The Social Side of ASD

Size: px

Start display at page:

Download "The Social Side of ASD"

Wesley French
5 years ago
Views:

1 The Social Side of ASD Amanda Armstrong, M.Ed, BCBA VDOE James Madison University Deficits in social skills are one of the core features of Autism Spectrum Disorders (ASD), and are a major source of impairment regardless of the intellectual or language ability of persons with ASD. (Carter, Davis, Klin, & Volkmar,2005) Social Interactions Fundamental Required Everyday Reciprocal Social Skills = Relationships Social Behaviors are Learned! Socially Most People. Observe others Imitate Decide what to imitate and what to ignore Receive feedback on our social behaviors Adapt our social behaviors as needed in various situations and environments Incorporate and comprehend body language 1

Socially Most Individuals with ASD May observe other s social behaviors but not comprehend them for appropriate imitation May not understand body language and physical boundaries May not understand

empathy Misinterpretation of behaviors by others Anxiety about groups and social situations Victim of bullying Low self esteem Sometimes, it was easier to not try.

A social act is any intention, aim, plan, purpose, and so on which encompasses another person.

2 Socially Most Individuals with ASD May observe other s social behaviors but not comprehend them for appropriate imitation May not understand body language and physical boundaries May not understand which behaviors are appropriate for which environments May have other behaviors that interrupt ability to socialize Results Not accepted by peers Challenges in turn taking Challenges in expressing empathy Misinterpretation of behaviors by others Anxiety about groups and social situations Victim of bullying Low self esteem Sometimes, it was easier to not try. ~ Dave Hamrick, 30 year old adult with ASD. Social or Not What differentiates social from nonsocial behavior is whether another person is taken into account in one's acts, actions, or practices. A social act is any intention, aim, plan, purpose, and so on which encompasses another person. Teach to Learn Intentional Instruction through Evidence Based Practices Virginia has adopted 24 EBPs from the NPDC on ASD 11 of 24 recommended for increasing social abilities across grade levels 2. Differential Reinforcement 15. Self Management 16. Social Narratives 17. Social Skills Groups 7. Naturalistic Interventions 9. Peer Mediated 21. Task Analysis Instruction/Intervention 10. Picture Exchange Com. System 11. Pivotal Response Training 23. Video Modeling 24. Visual Supports 2

EBPs & Applied Behavior Analysis NPDC Website http://autismpdc.fpg.unc.

carefully matched to a learner s specific needs and characteristics Skill Acquisition vs.

Performance deficit means the student has the skill but doesn t perform the skill. ("National Professional Development Center on ASD") (Bellini, 2008) Refusal vs.

3 EBPs & Applied Behavior Analysis NPDC Website Evidence Based Practices (EBP) Every identified practice is not necessarily appropriate for every learner Practices are most effective when carefully matched to a learner s specific needs and characteristics Skill Acquisition vs. Performance Deficits Skill acquisition deficit means the student doesn t possess the skill. Performance deficit means the student has the skill but doesn t perform the skill. ("National Professional Development Center on ASD") (Bellini, 2008) Refusal vs. Inability Terms to Know! Target Behavior/Skill A skill or behavior that needs to be increased or decreased and is the focus of the intervention. (Specific, Observable, Measurable) Baseline Data An observation of the learner's behavior prior to beginning the intervention program. (Where are you starting) Prompt Help given to learners that assist them in using a specific skill. (Not you performing the skill) 3

skill in various environments, with various people and at various times Looking at Peer Mediated Instruction and Intervention (PMII) PMII has been shown to have positive effects on academic,

4 Terms to Know! Task Analysis Breaking a skill into smaller, more manageable steps in order to teach the skill Reinforcement What you do or offer to increase a behaviors Generalization The ability to perform as skill in various environments, with various people and at various times Looking at Peer Mediated Instruction and Intervention (PMII) PMII has been shown to have positive effects on academic, interpersonal, and personal social development, and may be the largest and most empirically supported type of social intervention for learners with ASD. (Bass & Mulick, 2007; Maheady, Harper, & Mallette, 2001; McConnell, 2002) Peer Mediated Instruction and Intervention Teaches typically developing peers ways to interact with and help learners with ASD Teaches learners with ASD to acquire new social skills by increasing social opportunities within natural environments Peers are systematically taught ways of engaging learners with ASD in social interactions in both teacher directed and learner initiated activities Peer Mediated Instruction and Intervention Can be implemented with pairs or small groups of learners across the age range Effective in clinical and school based settings Targets responding to others, reciprocity understanding others, and interacting with others or in groups 4

5 autisminternetmodules.org Age 4 7 Plays Age Appropriate Skills Which are Valued by Peers for Relationship Building Shares Cares Plays Dress Up Hugs Me Age 8 10 Being Nice Trustworthy Likes to Play Likes to help others Sharing Age Respectful Trustworthy Funny Cool Nice 5

Age 16 18 & College Students Trustworthy Similar Interests Listens Dependable/ Reliable/Fun Kind/Supportive Peer Validity Some peer values transcend all ages Consult with peers for input on goals,

Mediated Instruction/Intervention Picture Exchange Com.

6 Age & College Students Trustworthy Similar Interests Listens Dependable/ Reliable/Fun 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 (Bellini, 2008) EBP s for Social Skills Across Grade Levels Differential Reinforcement Naturalistic Interventions Peer Mediated Instruction/Intervention Picture Exchange Com. System Pivotal Response Training Self Management Social Narratives Social Skills Groups Task Analysis Video Modeling Visual Supports Selecting Social Goals Match Social Interaction Programs to Students' Needs and Settings Establish Reasonable Social Interaction Expectations Be sensitive to Local Social Interaction Norms and Conditions Program for Interaction Quality as well as Quantity Selecting Social Goals Select Peers Carefully Reduce Problem Behaviors First Reduce Problem Behavior in Advance Provide Ongoing Support and Monitoring Task Analyze Social Interaction Skills Make Data Based Program Decisions Generalize Skills 6

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

7 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 References References Bellini, S., & Peters, J. (2008). Social skills training. Child and Adolescent Psychiatric Clinics of North America, 17, Bellini, S. & Hopf, A. (2007) Carter, A.S., Davis, N.O., Klin, A., & Volkmar, F.R. (2005). Social development in autism. In F. Volkmar et al. (Eds.), Handbook of Autism and Pervasive Developmental Disorders (pp ). Hoboken, NJ: John Wiley & Sons "Evidence Based Practices." The National Professional Development Center on ASD. The National Professional Development Center, n.d. Web. 10 Mar < basedpractices>. Wellman, H. M., Baron Cohen, S., Caswell, R. C., Gomez, J. C., Swettenham, J., Toye, E. & Lagattuta, K. (2002). Thought bubbles to help children with autism acquire an alternative to a theory of mind. Autism, 6,

Evidence-Based Practices Comparison Chart. National Autism Center (NAC) 1

Evidence-Based Practices Comparison Chart This chart compares the lists of evidence-based practices developed by the Centers for Medicare & Medicaid Services, the National Autism Center, and the National