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Options and Strategies to Address Critical Social Skills

Options and Strategies to Address Critical Social Skills. For Students with ASD and Visual Impairment. Social skill deficits may be separated into four broad categories of social functioning: nonverbal communication, social initiation, social reciprocity, and social cognition.

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Options and Strategies to Address Critical Social Skills

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  1. Options and Strategies to Address Critical Social Skills For Students with ASD and Visual Impairment

  2. Social skill deficits may be separated into four broad categories of social functioning: nonverbal communication, social initiation, social reciprocity, and social cognition.

  3. First Step: Assessment • Range of Typical Expectations • Strengths and weaknesses • Establish baseline of performance

  4. Some examples… • Opening and closing a conversation • Initiating peer interaction and joining play • Decoding facial expressions and body language • Observing and mimicking appropriate social behavior in specific situations • Predicting and understanding the emotions and reactions of others

  5. Process • Match social interaction instruction to students’ needs and settings. • Prioritize • Task analyze social interaction skills • Provide opportunities as well as evidence-based instruction • Provide instruction and data analysis • Use reinforcement

  6. 1. Acquisition Accurate Performance Able to implement the steps and skills of the target behavior

  7. Acquisition … instruction • Show, tell, model, describe • Guide, lead, coach the student • High rate of positive reinforcement • Teach the connection

  8. 2. Fluency Able to express oneself readily and effortlessly Accurate, smooth, even performance in relationship to the situation at an appropriate rate

  9. Fluency … instruction • Multiple opportunities to practice • High rate of positive reinforcement for fluency

  10. 3. Generalization Accurate, fluent use of social skills beyond classroom or instructional setting

  11. Generalization … instruction • Teach with multiple representative examples from universe of situations where skill will and will not be required • Teach in setting where required • Use forms of positive reinforcement from non-instructional settings • Incorporate relevant features from required settings • People • Materials • Activities

  12. 4. Maintenance Continued performance of social skills when instruction has been discontinued in educational setting

  13. Maintenance … instruction • Systematic fading or removal of instructional prompts/assistance • Decrease amount and/or rate of instructional positive reinforcement • Increase naturally occurring type/rate of positive reinforcement

  14. 5. Adaptation … instruction Use social skills variations that have been taught but are in non-instructional and/or novel situations

  15. Adaptation … instruction • Teach representative multiple variations of social skills and behaviors • Teach and link behaviors to the defining features of the required settings

  16. Possible Solutions: Area of Concern: • Conversations • Inappropriate Social Interactions Possible Strategy: • Social Narratives • Problem Solving Strategies • Incredible 5-Point Scale

  17. Social Narratives Social narratives can be used: • after a social "error" has occurred (e.g., saying something rude to a classmate, hitting, yelling) • prior to a transition or new experience (getting a haircut, changing schools, going to the Dr.'s office, etc.) • as an intervention to reduce existing recurring behaviors (nose picking, blurting out in class, etc.) The use of social narratives strategies by the individual must be taught through direct instruction.

  18. SOCIAL NARRATIVES and SCRIPTS http://www.txautism.net/docs/Guide/Interventions/SocialNarratives.pdf

  19. Possible Solutions: Area of Concern: • Conversations • Inappropriate Social Interactions Possible Strategy: • Social Narratives • Problem Solving Strategies • Incredible 5-Point Scale

  20. Social Problem Solving Six Steps of Analyzing Social Situations 1. Describe the social scenario, setting, behavior, or problem (What's happening or what has happened?). 2. Recognize the feelings/thoughts of participants (How does he/she/you feel? What is he/she thinking?). 3. Understand the feeling of participants (Why is he/she/you feeling/thinking that way? Ask child to provide evidence). 4. Predict the consequences (What do you think will happen next? What will be the consequences of this behavior?). 5. Select alternative behaviors (What could he/she/you have done differently). 6. Predict the consequence for alternative behaviors. Bellini, 2006, p. 157

  21. Possible Solutions: Area of Concern: • Conversations • Inappropriate Social Interactions Possible Strategy: • Social Narratives • Problem Solving Strategies • Incredible 5-Point Scale

  22. A 5 Is Against the Law! Social Boundaries: http://www.5pointscale.com/

  23. Resources • Autism Spectrum Disorder and Visual Impairments: Meeting Students Learning Needs • The Incredible 5-Point Scale • Navigating the Social World • Model Me Kids Video • Autism Asperger Publishing Company • Social Thinking • National Professional Development Center on ASD - http://autismpdc.fpg.unc.edu/

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