Transcript Social Skills Intervention: Evidence and Guidelines

Social Skills Intervention:
Guidelines, Evidence &
Options
Presented by
Emily Iland, M.A. &
Lisa Iland, M.S.
Today’s Agenda
A. Examine the social/communication
difficulty inherent in ASD
B. Guidelines & considerations in
intervention
C. Evidence from the research
D. Options: Evidence-based practices that
support generalization
E. Bonus resources
Your Expertise
• New ideas and perspectives
• Be a careful consumer of information
• Apply information relevant to your work or
role as a social skills interventionist
(including as a parent interventionist!)
Social Skills
Relationships
Asperger’s and Girls
Tony Attwood, Temple Grandin, Lisa Iland
Social Skills: A Definition
• “Socially acceptable learned behaviors
that enable a person to interact with others
in ways that elicit positive responses and
assist the person in avoiding negative
responses.”
(Elliott, Racine, & Busse, 1995, p.1009)
S. Bellini ©2008 AAPC
Social behaviors are learned
Typical children learn and use them
spontaneously and easily
In ASD
Learning to relate is not automatic
• Development is different
• People with autism can learn
how to relate
• We have to be wise enough
to teach in the way they learn
and understand
The Importance of
Teaching Social Skills
People with strong social interaction skills
typically experience …
• More meaningful relationships
• Greater happiness and self-esteem
• Greater social acceptance
• Greater desire to participate in social
situations
• Less anxiety, stress, depression
S. Bellini ©2008 AAPC
The Importance of
Teaching Social Skills
People with social interaction skills deficits
typically experience the opposite …
• Few to no meaningful relationships
• Greater anxiety, stress, depression
• Less happiness and self-esteem
• Less social acceptance
• Less desire to participate in social
situations (withdrawal, avoidance)
S. Bellini ©2008 AAPC
A: The social-communication
difficulty inherent in ASD
Developmental Differences
Uneven Development
Don’t do things
they should do
Do things they
should not do
Check your list
Autism and Asperger Syndrome
Diagnostic Criteria
Qualitative impairment in social interaction, as
manifested by at least two of four features
(a)marked impairment in the use of multiple
nonverbal behaviors such as eye-to-eye gaze,
facial expression, body postures, and gestures
to regulate social interaction
Autism and Asperger Syndrome
Diagnostic Criteria
(b) Failure to develop peer relationships
appropriate to developmental level
Autism and Asperger Syndrome
Diagnostic Criteria
(c) a lack of spontaneous seeking to share
enjoyment, interests, or achievements with
other people (e.g., by a lack of showing,
bringing or pointing out objects of interest)
Autism and Asperger Syndrome
Diagnostic Criteria
(d) lack of social or emotional reciprocity
Qualitative impairments in communication
at least one of these four:
(a) Delay in, or total lack of, the development of spoken
language (not accompanied by an attempt to
compensate through alternative mode of
communication such as gesture or mime)
(b) In individuals with adequate speech, marked
impairment in the ability to initiate or sustain a
conversation with others
Qualitative impairments in
communication
(c) stereotyped and repetitive use of
language or idiosyncratic language
Conversing or
Downloading?
Qualitative impairments in
communication
(d) Lack of varied, spontaneous makebelieve play or social imitative play
appropriate to developmental level
Limited play skils
Limits socialization
Less practice: The Matthew effect
Lack of flexibility and “shifting” can
cause problems with peers
Restrictive interests or repetitive
play limits things to share
Less in common with othersLess to do and talk about
Another effect of the
lack of imagination:
Theory of Mind (T.o.M)
It is like Mind Blindness-affects the ability to:
• Imagine the internal states of others
• Imagine the thoughts of others
• Guess the thoughts of others
Theory of Mind
• They think we know what they know and
think
• They can’t imagine that we don’t know
what they are thinking or what they know
All this explains why socialization
is so hard and not automatic
We know people with ASD
want to have
relationships and
friendships with parents,
siblings, relatives, peers
and even boyfriends
and girlfriends.
Outcomes: Many students with ASD
are not prepared for adult life
“People with ASD leave school
programs ill-equipped with the social
and communication skills needed for
life success”
Muller, Schuler, Burton & Yates, 2003. p.271
How do we help and teach?
To develop social-communication skills, children
and adolescents with ASD typically require:
1. Explicit instruction
2. Effective social skills programming
The logical conclusion
• Understand how a particular person is
affected by their autism
• Address every feature, identify and
develop needed skills
• Include socialization and communication
deficits
• Do not overlook PLAY skills, at any age
The Social Continuum
1
2
3
4
1. Withdrawn/aloof (avoids/ not
responsive)
2. Passive (needs prompts, to get what he
wants)
3. Active but odd (limited, scripted)
4. Wants friends, significantly immature
(underdeveloped) probs w ToM, miniadult style
B. Intervention
Guidelines &
Considerations
for social skills
goals
#1 Prioritize social skills &
social relationships
• The central feature of autism
• Predictor of diagnostic status (and
outcomes)
• The distinguishing feature between ASD
and other D’s
• “An area of great vulnerability even for the
most cognitively able”
How to help learners with ASD
• Recognize the relevance of actively
promoting social and communication
development through the IEP
– Quality of life now
– Future outcomes
• Start with a very complete understanding
of the developmental & neurological
differences in ASD
I.D.E.A. Revision 2004
Development, review, and revision of IEP.
(a) Sec. 300.324 Development of IEP.
(1) General. In developing each child's IEP, the IEP
Team must consider-(i) The strengths of the child;
(ii) The concerns of the parents for enhancing the
education of their child;
(iii) The results of the initial or most recent evaluation of
the child; and
(iv) The academic, developmental, and functional needs
of the child.
Regulations: Part 300 / D / 300.324
http://idea.ed.gov/explore/home
Create specific IEP goals
• In every IEP
• For all ages and levels
• To help support friendship and
relationships
Note: Don’t be satisfied with superficial
social skills aka “appropriate classroom
behavior!”
Prioritize by integrating
social goals & lessons into…
•
•
•
•
Classroom routines (examples)
Recess and lunch
Playground activities
Therapy sessions (speech and language,
recreational, and occupational therapy, sessions
with the psychologist, etc.)
• Community activities
• Home life (siblings, respite)
#2 PEER Validity
• Find out what social skills are valued by the
peer group
• Teach the person with ASD skills to fit in
• Examples from informal research
– 28 teachers each interviewed 5 students
– 140 respondents from preschool to college age
Age 4-7
1. Plays
2. Shares
3. Cares
4. Plays Dress-Up
5. Hugs Me
Age 8-10
1. Being Nice
2. Trustworthy
3. Likes to Play
4. Likes to help others
5. Sharing
Age 11-15
1. Respectful
2. Trustworthy
3. Funny
4. Cool
5. Nice
Age 16-18 and College Students
1. Trustworthy
2. Similar Interests
3. Listens
4. Dependable/Reliable/Fun
5. Kind/Supportive
Peer Validity
• Some peer values transcend all ages
• Consult with peers for input on goals,
priorities and how to teach
• Ask peers to privately report social
mistakes
Address Three Social
Skill Components
• Social actions (performance skills)
• Social thinking (understand what is
appropriate and why, social values)
• Social feeling
– “Positive” feelings like empathy and
motivation
– Overcoming “negative” feelings that shut
down interactions, like social anxiety and fear
ASK Key Questions
1. What is it that this person does not know
that everyone else knows?
2. What does this person need to learn to do
to be successful in the situation?
3. What feelings or emotions need to be
addressed?
 Use the answers to target specific skills
to teach
#3 Individualize
• There is no single intervention that will
help all children and adolescents with ASD
strengthen their social skills
• What works well for one child or
adolescent may not work well for another
Individualize and be wise!
• Use a combination of strategies that
prove most effective for a given child’s or
adolescent’s needs
• Choose: Explore options & be selective
• Find the right fit
• Take advantage of strengths and
interests
# 4 Match strategies
with the type of skill deficit
– Skill acquisition: does not have the skill
– Generalization deficit: has the skills but does
not perform it across contexts
Knowing and doing are two
different things
• Driving a stick shift car
– Knowing
– Doing
• When a social/behavioral mistake occurs
– Knowing what should be done
– Being able to do it
Reference: Bellini, 2008
Beware of our faulty assumptions!
Can’t vs. Won’t
• When a person has a social difficulty don’t
assume it is lack of motivation or refusal
• It is often a skill acquisition deficit OR
• A problem with generalization OR
• Confounding factors in the environment
that prevent the person from using a skill
they have at that time
Skill mismatch?
• We can set people up for failure when we
put them in situations where they need to
perform a skill they have not acquired
• A meltdown or shutdown is often the result
• Be aware when the demands of a situation
are beyond the skill set of the person
• Fill the gap between the demands and the
skill set while the person is still learning
(anticipate, prepare, scaffold)
Learn from difficulties
& problem situations
• Interpret a problem moment as a sign
• Use the example to personalize explicit
instruction using a proven method!
• “2/3 rule” regarding demands…
Other factors that affect social
performance/generalization
•
•
•
•
•
•
•
Motivation
Sensory Sensitivities
Anxiety
Attention and Impulsivity
Memory
Self-efficacy (view of their own ability)
Movement Differences
Social “Movement Difficulties”
Donnellan & Leary, 1995
1.
2.
3.
4.
Starting
Stopping
Switching/Shifting
Combining (give and say)
# 5 PLAN for Generalization…
to equip students with the social and
communication skills needed for life
success
Generalization
• Using a skill or behavior learned in one
environment and/or with one person in
other environments and with other persons
• Doing what you have been taught and
applying what you have learned in new
and different situations
Why is Generalization
A core problem in autism?
• The child or adult
“misses the big picture”
– They don’t pick up on the cues to make the
connection: I need to use that skill here and
now
– The situations where the skill should be used
seem too different from the learning
situation
STIMULUS → RESPONSE
Plan generalization
into social skills intervention
• Once a skill is consistent in one context
continue working on it!
• Change the context bit by bit so that the
person practices with different “stimulus”
– The place
– The people
– The prompts
– The words
– The materials
A last consideration
#6 Social Assimilation
vs.
Social Accommodation
Assimilation
• Emphasizes changing the behavior of the
child or adolescent with ASD
• Facilitates skill development and allows
the child to be more successful in social
interactions
• Enhances skill acquisition
• Also known as “Direct treatment”
Accommodation
• Modify the 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
• Also known as “Indirect treatment”
Social Accommodation vs.
Social Assimilation
• Important to consider prior to selecting
intervention strategies
• Usually 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)
What Does Research Tell Us
About Social Skills Intervention?
DATA
ASD
Social
skills
goals
Bonus Handout:
Become a Discerning
Consumer of Research
Lisa Iland, M.S.
Can you
believe
everything
you read?
Looking at the research
Reichow & Volkmar (2010)
A best evidence synthesis
Social Skills Interventions for Individuals with
Autism: Evaluation for Evidence-Based
Practices within a Best Evidence Synthesis
Framework
Journal of Autism and Developmental Disabilities,
2010, Volume 40, pp 149-166
66 studies: Criteria for inclusion
1. Majority of participants have ASD
2. Intervention is designed to remediate 1
or more social skills
3. At least one social outcome is evaluated
4. Valid research study design
5. Published 2001-2008
6. Acceptable or strong methodological
rigor
Organize 66 studies by age,
some overlap
• Preschool, less than age 5 =
– 35 studies, 186 participants
• School aged, usually age 6 to 12; this
review ages 4 to 17
– 28 studies, 291 participants
• Adolescent and Adult, at least age 13 =
– 3 studies, 36 participants
8 categories of interventions
1.
2.
3.
4.
5.
6.
7.
ABA (Applied Behavioral Analysis)
Naturalistic interventions
Parent training
Peer training
Visual (cues, scripts, social stories),
Video modeling
Social skills group lessons
•
•
Specific skills
General competence
8. Other
R & V Recommendations
“Can’t say one is superior over others,” but
• ABA, including to augment other interventions:
“There is much support for the use of
interventions based on ABA, and the use of
these techniques should continue to be used in
practice.”
• Naturalistic: There is much evidence supporting
the recommendation of naturalistic techniques
for young children with autism, the evidence for
older individuals is insufficient to make
recommendations (only 3 studies total)
R & V Recommendations
• Parent training: Evidence permits the
recommendation of parent training as an
effective method for young children… but the
scarcity of research for older participants does
not permit the same.
• Peer Training: “Interventions that train peers to
deliver treatment has much support and should
be considered a recommended practice for all
individuals with autism.”
R & V Recommendations
• Social Skills Groups: Confirm tentative support
of social skills groups. The effects of social skills
groups in isolation remain widely unknown and
warrant future study.
• Visual: “Overall, the studies using visual
supports had positive findings, suggesting they
can be an effective method for enhancing social
understanding and structuring social interactions
or communication for pre-school age children
with autism…more research on the use of visual
techniques for older individuals with autism is
needed.”
R & V Recommendations
• Video modeling: “Video modeling appears
to typically be an effective intervention for
teaching social skills to individuals with
autism
…much remains to be learned about the
boundaries of the intervention’s
effectiveness
…video modeling by itself might not be a
powerful enough intervention to elicit the
desired changes in behavior.”
Results could be
more expansive if…
• If an exhaustive study was done (vs.
review)
• If studies were more similar in design so
they could be compared more easily
• If they did not leave out some good
studies due to a quality criterion being
missed
• If participants were better described
• If sample sizes were not so small
Remember Generalization?
• Generalization occurs when a skill
targeted in treatment is used or applied
outside of controlled teaching conditions,
thereby demonstrating learning.
• Doing what you have been taught and
applying what you have learned in new
and different situations
Generalization Gradient
Generalization Gradient
L. Iland
Generalization Outcomes
Further analysis of the school-age studies
with generalization as the measure of
success!
– Which studies focused on promoting
generalization of social skills to environments
with dynamic and novel social demands? (14)
– Which intervention methods resulted in
generalization with variables quite different
from the teaching setting? (4)
4 Noteworthy Studies:
Resulted in significant generalization, quite
different from the teaching setting
– Owens et al., 2008
– Scattone, 2008
– Morrison et al., 2001
– Thiemann & Goldstein, 2001
Owens et al., 2008
LEGO therapy and the social use of
language programme: An evaluation of
two social skills interventions for children
with high functioning autism and Asperger
syndrome.
Owens, G., Granader, Y., Humphrey, A., &
Baron-Cohen, S.
Journal of Autism and Developmental
Disorders, 38, 1944–1957.
A randomized, controlled study
Social Skills Group (Play-based)
21 children with ASD age 6-11 were
randomly assigned to either LEGO®
Therapy, or Social Use of Language
Programme (SULP) groups.
Treatment was 1hr/week, for 18 weeks.
Advantage: Therapy was inherently
rewarding; no external rewards needed.
Owens et. al.,LEGO® therapy program
Social Skills Group (Play-based, naturalistic)
• Targeted skills: collaboration skill along,
joint attention, verbal and nonverbal
communication.
• Teams of 3 students with ASD were
supported to build LEGO models in
defined roles: engineer, supplier, and
builder.
• Children mastered all 3 roles.
Freestyle
• Once proficient, they were allowed to
engage in “Freestyle” LEGO, build and
design their own LEGO models.
• The supervising adult confirmed the
existence of any problem and guided the
students to a solution.
Outcomes & Generalization
On school playground LEGO® group
participants had a longer duration of social
engagement with peers.
VABS measure showed significant decrease
in maladaptive behaviors, (i.e. avoiding
eye contact, not showing imitative play,
and using toys inappropriately)
Try this at home (or school!)
Creationary from LEGO® Games
Roll the LEGO® Dice to select one of four exciting building
categories: vehicles, buildings, nature or things.
Show off your building skills, while the others guess what
you are creating.
An interactive game for 3 – 8 players, 30-60 mins.
http://shop.lego.com/product/?p=3844&Lang
Id=2057&ShipTo=US
Scattone, 2008
• Enhancing the Conversation Skills of a
Boy with Asperger's Disorder through
Social Stories and Video Modeling.
• Journal: Journal of Autism and
Developmental Disorders, 38:395-400
• Based on the results for a single 9 year old
boy
• 24 sessions over a period of 15 weeks
Social Stories
with Video Modeling
• Three Social Stories were created to
improve eye contact, smiling, and
initiations.
• The three stories were put together in a
booklet format.
• Then, the booklet material was videorecorded using two mature individuals who
modeled the specific skills cited above and
an adult who told the stories.
Social Stories
with Video Modeling
• The student watched each video in the clinic
environment and responded to prepared Story
Questions.
• Once every evening he watched the video at home,
overseen by an adult.
• Twice a week the intervention was monitored using
5-min social interaction sessions” which were
videotaped.
• Prior to gathering the final “intervention data”, the
student watched the video again in the clinic
environment and responded to the questions.
Outcomes
• Matthew's ability to engage in
conversations and eye contact improved,
including in other school settings.
• Matthew had difficulties mastering the
smiling skill and was inconsistent during
therapy.
• He did not make noticeable progress on
initiation skills
Morrison et al., 2001
Peer Training
• Peer Mediation and Monitoring Strategies
to Improve Initiations and Social Skills for
Students with Autism
• Morrison, L., Kamps, D., Garcia, J., &
Parker, D.
• Journal of Positive Behavior Interventions
3(4), 237-250
Intervention
• Four groups, each with one child with ASD age 10-13,
and three typical peers.
• Students played games in a therapy room.
• Teachers primed nondisabled peers, who modeled,
prompted, and reinforced social interactions, responses,
and use of social skills during play.
• Target Social Skills: requesting, commenting, and
sharing
• Peers were taught to monitor and count the target peer’s
use of the 3 skills.
Timeline
• Sessions were conducted once per day,
three times a week, for 20-30 minutes
each.
• The treatment intervention ended for each
child w ASD when a noticeable increase in
skill was observed and maintained for at
least three sessions
Data collection
• Data was collected from both live and
videotaped sessions while the students
played a game.
• Behaviors were measured from randomly
chosen five minute samples of behavior
from an observation period of 10-15
minutes during play time each session.
Outcomes
• All four ASD children’s social skills
increased during intervention conditions.
• The percentage of time the children w
ASD were engaged in social interaction
with their peers increased from baseline to
intervention.
• The four children w ASD demonstrated a
decrease in inappropriate behavior during
intervention.
Generalization Outcomes
• Generalization: in naturalistic settings (i.e.,
recess, lunch)
• Generalization settings were significantly
different compared to treatment settings
(i.e. conference rooms, classrooms, open
areas between classrooms).
• For some children specific social skills
may not transfer to settings that are not
familiar.
Thiemann & Goldstein, 2001
• Effects of Peer Training and Written Text
Cueing on Social Communication of
School-Age Children with Pervasive
Developmental Disorder
• Kathy S. Thiemann & Howard Goldstein
• Journal: Journal of Speech, Language,
And Hearing Research
Thiemann & Goldstein, 2001
• 5 boys with PDD ages 6 to 9
• 10 peers without disabilities ages 7 to 9 years
old.
• Each triad (child with autism and two peers
without disabilities) met 3-4 times per week
• Control group was the 5 students with PDD and
comparison group was the 10 students without
disabilities.
Thiemann & Goldstein, 2001
• Targeted skills: look, wait, and listen, answer
talking, keep talking, say something nice and
keep talking.
• Peer training included discussion of four steps
per skill, generating examples of skills in topic
bubbles beside cartoons of children talking,
adult-student and student-student role play,
adult feedback, and review of behavioral steps.
Intervention
• 10 minutes of baseline social activities
• 25 minutes for written text treatment
(instruction using written text cues)
• 10 minutes of engagement in a social
activity
• 5 minutes of adult feedback.
Outcomes & Generalization
• Four out of the five children improved their
number of initiations.
• The generalization was measured by how
many times the students initiated on their
own before and after intervention.
A Closer Look at an EvidenceBased Intervention:
Peer Training
Interaction is a two-way street
The role of Others: Peer Training
• Develop & implement peer
intervention strategies
• Key to positive, socially valid
peer interactions
• Reduce negative interactions
(and the emotional effects of
them).
Peer-Mediated Instruction Intervention (PMII)
• PMII: Methods to structure and formalize
social skill development AND play
opportunities with peers
• Fits well with anti-bullying education
• Excellent FREE how-to online course with
video demonstration at
www.autisminternetmodules.org
PMII
• Children and youth with ASD are
taught to respond to and interact
with typically developing peers.
• Typically developing peers are
taught to interact with children with
ASD.
• Activities are implemented across
the age range in a variety of
contexts to support generalization
and social validity.
Social Thinking +
Reinforcing positive behaviors = PMII
• Typically developing peers almost always
are taught to implement procedures
such as initiating interactions and
organizing play.
• Typical peers learn to provide prompts
and reinforcement to students with ASD
during peer-mediated activities.
• Advantages: More naturalistic, less
teacher/adult involvement
Who can do it?
• PMII can be used by a variety of
professionals including teachers, special
educators, therapists, and classroom
assistants in different educational and
community-based environments.
Who can benefit?
PMII is useful for children
and youth with ASD across
the spectrum, including
those
• With limited communication
skills,
• Who rarely initiate or respond to
social interactions with peers,
and
• Who do not appear to be
benefiting from group
instruction.
Three types of PMII
1. Peer Initiation Training
2. Peer Buddy Approaches
3. Social Networking
#1 Peer initiation training
Peers are taught persistent social initiations,
and to respond to the child with ASD.
Mutual skills include:
Orientation
Parallel/proximity play
Common focus
Orientation
Being aware of other children,
as shown by looking at them, at their play materials,
or what they are doing
Parallel/proximity play
Playing independently beside or near another
child & using the same play space or
materials
Common focus
Engaging in activities directly involving one or more
peers including informal turn-taking, active sharing
of materials, giving and requesting items to and
from someone else, asking someone to play
No matter the age…
Go from Solitary to Social!
Focus on KEY SKILLS to increase social
responding, initiations, and engagement
Especially good for young, low verbal
individuals
Wonderful, specific how-to info in the
module
2. Peer buddy approaches
Social skills training groups that involve
children with ASD & peers
Peer Buddy Approaches
Talk to your buddy. Peers are taught to
(1) talk to their buddy about what they
are playing with,
(2) play pretend games, and
(3) talk to each other while engaging in
pretend play activities.
Stay & Play
Stay with your buddy. Peers learn to stay
with their buddy in the same area, playing
and taking turns. However, they do not
need to continually play with the same toys.
Play with your buddy. Peers stay in the same
area with their buddy and play with the
same materials by joining in their buddy's
activity, offering toys, and asking their
buddy if he/she would like to play.
3. Social networking
any age, including middle & high school
Especially important for the marginalized!
• Decrease the widening social gap
between students with ASD and peers;
• Support the potential development of
relationships with peers
• Focus on specific target skills such as
responding to peers, maintaining
conversations and interactions, and
initiating interactions with peers;
#3 Social Networking:
Provide a Network of Support
Support Functions of Social Networks
SocialEmotional
Instrumental
Companionship
Informational
From the Yes I Can Program Facilitator Training Abery, 2005
Focus on shared interests,
accepting differences
• Dispel the notion that “He’s weird” or “I
have nothing in common with her.”
• Equality & mutual benefit (contribution)
• Refer to Thiemann & Goldstein, PMII
module for how-to’s
Peer networks
• Start with one to two peers in peer social
network activities for a minimum of three
to four months to promote acquisition of
skills.
• After this time, include additional peers to
promote generalization of skills (and a
wider network).
• Be selective
• Get permission
• Use cues across people and environments
OPTIONS for PMII
Class-wide
Small group
Dedicated CLASS for credit
Service Learning
Social CLUB
Lunch & Recess
Part of anti-bullying campaigns
Yes I Can Program
for Social Inclusion
•
•
•
•
•
Peer mentors: Social validity
Social and Communication Skills
Shared interests
Self-advocacy and self-awareness
Leadership and advocacy
http://ici.umn.edu/yesican/default.html
(less than $75)
Peers, Friendship and Inclusion
• Peer Play and the Autism Spectrum by Pamela
Wolfberg
• Friend2Friend Model
• “Fostering Peer Play and Friendships: Creating
a Culture of Inclusion” by Pamela Wolfberg,
Heather McCracken and Tara Tuchel in
Learners on the Autism Spectrum: Preparing
High Quality Educators Eds. Buron & Wolfberg
Changing the School Culture
Don’t Laugh at Me from Operation Respect
(FREE)
• Purpose: “To assure each child and youth a
respectful, safe and compassionate climate of
learning where their academic, social and
emotional development can take place free of
bullying, ridicule and violence.”
• Log on to http://www.operationrespect.org/ and
click on the educator tab to get free
downloadable curriculum and videos K-5 and 6
thru 8, or order the hard copies by mail.
Bonus Material
• Check out these options and ideas
• Some are commercial programs with
research backing
Resources
Hanen method from Canada
Floortime- Dr. Stanley Greenspan
Pivotal Response Training- Drs. Lynn y Robert
Koegel, University of Santa Barbara
California
RDI- Relationship Development Intervention
Dr. Steve Gutstein
Integrated Playgroups- Dr. Pamela Wolfberg
Flexible Social Thinking
• Superflex... A Superhero Social
Thinking Curriculum by Stephanie
Madrigal, Michelle Garcia Winner & Kelly
Knopp
• A flexible-thinking superhero helps
children learn to solve social problems
• Includes his enemies that get in the way of
flexible thinking, like Rock Head and DoFDestroyer of Fun
Superflex, continued
• Creates a vocabulary for thinking and
talking about problems and obstacles to
flexible problem solving
• Lessons include matching reactions and
emotions to the situation, sportsmanship,
personal space, impulse control…
Mind-Reading
Computer Programs
Mind Reading: An Interactive Guide to
Emotions (Baron-Cohen, 2004)
• Emotions library: Video clips of actors
displaying emotions
• Learning center: Pictorial and video
examples of emotions, lessons and
quizzes
• Games zone: Five emotions-related
games, including one with Daniel Radcliff
(Harry Potter)
S. Bellini ©2008 AAPC
Mind Reading Worksheets
• Resource: Teaching Children with Autism
How to Mind-Read (Howlin, Baron-Cohen,
& Hadwin, 1998)
• Provide practice inferring emotions and
interests and taking others’ perspectives
– Can expressively or receptively identify these
S. Bellini ©2008 AAPC
Social Stories™
• Gray, 2000
• A brief story that presents social concepts
and rules
• Research to support its effectiveness with
children with ASD: two studiesMay be
used to teach a number of social and
behavioral concepts
Social Stories™
• Gray, 2000
• Research to support its effectiveness with
children with ASD: two studies
• A brief story that presents social concepts
and rules
• May be used to teach a number of social
and behavioral concepts
Reference Bellini 2008 AAPC
Gray’s Guidelines (1995, 2000)
1. The story should be written in response
to the child’s personal need.
2. The story should be something the child
wants to read on her own (depending on
ability level).
3. The story should be commensurate with
the child’s ability and comprehension
level.
Reference: Bellini 2008 AAPC
Gray’s Guidelines (1995, 2000)
4. The story should use less directive terms
such as “can” or “could,” instead of “will”
or “must.”
•
An important aspect for children and
adolescents who tend to be oppositional or
defiant
Reference: Bellini2008 AAPC
Social Stories™
• May be used with pictures
• May be placed on a computer
– Builds from strength in visual learning and
interest in computers
• May be used in combination with other
strategies such as relaxation techniques
and role-playing
Reference: Bellini 2008 AAPC
Sample social story
•
•
•
•
•
Sometimes I talk to the other children in my class.
The other children don't like when I stand very close to them.
When I stand too closely, it makes my friends feel crowded.
If I stand too close, other children sometimes get mad at me.
I can back up and stand three feet away from my friends when we
talk.
• It makes my friends happy when I stand three feet away when we
talk.
From
http://www.brighthub.com/education/special/articles/2948
7.aspx#ixzz13uvHS4Yg
Skills to teach Using Social Stories
(Bellini, 2008)
– Reading nonverbal cues
– Taking another person’s perspective
– Inferring the interests of others
– Initiating interactions
– Reciprocal interactions
– Making eye contact
– Social rules and concepts
http://www.storymovies.com/
• Video version of social stories
• Make your own “story movies”
• Also available from other providers as
smart phone apps
On my bookshelf
• Asperger’s and Girls
Tony Attwood, Temple Grandin, Lisa Iland
• Navigating the Social World
Jeanette McAfee
• Peer Play and the Autism Spectrum
Pamela Wolfberg
On my bookshelf
• Relationship Developmental Intervention
for Children, Adolescents and Adults\
Steven E Gutstein & Rachel K. Sheely
• Thinking About YOU Thinking About ME
Michelle Garcia Winner
• Taking Care of Myself
Mary Wrobel
My University Course Uses…
• Building Social Relationships: A
Systematic Approach to Teaching Social
Interaction Skills to Children and
Adolescents with Autism Spectrum
Disorders and Other Social Difficulties
By Scott Bellini, Ph. D.
Autism Asperger Publishing Co., 2008
To contact Emily
Emily D. Iland, M. A.
26893 Bouquet Canyon Road Suite C-333
Saugus CA 91350
telephone 661-297-4205
FAX 661-297-4033
[email protected]
Web:
www.asdatoz.com
www.readingautism.com
To contact Lisa
Lisa Iland, M. S.
Telephone 661-313-3313
FAX 206-432-9854
[email protected]
On the internet:
www.lisailand.com