Introduction to Teaching Social Skills. Presented by: Candace A. Fugazy MA.Edu, BCBA & Megan Mayo, BA 8/20/10. Why is Social Development so Important?. Research states that : People with friends are …. Happier/fewer instances of mental health disorders (e.g., depression)
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Candace A. Fugazy MA.Edu, BCBA
Megan Mayo, BA
Research states that : People with friends are ….
- Help us accomplish goals and tasks.
- Helps gain entry into social groups/more friends = more support.
The ability to imagine what someone else might be thinking and to know that it those thoughts are different from your own.
Deficits in ToM are also referred to as mind-blindness.
Can look like selfishness or a lack of empathy
ToM difficulties affects comprehension of literature as well as social interactions.Theory of Mind (ToM) and Perspective Taking
Excess of the following behaviors:
-e.g., look for skills that might lead to punishing results and target them first. Skills that lead to peer acceptance.
High Functioning Autism
Nonverbal Learning Disability
Anyone with social cognitive deficits
High IQ, and other standardized test scores do not rule out weak social cognition.
Anyone with 1) strange behavior, 2) lack of a peer group, or 3) poor school performance compared to what would be predicted based on test scores probably has difficulties with social cognition.Who is Social Thinking for?
Wetherby, A.M & Prizant, B.M. (2001). Autism Spectrum Disorders; A Transactional Developmental Perspective. Baltimore,MD, Paul Brookes Publishing.
Relating parts into a larger pattern of behavior and thought.
Deficits in Central Coherence Theory might look like:
Conceptual learning disability
Difficulties understanding “the big picture”
Difficulty making connections between common events
Difficulties generalizing learning to new situations.Central Coherence Theory
In more technical terms,EF refers to the neurological processes that are behaviorally manifested as
initiating behaviors while inhibiting other behaviors that may interfere with problem solving
Regulating attention to filter out distraction and irrelevant information and shifting attention to the relevant information
Upload and manipulate mental representations of the plan/behaviors
It is action selection and initiation- the integration of memory, perception, affective, and motivation systems.
Pennington & Ozonoff (1996). Executive Functions and Developmental Psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 37, 51-87Executive Functioning (EF)
Following the rules (written and unwritten) is “expected” behavior. Behavior that doesn’t make social norms or rules is “unexpected”
People have “good” thoughts about people when they have “expected” behaviors. People have “weird” thoughts about people who have ‘unexpected” behaviors
A “smart” guess is an educated guess based on evidence and information. A “wacky” guess is one made when one doesn’t have enough or any information.
Adapted from: Winner, M.G.(2007). Social Behavior Mapping. Connecting Behavior, Emotions, and Consequences Across the Day. San Jose, CA: Michelle Garcia Winner.
5 Point Scales
From: Buron, K.D. & Curtis, M. (2003) The Incredible 5-Point Scale.
Shawnee Mission, KS: Autism Asperger Publishing Co.
Superflex/Be a Social Detective
By Michelle Garcia Winner
-Strain and Kohler, 1998.
Teach the peer…..
- rehearse/roll play with the peer
- “drill” the notion that if you are not successful to try again
- stand behind the child and whisper the question/comment in the child’s ear
- helpful intervention for echolalia with hopes that responses will generalize
- only whisper the words you want the child to speak
1. Peer establishes eye contact (e.g. say student’s name, touch shoulder, etc.).
2. Peer establishes a joint focus of attention (e.g. look at same toy).
3. Peer describes his or her own play and that of others.
4. Peer prompts requests (e.g. “Do you want the car? Say yes.”).
5. Acknowledges all forms of communication.
6. Expands and restate comments.
7. Requests clarification as needed.
8. Redirects play activity as needed.
Tips on Using
Sometimes our class sits on the carpet. (descriptive) We sit on the carpet to listen to stories and for group lessons. (descriptive) My friends are trying hard to listen so they can enjoy the story or learn from the lessons. (perspective) It can be hard for them to listen if someone is noisy or not sitting still. (perspective) I will try to sit still and stay quiet during our time on the carpet. (directive)
Guidelines for Implementation:
I think I will ask that kid to play.
He called me kid, he doesn’t like me.
”Hey kid, do you want to play?”
Don’t call me kid!
Why is he kicking me? I just wanted to play with him!
I’m not a kid!
“Don’t call me kid!
I Earn points and
go out on
I ask for a
I ask for
I feel frustrated
with my school
I put my head
on my desk
I use impolite
I loose points and
miss out on Fun