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Scott Bellini, Ph.D., HSPP

Building Social Relationships: A Systematic Approach to Teaching Social and Adolescents with Autism Spectrum Disorders. Scott Bellini, Ph.D., HSPP. Assistant Director Indiana Resource Center for Autism September 9, 2010 Presentation. Five Basic Tenents of Social Skills Programming.

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Scott Bellini, Ph.D., HSPP

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  1. Building Social Relationships: A Systematic Approach to Teaching Social and Adolescents with Autism Spectrum Disorders Scott Bellini, Ph.D., HSPP Assistant Director Indiana Resource Center for Autism September 9, 2010 Presentation

  2. Five Basic Tenents of Social SkillsProgramming • Tenet One: Individuals with ASD want to establish meaningful social relationships. • Tenet Two: If we want children and adolescents with ASD to be successful socially then we have to teach them the skills to be successful. • Tenet Three: Successful social behaviors are not always “appropriate” social behaviors. • Tenet Four: Social success is dependent upon our ability to adapt to our environment. • Tenet Five: Social interaction skills are not the equivalent of academic skills. Teaching Social Interaction Skills: Scott Bellini 2010

  3. Social Skills Instruction:A Five Step Approach • Step One: Identify and assess areas of need • Step Two: Discern between skill acquisition deficits and performance deficits • Step Three: Select appropriate intervention strategies • Step Four: Implement intervention strategies • Step Five: Evaluate program and modify as needed Teaching Social Interaction Skills: Scott Bellini 2010

  4. Step One:Identify and assess areas of need • Discover a student’s present level of performance, strengths, and limitations • Identify skills to teach: “What is precluding the student from establishing and maintaining social relationships?” Teaching Social Interaction Skills: Scott Bellini 2010

  5. Common Social Skill Difficulties in Children with ASD • Difficulties with Social Initiation • Difficulties with Reciprocity and Terminating Interactions • Non-verbal Communication Difficulties • Difficulties with Social Cognition • Difficulties Associated with Perspective Taking and Self-awareness • Social Anxiety and Social Withdrawal Teaching Social Interaction Skills: Scott Bellini 2010

  6. Assessment and Intervention Planning Procedures • Interview of Social Functioning • Rating Forms • Problem Identification and Problem Analysis • Observation • Set Goals Teaching Social Interaction Skills: Scott Bellini 2010

  7. Social Objectives (Goals) are Made Up Of Multiple Component Skills Social Goal: Scotty will join in activities with peers at recess at least 5 times per observational period. Component Skills needed to successfully reach goal: Reading non-verbal and contextual cues Knowledge of social rules Perspective Taking Regulation of Emotion Use of eye contact and other non-verbal expression Teaching Social Interaction Skills: Scott Bellini 2010

  8. Step Two: Discern Between a Skill Acquisition and Performance Deficit • Skill Acquisition Deficit: • Refers to the absence of a particular skill or behavior • Goal of Intervention: Teach new skills or develop recently acquired skills • Performance Deficit: • Refers to a skill or behavior that is present, but not demonstrated or performed • Goal of Intervention: Enhance performance of existing skills Teaching Social Interaction Skills: Scott Bellini 2010

  9. Matching Intervention Strategy with Type of Skill Deficit • Strategies that promote Skill Acquisition • Thoughts, Feelings, and Interest Activities • Social Problem-Solving and Social Rules • Reciprocal Intervention Strategies • Social Stories • Role Playing • Self Awareness strategies • Prompting Strategies • Conversation Planning • Video Modeling • Strategies that Enhance Social Performance • Reinforcement Strategies • Priming Social Behavior • Peer Mediated Intervention • Game Playing • Environmental Modification • Increased Social opportunity • Disability Awareness • Relaxation Strategies • Prompting Strategies • Social Stories • Video Modeling Teaching Social Interaction Skills: Scott Bellini 2010

  10. Step Three: Select Appropriate Intervention Strategies • Thoughts, Feelings, and Interest Activities • Social Problem Solving • Social Narratives • Role Playing/ Behavioral Rehearsal • Priming Social Behavior (using visuals and verbal cues/strategies) • Self-Awareness Strategies • Reciprocal Intervention Strategies • Peer Mediated Interventions • Video Modeling Teaching Social Interaction Skills: Scott Bellini 2010

  11. Step Four: Implement Intervention • Three Tiers of Intervention • School Curriculum, Targeted Small Group Instruction, Intensive Individual Instruction • Planning the Intervention • Identify the student, tier of intervention, select peer models, train team, select materials, determine location of interventions, develop schedule of interventions • Facilitating the Generalization of Skills • Reinforce the performance of social skills in natural environment, train multiple persons in multiple settings, natural reinforcement, practice in natural environment, fade prompts, provide multiple examples, teach self-monitoring strategies, provide maintenance sessions Teaching Social Interaction Skills: Scott Bellini 2010

  12. Step Five: Evaluate Program and Modify as Needed • Continually monitor and modify • Collect data across settings and individuals • Observe measurable behavior • Develop an operational definition of behavior being observed for all team members • Observer training • Collect data with established tools • Review data and make decisions as scheduled and as a team • Proceed from skill acquisition to mastery of performance Teaching Social Interaction Skills: Scott Bellini 2010

  13. PROMOTING SOCIAL INTERACTION

  14. Social Interaction involves: • Understanding social impairments • Peers • Variety of natural settings • Visual instruction

  15. Students with autism social difficulties are result of: • Impairments in social interaction, social communication and social imagination

  16. Often typical peer response is to react by: • Teasing • Rejecting • Ignoring • Misunderstanding

  17. Adult sets stage for peer mediation by: • Selecting peer/ peers • Educating and training peers • Using student with autism hi-interest activity /strength/ need in natural setting with peer

  18. Adults support peers by: • Educating about student with autism strengths/needs, communication system and behavioral concerns

  19. Adult will directly teach peers how to: • Stay near student: maintain proximity • Play/interact: watch and respond to interaction attempts • Talk: teach how to increase social overtures

  20. How would you educate & train peers about your student? • Strengths/hi-interest/needs, communication system, behavioral concerns • Train peers to stay, play/interact and talk

  21. Natural environments for buddies & student with autism • Free play/recess buddy • Lunch buddy • Snack buddy • P.E/Art/Music buddy • Hallway buddy • Work/academic partners • Friendship group

  22. Group Activity • Select 3 environments • Choose one to structure

  23. Visual instruction will support peers & student with autism by: • Eliminating need for constant adult prompting • Decreasing adult interference in social interaction • Teaching expectations

  24. Visual instruction consists of: • Communication cues • Social skill cue cards • Conversational scripts • Social Stories

  25. Visual instruction should: • Be extension of student with autism communication system • Support peer expectations

  26. Communication cues can be: • Greetings: “ Hi,” Hi-5 • Requesting: “ Play with me”, “I want coke.” • Commenting: “I like playing with you.”

  27. Cue cards for social skills: • Turn Taking • Sharing

  28. Sample cue cards

  29. Conversational scripts • Supplement or replace verbal instruction • Can be obtained by recording peers in natural setting • Can give choices of responses for flexibility

  30. Greeting Social Script

  31. Using AAC for social goals (TANGO)

  32. Visual cards for teaching emotions

  33. How do I talk to a friend? • Lacey; “Hi Jane, what are you doing tonight?”(wait for friend to respond, look toward friend and listen to what they say)Friend; “I need to finish my science project and maybe watch T.V. What are your plans?” Lacey; “I have to finish my math assignment. Hey, its almost time for lunch, shall we eat lunch together? (wait for friend to answer)

  34. Example in P.E. setting • Basketball scenario: student highly competitive • Social skill: turn taking with script of positive comments; “good job”, “nice shot”, “ try again.”

  35. Peer Visual Instructions • Complete puzzle • 1) Show student a puzzle piece 2) Wait for student to hand his sentence strip and verbally request piece 3) Hand piece to student, say “I want a puzzle piece.” 4) Student’s turn to put piece in 5) Put the sentence strip back in front of student • 6) Go back to step one.

  36. Social Stories by Carol Gray • Presents information visually • Describes expected behavior • Helps students see social situations in the way others do • Written in response to individual student needs

  37. Social Story Formula • 2-5 Descriptive sentences/pictures • describes the situation from the student’s point of view • 2-5 Perspective sentences/pictures • describes how other’s might feel or react • 1-2 Directive sentences/pictures • describes the desired or appropriate behavior • Use medium the student best understands • photographs, words, sentences

  38. Social Story sample

  39. Social Story sample

  40. Social Story sample

  41. Social Story sample

  42. Play Story sample

  43. Play routine for cars and trucks

  44. Social Story Activity • Greeting: Saying Hi! • Taking turns • Being a friend • Playing a game • What can I talk about at lunch • Not everyone can win • Going on a field trip • Walking appropriately in the hallway

  45. Peer Interaction needs the adult to directly instruct by: • Modeling expectations to peer • Coaching & reinforcing peers interactions with student with autism • Supporting with visual instruction

  46. How do I begin? • Start small • Plan for individual social need for your student with autism • Match to a friend

  47. References • The New Social Story Book, Future Horizons, 4 Lamar Blvd. East Suite 106, Arlington, TX. 76011 #817-277-0727 • Skill Streaming , McGinnis and Goldstein • Clear Thinking , Polly Nichols of University of Iowa • Thinking, Changing, Rearranging , Timberline Press, Inc., Box 70187, Eugene, Oregon, 97401 • Teaching Friendship Skills for Primary, ISBN # 0-944584-69-1 • Teaching Friendship Skills for Intermediate, ISBN #0-94458-70-5

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