VDOE T/TAC at VCU

Somebody’s knocking, should I let them in?

Sue Palko M.Ed.Sue Palko M.Ed.VDOE T/TAC at VCUVDOE T/TAC at VCU

VDOE T/TAC at VCU

Socialization and Students with ASD

• Wired to connect to others

• Observe

• Imitate

VDOE T/TAC at VCU

DSM IV DefinitionQualitative impairment in social

interaction, as manifested by at least two of the following:– 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

– Failure to develop peer relationships appropriate to developmental level

– Markedly impaired expression of pleasure in other people’s happiness

VDOE T/TAC at VCU

The chicken or the egg?

VDOE T/TAC at VCU

VDOE T/TAC at VCU

The focus of the IEP is….”meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum….

(34 CFR’300.347 (a)(2)

VDOE T/TAC at VCU

Educators recognize deficits as an opportunity to teach.

Direct, specific and on-going instruction is needed to create, maintain, and generalize necessary social skills for students with ASD.

If a person is not learning, the trainer has failed to teach.”

VDOE T/TAC at VCU

The purpose of social skills instruction is to provide students with ASD the means to acquire skills to function socially when they CHOOSE to do so, or NEED to do so.

McAfee, J. (2002). Navigating the social world: A curriculum for individuals with Asperger’s Syndrome, high functioning autism and related disorders. Arlington, TX: Future Horizons.

VDOE T/TAC at VCU

The Hidden

Curriculum• “…the do’s and don’ts

are not spelled out for everyday behavior, but somehow everyone knows about them.” (Bieber, 1994)

VDOE T/TAC at VCU

Teaching Social Skills

VDOE T/TAC at VCU

_ _ _ergro_ _ _

VDOE T/TAC at VCU

Underground

VDOE T/TAC at VCU

VDOE T/TAC at VCU

• How do other people interact with one another?

• How do other people get their needs met?

• Who are the most competent people in the environment?

• How do we identify them?• What skills are required?• What modifications are necessary?

VDOE T/TAC at VCU

Socialization Toolbox• Social Stories™, Gray,

Carol• Comic Strip

Conversations, Gray, Carol

• Video Modeling• Power Cards, E. Gagnon • Role Playing• Peer partners• Clubs • Drama• The Incredible Five Point

Scale, Dunn Buron, K., Curtis,M.

• Incidental Teaching

VDOE T/TAC at VCU

Social Stories™ and Comic Strip Conversations by Carol Gray

VDOE T/TAC at VCU

Benefits of using social stories™ are that they:

–provide very specific information about a situation

–consider the perspective of the student with ASD

–teach UNDERSTANDING over rote compliance

VDOE T/TAC at VCU

Social Story™ Ratio

0 – 1 directive sentences

2-5 descriptive, perspective or affirmative sentence

VDOE T/TAC at VCU

VDOE T/TAC at VCU

VDOE T/TAC at VCU (Gray, Carol. 1994)

VDOE T/TAC at VCU

Video Self-Modeling• Student is videotaped

performing a sequence of tasks toward a goal.

• Tape is edited to remove prompts and any mistakes made.

• Student watches the video

VDOE T/TAC at VCU

• http://www.modelmekids.com/autism-video-samples.html

• http://www.modelmekids.com/autism-teaching-tools.html

VDOE T/TAC at VCU

Power Cards• State the problem behavior

clearly

• Make use of the person’s interests

• Determine the reason/trigger for the behavior

VDOE T/TAC at VCU

Friends don’t always agree.

When Buster says, “No, I don’t want to!”Arthur says," Okay, I’m going to play by myself,”Or“What did you want to do?” Arthur does not yell or hit.

I can say “Okay,” and play by myselfor ask what my friends want to do too.

(Gagnon, E. 2001)

VDOE T/TAC at VCU (Dunn, Buron K., Curtis, M. 2004)

Five Point Scale

VDOE T/TAC at VCU

Peer Partners

VDOE T/TAC at VCU

Clubs

VDOE T/TAC at VCU

Drama

VDOE T/TAC at VCU

Affect education

VDOE T/TAC at VCU

Role-plays

VDOE T/TAC at VCU

Incidental Teaching

VDOE T/TAC at VCU

VDOE T/TAC at VCU

References• Baker, J. (2003) Social skills training for children and adolescents with Asperger

Syndrome and social-communication problems. Shawnee Mission, Kansas: Autism Asperger Publishing Company

• Buron, K and Curtis, M. (2004) The incredible 5-point scale – assisting students with Autism spectrum disorders in understanding social interactions and controlling their emotional responses. Shawnee Mission, Kansas: Autism Asperger Publishing Company

• Bieber, J. (1994). Learning disabilities and social skills with Richard Lavoie: last one picked. first one picked on. Washington D. C: Public Broadcasting Service

• Gagnon, E. (2001) Power cards: using special interests to motivate children and youth with Asperger Syndrome and Autism. Shawnee Mission, Kansas: Autism Asperger Publishing Company

• Gray, C. (1994a) Comic strip conversations. Arlington, TX: Future Horizons• Gray, C. (1994b) The new social story book. Arlington, TX: Future Horizons• Gray, C. (1998) Social stories and comic strip conversations with students with

Asperger syndrome and high-functioning autism. In. Schopler E.,. Mesibov G.B., & Kunce L.J. (Eds). Asperger syndrome or high-functioning autism? (pp. 167-198) New York: Plenum Press

• McAfee, J. (2002) Navigating the Social World, a curriculum for individuals with Asperger’s Syndrome, high functioning Autism and related disorders. Arlington, TX: Future Horizons

• Sturmey, P. (2003) Video technology and persons with autism and other developmental disabilities: an emerging technology of positive behavioral support. Journal of Positive Behavior Interventions, vol.5, 1, 34

• http://www.modelmekids.com/autism-video-samples.html