This presentation is in alignment with the Bellini text, covering chapters 6 and 7.

1. Chapter 6
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2. Why Important?
 The success of social skills programming
depends on distinguishing between
 Skill acquisition deficits
and
 Performance deficits
 The distinction between the two kinds of
deficits guides the selection of
intervention strategies
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3. Skill Acquisition Deficits
 Absence of a specific skill or behavior
 Child or adolescent needs to be taught
the skill or behavior
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4. Performance Deficit
 Skill
or behavior is present, but not
displayed
 Child or adolescent needs to be
supported; factor impeding
implementation needs to be addressed
 Motivation
 Anxiety
 Sensory sensitivities, etc.
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5. Important Note
 Being able to recite how to perform a skill
or behavior and actually being able to
perform the skill or behavior are two
different things
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6. Skill Acquisition-Performance Deficit
Dichotomy: Link to Intervention
 Guides selection of intervention strategies
 Skill acquisition deficit
 Teach new skills
 Performance deficit
 Enhance existing skills
 Remove barriers to success
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7. Skill Acquisition Continuum
 Novice
 Intermediate
 Mastery
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8. Factors Affecting Performance
 Motivation
 Sensory sensitivities
 Anxiety
 Attention and impulsivity
 Memory
 Self-efficacy
 Movement differences
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9. Factors Affecting Performance
 Can impact mastered skills, too
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10. Motivation
 Possible reasons for lack of motivation
 Experienced peer failure and rejection
 Lack of common interests with peers
 Strategies
 Expose to positive peer interactions
 Provide reinforcement for peer interactions
(only if needed)
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11. Sensory Sensitivities
 Can involve any of the senses
 Can lead to social withdrawal,
avoidance, diminished social
performance
 Strategies
 Sensory integration
 Self-relaxation
 Environmental modifications
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12. Anxiety
 Can range from mild to high levels
 Strategies
 Determine how the anxiety impacts
performance (e.g., withdrawal, social
phobias)
 Implement plan to reduce anxiety
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13. Attention and Impulsivity
 Can impede social reciprocity and turn
taking
 Strategies
 Self-monitoring
 Self-regulation
 Planning
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14. Memory
 Memory to do something (versus how to
do something)
 Strategies
 Prompts
 Behavior repetitions
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15. Self-Efficacy
 Confidence
 Possible consequences of low self-
efficacy
 Fear and/or avoidance of social
interactions
 Giving up easily
 Viewing failure as confirmation of
shortcomings
 Anxiety
 Depression
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16. Strategies That Enhance
Self-Efficacy (Bandura, 1994)
 Mastery Experiences
 Experience personal success and
accomplishment
 Avoid failure
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17. Strategies That Enhance
Self-Efficacy (Bandura, 1994)
 Successful Models
 Observe model similar to self
 “If she can do it, I can do it”
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18. Strategies That Enhance
Self-Efficacy (Bandura, 1994)
 Social Persuasion
 Encouragement
 Positive feedback
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19. Strategies That Enhance
Self-Efficacy (Bandura, 1994)
 Manage Anxious Responses
 Teach children to recognize and
understand their physiological responses
 Teach regulation strategies
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20. Movement Differences
 Starting
 Initiating movements
 Possible need: a simple prompt to start
 Stopping
 Terminating activities
 Possible need: a cue to end
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21. Movement Differences
 Switching
 Transitioning from one thought, activity, or
emotion to another
 Combining
 Processing multiple sensory inputs at once
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22. Skill Acquisition Deficit or
Performance Deficit:
Distinguishing Between the
Two
Five Questions to Ask
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23. Question #1
 Does the child perform the skill across
multiple settings and persons?
 If no: probably a skill acquisition deficit
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24. Question #2
 Doesthe child perform the skill without
support or assistance?
 If no: typically a skill acquisition deficit
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25. Question #3
 Doesthe child perform the skill fluently
and effortlessly?
 If yes: probably a performance deficit
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26. Question #4
 Does the child perform the skill when
reinforcement is provided?
 If yes: performance deficit
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27. Question #5
 Does the child perform the skill when
environmental modifications are made?
 If yes: performance deficit
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28. References
 Bandura, A. (1994). Self-efficacy. In V. S.
Ramachaudran (Ed.), Encyclopedia of
human behavior, (Vol. 4, pp. 71-81). New
York: Academic Press. (Reprinted in H.
Friedman [Ed.], Encyclopedia of mental
health. San Diego: Academic Press, 1998).
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29. Chapter 7
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30.  There is no single intervention that will help
all children and adolescents with ASD
strengthen their social skills
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31.  Need to use a combination of strategies
that prove most effective for a given
child’s or adolescent’s needs
 What works well for one child or adolescent
may not work well for another
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32. Matching Strategies
 Match strategies with the type of skill
deficit
 Skill acquisition
 Social performance
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33. Questions to Answer When
Selecting Intervention Strategies
 Which specific social skills will be targeted?
 Does the strategy match the type of skill deficit
demonstrated (for each skill)?
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34. Questions to Answer When
Selecting Intervention Strategies
 What is the child’s developmental level (language
and cognitive functioning)?
 Is the strategy supported by research?
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35. Questions to Answer When
Selecting Intervention Strategies
 Ifthe strategy is not supported by research, what is
the rationale/logic for using it?
 Which components of social interaction skills (i.e.,
thinking, feeling, doing) does the strategy address?
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36. Social Accommodation vs.
Social Assimilation
 Important to consider prior to selecting
intervention strategies
 The key is to address both
 Teach skills and modify the environment
 Balance based on the child’s or
adolescent’s developmental skills (what is
appropriate for him and his areas of
strength and challenge)
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37. Accommodation
 Modifiesthe physical or social
environment to promote positive social
interactions
 For example: training peer mentors,
conducting autism awareness training
 Emphasizes changing the environment
 Enhances social performance
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38. Assimilation
 Instructionthat facilitates skill
development that allows the child to be
more successful in social interactions
 Emphasis is on changing the behavior of
the child or adolescent with ASD
 Enhances skill acquisition
S. Bellini ©2008 AAPC