophotos as line drawings are easier for childrenwith ASD to identify, magazines, software,websites www.cccoe.net/social)
Teach tone, volume, proximity (5 point scale,videos, tapes, etc…)
Later social skills will need to focus on conductwith the opposite sex, rules at work, etc….
Specific skills to Target duringRole-Play
Specific skills to Target duringRole-Play
Gaining/Securing Attention: indirectly requests attention oracknowledgment from peers (e.g., “Hey!”, “See this?”,“Look.”), calls a peer’s name, taps peer on the shoulder,Greetings, Inviting others to play
Requests for Actions/Objects: requests an action (e.g.,“Can I have a turn?”), requests an object (e.g., “Can I have amarker?”), tells a peer what act ion to do or not to do (e.g.,“Stop it”, ‘Put it in there.”)
Commenting: express an opinion (e.g. “I think we shouldstart.”), response to a peer’s action (e.g. “You’re done.”),express enjoyment or frustration (e.g. “Oh no!”)
Gaining/Securing Attention: indirectly requests attention oracknowledgment from peers (e.g., “Hey!”, “See this?”,“Look.”), calls a peer’s name, taps peer on the shoulder,Greetings, Inviting others to play
Requests for Actions/Objects: requests an action (e.g.,“Can I have a turn?”), requests an object (e.g., “Can I have amarker?”), tells a peer what act ion to do or not to do (e.g.,“Stop it”, ‘Put it in there.”)
Commenting: express an opinion (e.g. “I think we shouldstart.”), response to a peer’s action (e.g. “You’re done.”),express enjoyment or frustration (e.g. “Oh no!”)
Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text Cueing on Social Communication of
School-Age Children With Pervasive Developmental Disorder . Journal of Speech, Language, and Hearing Research, 47,
126-144.
Specific skills to Target duringRole-Play
Specific skills to Target duringRole-Play
Complimenting: child reinforces a peer for winning a game(e.g., “You did it!”), reinforces peer for personalperformance (e.g. “nice try.”)
Responding: commenting about events in an activity,greeting, when others invite child to play, when othersrequest, when others ask questions
Nonverbal cues: Understanding facial expressions (e.g.eyebrows raised mean surprised), Understanding bodylanguage (e.g. arms crossed when angry
Complimenting: child reinforces a peer for winning a game(e.g., “You did it!”), reinforces peer for personalperformance (e.g. “nice try.”)
Responding: commenting about events in an activity,greeting, when others invite child to play, when othersrequest, when others ask questions
Nonverbal cues: Understanding facial expressions (e.g.eyebrows raised mean surprised), Understanding bodylanguage (e.g. arms crossed when angry
Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text Cueing on Social Communication of
School-Age Children With Pervasive Developmental Disorder . Journal of Speech, Language, and Hearing Research, 47,
126-144.
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 9/17
Reciprocal Strategies (learningback and forth exchanges)
Reciprocal Strategies (learningback and forth exchanges)
Conversation game: supply visuals as
prompts, provide topic, providescripts if necessary
Eden Conversation program
Conversation game: supply visuals as
prompts, provide topic, providescripts if necessary
Eden Conversation program
Reciprocal QuestionsReciprocal Questions
Newspaper Reporter (give child
simple questions to ask peer in orderto get your student asking questionsand increasing interactions)
Eden Asking Questions program
Newspaper Reporter (give child
simple questions to ask peer in orderto get your student asking questionsand increasing interactions)
Eden Asking Questions program
Activities to teach perspective,problem solving, social rules, and mind
reading
Activities to teach perspective,problem solving, social rules, and mind
reading
Label and recognize emotions: throughcartoons, magazines, pictures, videos,break down into features of the face ifneeded
Understand emotions (Why is he feelingthat way, what is he thinking)
Prediction of consequences (What willhappen next? What happened before?)
Selection of alternative behaviors(sarcasm, understanding situation tointerpret behaviors)
Thought bubble activities
Label and recognize emotions: throughcartoons, magazines, pictures, videos,break down into features of the face ifneeded
Understand emotions (Why is he feelingthat way, what is he thinking)
Prediction of consequences (What willhappen next? What happened before?)
Selection of alternative behaviors(sarcasm, understanding situation tointerpret behaviors)
Thought bubble activities
Thought Bubble ActivityThought Bubble ActivityActivities to teach perspective taking,
social rules, problem solving, mindreading
Activities to teach perspective taking,social rules, problem solving, mind
reading
Interest inventories (list of possible peerinterest that could be used for conversationtopics)
Mind reading activities (Howlin) If-then statements to infer the
thoughts and interests of others
Software programs (Simon Baron-Cohen, do 2 learn)
Social scenarios ( what has happened)
Interest inventories (list of possible peerinterest that could be used for conversationtopics)
Mind reading activities (Howlin) If-then statements to infer the
thoughts and interests of others
Software programs (Simon Baron-Cohen, do 2 learn)
Social scenarios ( what has happened)
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 10/17
•Cue
•Prompt (if necessary)
•Response (behavior)Consequence (reinforcement)
Discrete TrialDiscrete Trial
Example from Eden CurriculumExample from Eden Curriculum
SD “your turn”
Procedure Model activity
Model activity againand give SD
Same procedure assteps 1-2
Randomize activities
Continue procedurewith other activities
Generalize responses to
various teachers invarious settings
SD “your turn”
Procedure Model activity
Model activity againand give SD
Same procedure assteps 1-2
Randomize activities
Continue procedurewith other activities
Generalize responses to
various teachers invarious settings
Activities include Passing ball
Banging drum
Jack-in-the-box
Stacking rings
Pegs
Hi fives
Turning pages
Sandbox with shovel and
pail
Jumping
Making sandwhich
Activities include Passing ball
Banging drum
Jack-in-the-box
Stacking rings
Pegs
Hi fives
Turning pages
Sandbox with shovel and
pail
Jumping
Making sandwhich
Social NarrativesSocial Narratives
Written in first person and describes howpeople feel and think in certain situations.
Uses directive statements to showstudents how to act in those situations
Read repeatedly until the child over learnsit and rereads before problematicsituation.
Should be written at child’s instructionallevel for self awareness, self calming, selfmanagement
Written in first person and describes howpeople feel and think in certain situations.
Uses directive statements to showstudents how to act in those situations
Read repeatedly until the child over learnsit and rereads before problematicsituation.
Should be written at child’s instructionallevel for self awareness, self calming, selfmanagement
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 11/17
Social Skill Picture StoriesSocial Skill Picture Stories
The depiction of various social skills – thecorrect way to act with accompanyingtext that explains what the children aredoing.
The depiction of various social skills – thecorrect way to act with accompanyingtext that explains what the children aredoing.
Incidental TeachingIncidental Teaching
Teaching as the situations occur ratherthan in structured settings.
Example – a teacher points out (at recess) tothe student with ASD that a peer looksphysically hurt. She coaches the studentwith ASD to stop playing and ask the otherstudent if he is OK. (The teacher isamplifying the cue (someone is hurt) so thatthe student with ASD reacts and does notremain oblivious.)
Teaching as the situations occur ratherthan in structured settings.
Example – a teacher points out (at recess) tothe student with ASD that a peer looksphysically hurt. She coaches the studentwith ASD to stop playing and ask the otherstudent if he is OK. (The teacher isamplifying the cue (someone is hurt) so thatthe student with ASD reacts and does notremain oblivious.)
SabotageSabotage
Setup the environment/activity so thatthe child will be unsuccessful. This
will require the child to communicate
Setup the environment/activity so thatthe child will be unsuccessful. This
will require the child to communicate
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 12/17
Power CardsPower Cards
help change an unwanted or inappropriate
behavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. For
younger children the special interest or hero isworked into a brief story.
help change an unwanted or inappropriate
behavior by capitalizing on the special intereststhat characterize children and youth with AS. Abrief, motivational text related to a specialinterest or a highly admired person is combinedwith an illustration and made into a bookmark-or business card-sized POWER CARD that thestudent can refer to whenever necessary. For
younger children the special interest or hero isworked into a brief story.
Power cardPower card
Front of power card has the logo on it.Back of power cardThe contestants on Survivor think everyoneshould have fun playing games. They also want youto remember three things when playing gameswith other people:
Games should be fun for everyone. If you win a game, you can: Smile, give high fives,
or say, "Alright!" If you lose a game, you can: Take a deep breath
and say, "Good job" to the opponent or say,"Maybe next time."
Front of power card has the logo on it.Back of power cardThe contestants on Survivor think everyoneshould have fun playing games. They also want youto remember three things when playing gameswith other people:
Games should be fun for everyone. If you win a game, you can: Smile, give high fives,
or say, "Alright!" If you lose a game, you can: Take a deep breath
and say, "Good job" to the opponent or say,"Maybe next time."
The A-Team thinks everyone shouldbe respectful to their teachers. Theywant you to remember 3 things when
you are in class:
1.Raise your hand if you have a question2.If you need a break tell your teacher3.Use kind words like please and thank you.
Structured LearningStructured Learning
Didactic instruction (explanation of theskill steps)
Modeling of skill steps
Role-playing skills with feedback
Practice in and outside the group
Didactic instruction (explanation of theskill steps)
Modeling of skill steps
Role-playing skills with feedback
Practice in and outside the group
Didactic InstructionDidactic Instruction
The instructor explains the steps of aparticular skill, using a visual of the skillstepsWhy is it important to compliment others?
What can you compliment others about?
Why should you use a nice voice tone whencomplimenting others?
The instructor explains the steps of aparticular skill, using a visual of the skillstepsWhy is it important to compliment others?
What can you compliment others about?
Why should you use a nice voice tone whencomplimenting others?
CartooningCartooning
Using simple pictures and text as a whole orin strips to understand a situation
description of the event that caused the
problem feelings and thoughts of everyone involved a solution to the problem and ideas on how
to avoid it in the future reinforcement appropriate symbols (stick figures, smiley
faces, thought bubbles) colors used to express feelings (green-happy,
blue-sad, black-angry
Using simple pictures and text as a whole orin strips to understand a situation
description of the event that caused the
problem feelings and thoughts of everyone involved a solution to the problem and ideas on how
to avoid it in the future reinforcement appropriate symbols (stick figures, smiley
faces, thought bubbles) colors used to express feelings (green-happy,
blue-sad, black-angry
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 13/17
Promote SocialPerformance
Promote SocialPerformance
Peer sensitivity
training Reinforcement/mo
tivation Priming Modifications Game playing Increase
opportunities(practice)
Peer sensitivity
training Reinforcement/mo
tivation Priming Modifications Game playing Increase
opportunities(practice)
Peer Mentoring
Self-Monitoring Relaxation plans Prompting Video modeling Social narratives
Peer Mentoring
Self-Monitoring Relaxation plans Prompting Video modeling Social narratives
Self-MonitoringSelf-Monitoring
Teaching child to be aware of behavior1. Identify behavior, emotion, or skill
2. Define behavior, emotion, or skill
3. Introduce/teach behavior, emotion, skill
4. Select self-monitoring procedure
5. Teach self-monitoring strategy
6. Implement
7. Provide feedback
Teaching child to be aware of behavior1. Identify behavior, emotion, or skill
2. Define behavior, emotion, or skill
3. Introduce/teach behavior, emotion, skill
4. Select self-monitoring procedure
5. Teach self-monitoring strategy
6. Implement
7. Provide feedbackSource: Bellini, 2007
PromptingPrompting
Supports used to help students learnnew skills and successfully perform
behaviors
Have a plan for fading immediately
Determine a prompt hierarchy with theteam
Supports used to help students learnnew skills and successfully perform
behaviors
Have a plan for fading immediately
Determine a prompt hierarchy with theteam
Level of Prompting will VaryLevel of Prompting will Vary
When requesting a physical response:
Gesture – gesture to indicate the correct
response Partial Physical – hand over hand
assistance to initiate response, thestudent completes on his own. (tap theelbow to get him to pick something up,tap the shoulder to get him to sit down)
Full Physical – hand over hand assistanceto perform the entire response.
When requesting a physical response:
Gesture – gesture to indicate the correct
response Partial Physical – hand over hand
assistance to initiate response, thestudent completes on his own. (tap theelbow to get him to pick something up,tap the shoulder to get him to sit down)
Full Physical – hand over hand assistanceto perform the entire response.
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 14/17
Prompts continuedPrompts continued
VERBAL CUES
• Visual – a written cue that elicits aresponse
• Partial Verbal – stating part of/orthe initial sound of the verbalresponse you are expecting. (“Whattime is it? It is _____.”)
• Full Verbal – stating the entireverbal response. (“What time is it?It is 2:00.”)
VERBAL CUES
• Visual – a written cue that elicits aresponse
• Partial Verbal – stating part of/orthe initial sound of the verbalresponse you are expecting. (“Whattime is it? It is _____.”)
• Full Verbal – stating the entireverbal response. (“What time is it?It is 2:00.”)
Video ModelingVideo Modeling
Includes videos thatdepict appropriate targetbehaviors and/or videos ofthemselves performing thedesired behavior
“One Key reason for thesuccess of video modelingis that it increases thechild’s attention to thetelevision, or computerscreen. And if you do nothave attention, you will nothave learning.”
Includes videos thatdepict appropriate targetbehaviors and/or videos ofthemselves performing thedesired behavior
“One Key reason for thesuccess of video modelingis that it increases thechild’s attention to thetelevision, or computerscreen. And if you do nothave attention, you will nothave learning.”
Courtesy of Indiana University
Bellini, S., akullian, J., & Hopf, A. (2007). Increasingsocial engagement in youngchildren with autism spectrum disorders using
video self-modeling. School Psychology Review, 36, 80-90
Bellini, S. & Akullian, J. (2007). A meta-analysis of video modelingand video self-modeling interventions for children and
adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284.
http://modelmekids.com/autism-video-samples.html
http://modelmekids.com/autism-video-samples.html
Promote Social PerformancePromote Social Performance
Reinforcement/MotivationReinforcement/Motivation
Increases desired behaviors
Forces us to monitor student’sbehavior
Provides feedback to student
Increases desired behaviors
Forces us to monitor student’sbehavior
Provides feedback to student
Reinforcement/MotivationReinforcement/Motivation
should receive praise and social reinforcers, evenwhen receiving a more tangible reinforcer.
The type of reinforcer must be appropriate andnatural to the activity the student is doing and tothe level of student understanding.
Reinforcement can include a variety of items oractivities. Give the student CHOICES.
The teacher needs to make sure the reinforcingconsequence immediately follows the behavior orskill being learned or increased so that therelationship between the two is clear to thestudent. However, be careful to not interrupt asocial interaction.
should receive praise and social reinforcers, evenwhen receiving a more tangible reinforcer.
The type of reinforcer must be appropriate andnatural to the activity the student is doing and tothe level of student understanding.
Reinforcement can include a variety of items oractivities. Give the student CHOICES.
The teacher needs to make sure the reinforcingconsequence immediately follows the behavior orskill being learned or increased so that therelationship between the two is clear to thestudent. However, be careful to not interrupt asocial interaction.
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 15/17
PrimingPriming
Priming – Preparing the student for
the upcoming task.Not Teaching…. Preparing
Cognitive Priming: use visual and/or verbal
Behavioral Priming: practicing skill rightbefore having to perform in natural setting
Priming – Preparing the student for
the upcoming task.Not Teaching…. Preparing
Cognitive Priming: use visual and/or verbal
Behavioral Priming: practicing skill rightbefore having to perform in natural setting
ModificationsModifications
Are necessary modifications in place?
Consider student’s sensory deficits
Are necessary modifications in place?
Consider student’s sensory deficits
Game PlayingGame Playing
Games require social interaction butare structured. Most children
interact not just during conversationbut during activities.
Use popular games
Teach child how to play
Games require social interaction butare structured. Most children
interact not just during conversationbut during activities.
Use popular games
Teach child how to play
PracticePractice
Increase social opportunities. The studentsshould be given opportunities to practice skillswith peers in other settings.
Feedback from the student, peers, adults as tohow the opportunity was successful or not
Select activities that are appropriate forpracticing (student preferred activities)
Use other strategies for practicing (e.g. role-
playing)
Increase social opportunities. The studentsshould be given opportunities to practice skillswith peers in other settings.
Feedback from the student, peers, adults as tohow the opportunity was successful or not
Select activities that are appropriate forpracticing (student preferred activities)
Use other strategies for practicing (e.g. role-
playing)
Peer Sensitivity TrainingPeer Sensitivity Training
Child specific or general overview
Celebrate differences
Allow the children to be involved in thetraining
Child specific or general overview
Celebrate differences
Allow the children to be involved in thetraining
Peer MentoringPeer Mentoring
Select age-appropriate sensitive peer
Peer must willing
Can pair during difficult times such astransitions
Peer must be given specific instructions onhow to increase communication success(e.g. if student w/ASD needs simple directinstructions)
Alternate peers
Select age-appropriate sensitive peer
Peer must willing
Can pair during difficult times such astransitions
Peer must be given specific instructions onhow to increase communication success(e.g. if student w/ASD needs simple directinstructions)
Alternate peers
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 16/17
Considerations for SocialInteraction
Considerations for SocialInteraction
Match Social Interaction Programs to Students'Needs and Settings. Establish Reasonable Social Interaction
Expectations Be Sensitive to Local Social Interaction Norms
and Conditions Program for Interaction Quality As Well As
Quantity Recognize That Not All General Education
Students Will Be Suited to Social InteractionPrograms
Match Social Interaction Programs to Students'Needs and Settings. Establish Reasonable Social Interaction
Expectations Be Sensitive to Local Social Interaction Norms
and Conditions Program for Interaction Quality As Well As
Quantity Recognize That Not All General Education
Students Will Be Suited to Social InteractionPrograms
ContinuedContinued
Reduce Aberrant Behaviors Prior to Initiating
Social Interaction Programs Provide Ongoing Instruction and Monitoring
Task Analyze Social Interaction Skills
Consider the Importance of Setting and Material
Variables
Consider Social Validity in Programming
Prioritize Social Interaction Skills
Tailor Reinforcement to Meet Individual Needs
Reduce Aberrant Behaviors Prior to Initiating
Social Interaction Programs Provide Ongoing Instruction and Monitoring
Task Analyze Social Interaction Skills
Consider the Importance of Setting and Material
Variables
Consider Social Validity in Programming
Prioritize Social Interaction Skills
Tailor Reinforcement to Meet Individual Needs
ContinuedContinued
Educate Tutors and Others About Autism
Facilitate Initial Interactions
Make Data-Based Program Decisions
Generalize Social Skills
Maintain Acquired Social Skills
Educate Tutors and Others About Autism
Facilitate Initial Interactions
Make Data-Based Program Decisions
Generalize Social Skills
Maintain Acquired Social Skills
Social Skills GroupsSocial Skills Groups
When first beginning – make sure thelevel of understanding iscommensurate with all students Review the purpose of the group
Establish group rules andreinforcement/consequences
Get to know each other throughdiscussion and/or worksheet inventories
Game or snack time
When first beginning – make sure thelevel of understanding iscommensurate with all students Review the purpose of the group
Establish group rules andreinforcement/consequences
Get to know each other throughdiscussion and/or worksheet inventories
Game or snack time
Social Skills Groups Cont.Social Skills Groups Cont.
Set and display a schedule for thegroup:
Talk Time
Skill Time
Game Time
Snack
All Done
Set and display a schedule for thegroup:
Talk Time
Skill Time
Game Time
Snack
All Done
Social Skills Groups Cont.Social Skills Groups Cont.
Prepare a visual of the agreed upongroup rules
Listen to each other (wait for a pause to talkduring a conversation, raise your hand andwait to be called on during skill time).
Talk nicely to each other (do not yell, tease, orinsult).
Keep hands and feet to yourself (do not push,hit, kick, pinch, or grab others).
Prepare a visual of the agreed upongroup rules
Listen to each other (wait for a pause to talkduring a conversation, raise your hand andwait to be called on during skill time).
Talk nicely to each other (do not yell, tease, orinsult).
Keep hands and feet to yourself (do not push,hit, kick, pinch, or grab others).
8/14/2019 Teaching Social Interaction Skills to Students With ASD 2 HANDOUTS
http://slidepdf.com/reader/full/teaching-social-interaction-skills-to-students-with-asd-2-handouts 17/17
Social Skills Groups Cont.Social Skills Groups Cont.
When getting to know each other -- Use various prompts and visuals to help
the students focus on each other –prompt them to respond or ask follow-upquestions.
When getting to know each other -- Use various prompts and visuals to help
the students focus on each other –prompt them to respond or ask follow-upquestions.
Social Skills GroupsSocial Skills Groups
Humor: incorporate humor through
jokes, charades, newspaper cartoons,silly stories, etc….
Humor: incorporate humor through
jokes, charades, newspaper cartoons,silly stories, etc….
Include all communicationsystems
Include all communicationsystems
Look me in the Eye by John Elder
Robison
A Last Thought from JohnA Last Thought from John
I may look and act pretty strange at times, butdeep down I just want to be loved and understoodfor who and what I am. I want to be accepted aspart of society, not an outcast or outsider. Idon’t want to be a genius or freak or something ondisplay. I wish for empathy and compassion fromthose around me, and I appreciate sincerity,clarity, and logicality in other people. I believemost people-autistic or not- share this wish. Ihope you’ll keep those thoughts in mind the nexttime you meet someone who looks or acts a littlestrange.
I may look and act pretty strange at times, butdeep down I just want to be loved and understoodfor who and what I am. I want to be accepted aspart of society, not an outcast or outsider. Idon’t want to be a genius or freak or something ondisplay. I wish for empathy and compassion fromthose around me, and I appreciate sincerity,clarity, and logicality in other people. I believemost people-autistic or not- share this wish. Ihope you’ll keep those thoughts in mind the nexttime you meet someone who looks or acts a littlestrange.
ReferencesReferences
Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in youngchildren with autism spectrum disorders using video self-modeling. SchoolPsychology Review, 36, 80-90
Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrumdisorders. Exceptional Children , 73, 261-284.
“The Effectiveness of an Interview Template in Children with Autism: StructuredPeer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text
Cueing on Social Communication of School-Age Children With PervasiveDevelopmental Disorder. Journal of Speech, Language, and Hearing Research ,47, 126-144.
Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With theChallenging Behavior of Young Children With Autism Spectrum Disorder.Language, Speech, and Hearing Services in Schools , 34, 217-227.
Teacher's Toolbox. "Teacher's Toolbox." . . . 11 September 2007.<http://www.ttoolbox.com/help.htm>.
Susan Klein. "Model Me Kids." . 2004. Model Me Kids®, LLC.. 11 September 2007.<http://www.modelmekids.com/index.html>.
Fovel, T. (2002). The ABA Program Companion .Bashe, P. & Kirby B. (2001). The Oasis Guide to Asperger Syndrome-Revised .
Bellini, S., akullian, J., & Hopf, A. (2007). Increasing social engagement in youngchildren with autism spectrum disorders using video self-modeling. SchoolPsychology Review, 36, 80-90
Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrumdisorders. Exceptional Children , 73, 261-284.
“The Effectiveness of an Interview Template in Children with Autism: StructuredPeer Interview to Facilitate Peer-peer Interactions” Crooke, Pamela J. (2005)Thiemann, K. & Goldstein, H. (2004). Effects of Peer Training and Written Text
Cueing on Social Communication of School-Age Children With PervasiveDevelopmental Disorder. Journal of Speech, Language, and Hearing Research ,47, 126-144.
Buschbacher, P. & Fox, L. (2003). Understanding and Intervening With theChallenging Behavior of Young Children With Autism Spectrum Disorder.Language, Speech, and Hearing Services in Schools , 34, 217-227.
Teacher's Toolbox. "Teacher's Toolbox." . . . 11 September 2007.<http://www.ttoolbox.com/help.htm>.
Susan Klein. "Model Me Kids." . 2004. Model Me Kids®, LLC.. 11 September 2007.<http://www.modelmekids.com/index.html>.
Fovel, T. (2002). The ABA Program Companion .Bashe, P. & Kirby B. (2001). The Oasis Guide to Asperger Syndrome-Revised .
www.speakingofspeech.com
www.usevisualstrategies.com
www.do2learn.com www.thegraycenter.org
www.tinsnips.com
www.teacch.com
www.mrsriley.com
www.speakingofspeech.com
www.usevisualstrategies.com
www.do2learn.com www.thegraycenter.org
www.tinsnips.com
www.teacch.com
www.mrsriley.com