Social Skills Development

Transcription

1 Autism Spectrum Disorder and Social Skills Development Scott McLeod, PhD Executive Director MGH Aspire

2 Disclosures Neither I nor my spouse/partner has a relevant financial relationship with a commercial interest to disclose.

3 Challenges No current treatment for core autism features Skill deficits are only part of the problem Pull out treatment limited in efficacy due to core deficits

4 High IQ Social Success

5 Today s Workshop Content Developmental Model Three Legged Stool Examples of Interventions Questions and Answers

6 Aspire Who Are We & What Do We Do? Aspire is a nonprofit organization of the Massachusetts General Hospital and linked with the Lurie Family Center for Autism We provide: Social Skills/Thinking Groups After-School & Saturday Programs Summer Programs Internships Trainings/Workshops/Consultation

7 Our Three Legged Stool Self Awareness Social Competency Stress Management

8 Broad Goal for Children with ASD To facilitate each child s understanding of who s/he is as an individual including: strengths and challenges, communication style, personality, sensory and learning style (neuropsychological) profiles, disability awareness and how these impact him/her as an individual and in interaction with his/her peers and adults.

9 The Learning Process for Children with ASD Knowledge Understanding Embedded Practice Embedded Experience with Feedback Transfer/Generalization of Skills & Strategies

10 Importance of Theory of Mind "I know you think you understand what you thought I said, but I am not sure you realize what you heard is not what I meant." Alan Greenspan

11 Definition of Theory Of Mind ToM - the ability to appreciate that other people have different mental states: intentions, needs, desires, beliefs that may be different that your own ToM - the understanding that other people have thoughts & feelings and that these people can reflect on their thoughts/feelings and can reflect on others people s thoughts/feelings and change their thinking and behavior ToM - involves: joint attention, representation, transitioning, inferring, categorizing, abstraction, pretending, etc.

12 Theory of Mind

13 A Spectrum (Michelle Garcia Winner) Severely Challenged Social Communicator Emerging Social Communicator Neurotypical Social Communicator

14 Elementary Example

15 Ropes Course

16 Middle School Example Brain Based Learning Curriculum Do not copy without permission

17 Brain-Based Learning Class periods 1-2 times a week Year Long Structured like other classes (readings, HW, quizzes/tests, labs/experiments, etc.) Listed as a class on the student s schedule Content explicitly & implicitly taught Individual and group learning Do not copy without permission

18 Brain-Based Learning Multi-Modal Instruction Connected to real life situations Technology usage integrated Biofeedback Reflection/Data Collection Cumulative Projects (behavior analysis of self, videos, Me Binder etc.) Do not copy without permission

19 Brain-Based Learning Students learn introductory content related to neurology, cognition, meta-cognition and behavior Introduction to Neuroanatomy & Neuroscience Form & Function of Brain Structures Nervous System Bio-Chemistry Parasympathetic/Sympathetic Systems Do not copy without permission

20 Brain-Based Learning Cognition Learning styles Optimistic/Pessimistic Styles Executive Functioning Memory Sensory System Connection between Behavior and Neurology Use of Technology & Biofeedback Do not copy without permission

21 Brain-Based Learning Mind/Body Connection Anticipatory Anxiety Physiological Sensations Eutress vs. Distress Social Thinking Communication Hidden Curriculum

22 Young Adult Example Technology to facilitate self-awareness Objective, subjective and self perception data combined to educate self about self

23 Handheld Devices to Enter and Track Data Why PDAs? Interest in technology To facilitate data collection To support self-disclosure To teach linkage between events Graphical representation of data useful for learning style

24 PDA Example: The Flatliner John reported mood, sensory levels and other items almost completely invariantly Staff data suggested more variability Initial theory: He s noncompliant Discussed in group Conclusion?

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26 Conclusion John reported that he was so adverse to change that whenever he experienced a shift, positive or negative, he willed himself back to baseline Others in group could relate to this position and staff learned a great deal about John

27 College and Career 85% unemployment College drop out rate high Autistic features do not change

28 Adult Programming Bring curricula to the work site or college Train receiving staff/school about ASD and the individuals being supported Change culture of businesses to see person with ASD with greater appreciation

29 Contact Information MGH - Aspire 1 Maguire Road Charlestown, MA Scott McLeod: dmcleod@partners.org

30 Disclosures If you have disclosures, state: My spouse/partner and I have the following relevant financial relationship with a commercial interest to disclose: followed by disclosures or If you do not have disclosures, state: Neither I nor my spouse/partner has a relevant financial relationship with a commercial interest to disclose. (Note: Disclosures must match the information provided on your disclosure form.)

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