Social Development PPT

1. +
Social Skills for Students
with Autism
By
BonnieHoughton

2. +
“Autism spectrum disorder (ASD) is a
range of complex neurodevelopment
disorders, characterized by social
impairments, communication
difficulties, and
restricted, repetitive, and stereotyped
patterns of behavior.” (NINDS, 2012)

3. +
Social Skills and Autism
 Socialization is the ability to interact and communicate with
others. This is facilitated through a number of social skills.
 Good social skills help us:
A. determine what to say
B. make good choices
C. behave appropriately.
("Nasp Resources: Social Skills: Promoting Positive
Behavior, Academic Success, And School Safety", )

4. +
Students with Autism Tend to have Four
Common Social Skill Deficits
1) Social Communication
2) Social Initiation
3) Social Reciprocity
4) Social Cognition

5. +
Non-Verbal Social
Communication
 Non-Verbal Communication is the ability to read or express thoughts
and feelings with the use of body language or facial expressions.
The "Autism And University" (n.d.)
 Students with autism have difficulties with the ability to “recognize
the body language of others and infer the meaning of the nonverbal
communication” ( Boutot, Myles, 2011).
 There is an inability to interpret the meaning of inflection and tone in
a conversation. (Please go to this site and watch the “Banana”
video)
 http://autismandu.weebly.com/autism-the-specifics.html
 The "Autism And University" (n.d.)

6. + According to "Non-Comm: Non Verbal
Communication" (n.d.), here are some
examples of non-verbal communication

7. +
Difficulties with Non-Verbal Cues
Students’ with autism
have difficulties
reading non-verbal
signals and body
language.
(Hall, 2013)

8. +
Social Stories
 A social skill acquisition tool that can be used to help
students develop non-verbal skills is a social story. A social
story:
a) Should promote social understanding
b) Can be written in the first or third person perspective
c) Should be positive
d) Should be reinforced right before the skill is practiced
e) A social story can be faded out as the student learns the
sequence of the routine. (Hall, 2013)

9. +
The Personalized Story Book
 This is an example of a social story that deals with deficits for
non-verbal communication; it is in the form of a story book
created for a little girl named Kealy(Houghton, 2013).
http://www.kerpoof.com/#view?s=2gs11dD98Mo5cjs4c000-d-
8c48b7-x

10. +
The Importance of being able to
Communicate
 Some children with autism have difficulties with verbal communication as
well as non-verbal.
 Without an appropriate method of communication, students will turn to
negative behaviors to demonstrate:
a) Sensory needs
b) Task avoidance
c) Attention seeking behaviors
d) Access a wanted or needed object
("Autism Community: Communication And Behavior", n.d.).
 The video on the following page demonstrates a child who is unable to
communicate his wants, needs or frustrations appropriately.

11. +

12. +
Social Initiation
Problems
Students with autism tend to be grouped into
one of two categories when it comes to
social initiation.
1. Barely ever initiates
1. The inappropriate initiator
( Boutot, Myles, 2011)

13. +
Why a Student Rarely Initiates
Socialization ( Boutot, Myles, 2011)
Rarely
Initiates
Socialization
Indifference
FearAnxiety

14. + Inappropriate Social Initiation
( Boutot, Myles, 2011)
Inappropriate
Initiation
Repeats
questions
over and
over
Only talks
about
own
interests
Talks
when
silence is
required
Talks over
others
Interrupts

15. +
Social Initiation Scripts
 An effective strategy for initiating a social situation is
“Photographic Activity Schedules”. Photographic Activity
Schedules are:
A. Sequenced events shown in picture form.
B. Activities that are broken down into each individual step.
C. A method of teaching socialization with minimum staff interaction.
D. Is a social script that promotes independence. (Hall, 2013)

16. + Example of a Photographic Activity Schedule (This gives
students’ examples of conversation starters)

17. +
Social Reciprocity
 According to “Boutot&, Myles”, (2011) social
reciprocity refers to “the give-and-take of social
interactions.
 Students with autism may have difficultieswith social
reciprocity.

18. +
Social Reciprocity
Social Reciprocity Actualization
Add to a conversation
without monopolizing.
Stay on topic.
Joint attention skills.

19. +
Strategy for Social Reciprocity
 An effective strategy for social reciprocity is a Social Skills
Curriculum.
 Social Skills Curriculum (Social Skills Group):
A. Is specifically for high functioning students but can be used for all
levels of functioning
B. Teaches awareness of non-verbal communication
C. Teaches awareness of other peoples perspectives
D. Promotes joint attention
E. Teaches Emotional control
F. Promotes pro-social behaviors (Hall, 2013)
G. Should help generalize skills
H. Students with similar needs and levels of cognition

20. +
Social Skills Groups
 This is a video that describes the components and structure of
an effective social skills group.
 http://www.youtube.com/watch?v=qogksh7gxEo
 Keefer (2011)

21. +
Social Cognition
 Social cognition is the ability to predict where a conversation
may be going and the ability to alter your behavior and
responses to fit the situation. In order to do this, a student
needs:
a) Social awareness
b) Knowledge of social norms
1) Procedural—Learned behaviors
2) Declarative—The ability to decipher idioms and
knowledge of unspoken rules.
c) Perspective taking (Boutot, Myles, (2011)

22. +
Integrated Play Groups: Using a
Social Constructivist approach
 Integrated play groups:
A. Are intended to promote socialization and play as well as introduce
peer culture
B. Promotes acquisition of cultural skills and expectations
C. Combines both neuro-typical and typical students
D. Should have a larger number of typical peers than neuro-typical
E. Use scaffolds to promote independent play
F. Requires joint engagement

23. +
Integrated Play Group Model
 Here is a video that explains the Integrated Play Group Model
 http://www.youtube.com/watch?v=u867ilizx8M
 ("United Way Vancuver: Integrated Play Group Model
Program", 2009).

24. +
Social Skills Acquisition
 In order for a student with autism to acquire a social skill, there
must be a plan or method put into action.
 Methods
A. Social Scripting—demonstrates step by step conversations or
activity procedures
B. Video Modeling—watching and imitating videos for social training.
C. Problem Solving Strategies—a strategy that replaces a problem
behavior with a replacement behavior that is appropriate.

25. + Social Scripting
 Here is an
example of social
scripting.
 This is used to
promote
independence
and routine.

26. +
Video Modeling
 Here is an example of video modeling. This video
demonstrated the process and expectations of going to the
dentist.
 Look at Me Now (2012, June 7)
 http://www.youtube.com/watch?v=s_n1aZy1NV8

27. +
Problem Solving Strategies
 An example of a problem solving strategy is a PowerPoint
presentation that I created on Positive Behavioral, Interventions
and Supports
 I had a student who would sit down in the middle of the road
while doing the mail run. The student would watch students as
they moved around campus.
 I am not able to upload the ppt but will show the hypothesis and
the antecedent modifications.

28. +
PBIS Hypothesis
 The function of the behavior is to observe and/or integrate
herself with regular ed students.
 Sitting down on the ground is her way of telling teachers that
she wants to participate in the social aspect of general ed—she
wants to be part of the crowd.

29. +
PBIS Antecedent Modifications
 Environmental:
 Teach student to ask appropriately for times when she can observe
students.
 Mail run will be performed while classes are in process.
 Liz will bring PECS book with her in order to communicate her
thoughts.
 Magazine will be brought for Liz’s use after placing mail in the
teacher’s slots at East.
 Social

 A volunteer student from study hall will walk with Liz and her 1:1
during the mail run.
 Student will be encouraged to use her words to interact when
students walk by.
 If there are teachers in the mail room, student will be encouraged to
shake hands or say hello using her voice or her PECS book.
 Student will sit and observe students--while sitting on a bench--in the
halls during an appropriate scheduled time.

30. +
The road to Social Success
 There are many strategies that can be used to promote social
success in students with autism. There is no way to show all of
them.
 The key to success is being consistent.
 Students with autism do not tend to like socialization. If we
don’t train them to socialize, they will be alone. The more they
are left alone, the more they want to be left alone. We owe to
these students to add a quality of life through socialization.
(Bonnie Houghton)

31. +
References:
 Autism and university. (n.d.). Retrieved from http://autismandu.weebly.com/autism-the-
specifics.html
 Boutot, E. A., & Smith, Myles, B. (2011) Autism spectrum disorders:
Foundations, characteristics, and effective strategies. Upper Saddle River, NJ: Pearson
Education.
 Houghton, B. A. (2013). Kerpoof: Princess Kealy learns about personal space. Retrieved from
http://www.kerpoof.com/#view?s=2gs11dD98Mo5cjs4c000-d-8c48b7-x
 http://www.educateautism.com/applied-behaviour-analysis/discrete-trial-training.html
 Jacobs, J. (2012). Social Skill Builder:Development of social skills in children with Autism
Spectrum Disorder . Retrieved from
http://www.socialskillbuilder.com/articles/socialskillsASDchildren.html
 Keefer, A. (2011). Health Central:How to find the right social skills group for your child with
autism. Retrieved from http://www.youtube.com/watch?v=qogksh7gxEo
 Koegel, L. K. (n.d). Education.com: Pivotal Response Treatment: Identifying and targeting areas
of need in children with ASK. Retrieved from http://www.education.com/reference/article
 NASP Resources: Social Skills: Promoting positive behavior, academic success, and school
safety. (). Retrieved from http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx

32. +
References cont.:
 National Institude of Neurological Disorders and Stroke: Autism fact sheet. (2012). Retrieved
from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
 Naturally Autistic (Y2010ar, November 2). How to teach social skills to autistic childen [Video file].
Retrieved from Youtube website:
http://www.youtube.com/watch?feature=player_detailpage&v=E1PeC4jvLvs
 Non-Comm: Non verbal communication. (n.d.). Retrieved from
http://www.google.com/search?q=nonverbal+communication&client=safari&rls=en&source=lnms
&tbm=isch&sa=X&ei=yEB9UfGKJ4PB4APauYGIAw&ved=0CAoQ_AUoAQ&biw=1045&bih=614#i
mgrc=Ls2u3Y5E6_7kqM%3A%3BbMp5csHqSsmfmM%3Bhttp%253A%252F%252F3.bp.blogspo
t.com%252F-wN9q_evuLPQ%252FTV1pOZPNUqI%252FAAAAAAAAAAM%252F-
IerC4KSDks%252Fs1600%252Feffective_teaching_016.gif%3Bhttp%253A%252F
 http://speechtimefun.blogspot.com/
 Look at Me Now (2012, June 7). Autism video model--Going to the dentist [Video file]. Retrieved
from Youtubewebsite:http://www.youtube.com/watch?v=s_n1aZy1NV8
252Fverbalandnoncomm.blogspot.com%252F2011%252F02%252Fnon-verbal-communication-is-it-
really.html%3B647%3B464