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Module 4: Enhancing Social Developing for Students with ASD in General Education Classrooms. Lesson 2 Social Skills. Outline. Defining Social Skills Examples of Social Skills Selecting Goals Skill Acquisition vs. Performance Deficits Strategies for Teaching Social Skills.
Defining Social Skills
Examples of Social Skills
Skill Acquisition vs. Performance Deficits
Strategies for Teaching Social Skills
Social skills can be thought of as skills that assist a student in developing social relationships
Bellini (2008) discusses how social skills are learned behaviors that allow a student to interact in ways that result in positive responses from others and avoid negative responses
(these are available from Western Psychological Services at : www.wpspublish.com )
Social skills goals for students with ASD may be on their IEPs
However, that doesn’t mean that you are limited to teaching only those social skills
It is important to address as many social skills throughout the school year as possible
If you are dealing with skill acquisition deficit, there are a variety of explicit teaching strategies that can be used to teach social skills.
These will be discussed in the strategies section.
Introduction: Introduce the lesson, access background knowledge, provide a rationale
Lesson Presentation: Teach the skill using words, visuals, and demonstration
Guided Practice: Involve the class in demonstrating the skill through role play
Independent Practice: Create multiple opportunities throughout the day for the students to practice the skill. When the students are meeting the expectations, provide positive reinforcement. Provide positive redirection and reminders as needed.
Closure: Review the skill the students learned and summarize the importance of using the skill
The contestants on Survivor love to play games! In fact, playing games on the show is how they win rewards or win immunity. Sometimes the players and teams win their games, but sometimes, they lose. When they win, they give each other "high fives," smile or say, "Alright!" When they lose their game, the Survivors might not be happy. They could take a deep breath and say, "Maybe next time," or say "Good job" to their opponent. The contestants on Survivor think everyone should have fun playing games. They also want you to remember three things when playing games with other people:
Games should be fun for everyone.
Video modeling entails a student watching a video demonstration of students performing a specific behavior and then imitating the behavior of the students in the video (Bellini & Akullian, 2007)
Video-self-modeling is a specific application of video modeling that allows the student to imitate targeted behaviors by observing himself successfully performing a behavior (Dowrick, 1999).
The student then watches the video and describes what is happening in the video
The teacher can then refer to the video as a reminder for the student to display the selected social skill
My name is Brad, and I am in Mrs. Smith’s 3rd grade classroom. There are many different types of materials in our classroom that the students share. Some of the things we share are crayons, markers, paper, scissors, glue, and rulers. When I have something that another student needs, I will finish using it as quickly as I can and share it with that student. The student will be happy that I shared. When I need something that another student is using, I will say, “Can I please have that when you are finished?” The student will be happy that I asked nicely. Mrs. Smith likes it when all of her students share the classroom materials.
For more information on social stories visit: www.thegraycenter.org
The website provides additional examples of social stories and more specific procedures for writing social stories
Comic strip conversations are simple drawings that depict conversations between two or more people
They identify what people say and do and emphasize what people may be thinking
Students are given cartoon drawings and asked to fill in what the characters may be thinking in the pictures
This is used to teach students to think about the perspective of others (teach theory of mind)
Provide the student with a method of monitoring their performance of a specific social skill
The goal is that if they are monitoring their performance they are becoming more self aware and more likely to use the specific social skill they are monitoring
Example of a Self-Monitoring Chart to Teach a Student to Respond to Questions from Peers
Indicate how many times you respond to a question from a peer during each time frame.
As was discussed in Lesson 1 of this module, peers can be trained to promote the social development of students with ASD
Peer-mediated intervention involves systematically training peer mentors on how and when to initiate and respond to their peers with ASD (Bellini, 2008)
Write a goal for a student with ASD related to social skills
List and describe the strategies you will use to teach the student the social skill
Provide a written reflection on the implementation of the strategies and how the implementation impacted the student’s performance of the social skill
Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing.
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73 (3), 264-287.
Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Shawnee Mission, KS: Autism Asperger Publishing.
Coucouvanis, J. (2005). Super skills: A social skills group program for children with Asperger syndrome, high-functioning autism and related challenges. Shawnee Mission, KS: Autism Asperger Publishing.
Dowrick, P. (1999). A review of self-modeling and related interventions. Applied and Preventive Psychology, 8, 23-39.
Gagnon, E. (2001). Power Cards: Using special interests to motivate children and youth with Asperger syndrome and autism. Shawnee Mission, KS: Autism Asperger Publishing.
Gray, C., & Garand, J. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10.
McClannahan, L. E., & Krantz, P. J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.
Quill, K. A. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore, MD: Brookes.
Wellman, H. M., Baron-Cohen, S., Caswell, R. C., Gomez, J. C., Swettenham, J., Toye, E. & Lagattuta, K. (2002). Thought-bubbles to help children with autism acquire an alternative to a theory of mind. Autism, 6, 343-363.