Originally described by Hans Asperger in his 1944 paper, The Autistic Psychopathy in Childhood. Work was largely unknown outside German speakers until 1980s and its official inclusion in the DSM-IV in 1994.
Impaired social interaction including at least 2 of the following: Marked impairment in the use of eye contact, facial expression, gestures and body language to communicate. Failure to develop age appropriate relationships. Failure to share interests, enjoyment or achievements with others. Lack of social or emotional reciprocity.
Abnormal behavior including at least one of the following: Preoccupation with one or more narrow interests which are abnormal in intensity or focus. Inflexible adherence to non-functional routines or rituals. Repetitive and stereotyped movements. Persistent preoccupation with only one part of subjects.
o o o o The disturbance causes clinically significant problems in social, occupational or other areas of function. There is no clinically significant delay in language milestones. There is no clinically significant delay in cognitive development or development of age appropriate self-help skills/adaptive behavior. The disorder does not meet the criteria for any other Pervasive Developmental Disorder or for Schizophrenia.
AS Removed as a separate category and included as part of the ASD Diagnosis First, it collapsed previously distinct autism subtypes including autistic disorder and Asperger syndrome into one unifying diagnosis of ASD. * Second, the current three symptom domains of social impairment, communication deficits and repetitive/restricted behaviors were folded into two social communication impairment and repetitive/restricted behaviors
Social Skills Training
Social Skills are the discreet social behaviors or processes that combine to make up one s social competence.
Conversational Skills Pragmatic Skills Problems Solving Skills Skills for Dealing with Feelings Skill Alternatives to Aggression Skills for Dealing with Stress Planning Skills
.is possessing and using the ability to integrate thinking, feeling and behavior to achieve social tasks valued in the environment.
social skills stress management Skills Anger Management Skills Conflict Resolution Skills Responsible Decision Making Relationship Building Skills Social Awareness Self- Awareness
deal with choices and challenges form and maintain healthy relationships reduce or avoid stress or deal with it be effective in school and broader life experiences. contribute to community and school
Difficulties in interpersonal relationships Including Peer rejection Exhibit depression, aggression or anxiety Poor academic performance Increased incidence in crime
4. Instruction is an ongoing process 5. Can be systematically taught but are not easily generalized
Do you know it?
Assess the client s behavior Determine the problem type Develop a behavioral plan of action Identify activities to be implemented Identify Situations Develop measurement strategies
Social Skills Groups
Social Skills Training Environment
Small therapeutic environment with small ratios. Individualized behavioral instruction. Group recognition of positive characteristics/progress on goals.
Social Skills Training Environment Structure
Generalized Social Skill program interwoven throughout all settings. Informal group structure to make interactions as authentic as possible. Non-competitive team sports/pe Structured participation in the community, i.e., community service. Behavior plans/incentives infused in all aspects of the program.
Social Skills Training Environment Structure Technology
Emphasis on technology maintains motivation and interest levels. ipads and other personal tablet devices SmartBoards ipad apps (see Handouts)
Billy, 18 years old Diagnosis: Asperger s Syndrome Above Average FSIQ Below grade level in mathematics Referred for Safe Schools violation Extreme difficulty with perspective/empathy.
60 50 40 30 20 Verbally Aggressive Language Physically Aggressive Behavior Demonstrations of Empathy 10 0
50 Demonstrations of Empathy as Documented by Positive Reports 45 40 35 30 25 20 Demonstrations of Empathy as Documented by Positive Reports 15 10 5 0
12 10 8 6 Interpersonal Relations Social/Community Expectations 4 2 0 January February March April
Intervention Reports 16 14 12 10 8 6 4 Intervention Reports 2 0
Peppy Howard-Willms Peppy.howard-willms@greatcircle.org Catherine Pilant Catherine.pilant@great-circle.org