Visual Techniques for Developing Social Skills: Activities and Lesson Plans for Teaching Children with High-Functioning Autism and Asperger's Syndrome

Visual Techniques for

Developing Social Skills

Activities and Lesson Plans for Teaching Children

with High-Functioning Autism and Asperger’s

Syndrome

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©2011 Rebecca Moyes

Cover and interior design by Cindy Williams

All rights reserved.

Printed in the United States of America.

No part of this product may be reproduced in any manner

whatsoever without written permission of Future Horizons, Inc,

except in the case of brief quotations embodied in reviews.

Print book ISBN: 978-1-935274-51-3

E-book ISBN: 978-1-935274-78-0

To every kid on the spectrum who struggles each day,

trying to figure out his or her social world.

I hope this book makes your life a little bit easier.

for Visual Techniques:

This book fills an important gap in social skills instruction. It goes beyond simple explanations of skill steps and shows students in visually creative, fun ways the why and how of learning skills. I will absolutely make this book a part of my social skills programs!

Jed Baker, PhD

Director of the Social Skills Training Project

Author of No More Meltdowns, Social Skills Training,

Social Skills Picture Book, and many more

These engaging and clear activities are fun and

educational, an ideal way to teach social skills.

Dr Tony Attwood

Author of Asperger’s Syndrome and Exploring

Feelings

Special thanks to Chris Chemelli for her willingness to explore the idea of a social-skills group for her son...and to Billy, one terrific young man!

To all my kindred spirits at Pressley Ridge! It’s a great place to work and a wonderful organization for kids.

To my family—you are the best support system a girl could ever have!

Thanks to everyone at Future Horizons—Wayne Gilpin, Jennifer Gilpin Yacio, Cindy Williams, and Heather Babiar.

And, last but not least, thanks to Jed Baker and Tony Attwood for taking the time to review and endorse this book.

Why This Book?

Important Information to Consider

Instructions for Use: Organizing Social Groups

UNIT 1: Interpersonal Interactions

Lesson 1A: Using Circle Stickers to Teach Eye Contact and Attending

Lesson 1B: Using Carpet Mats and Masking Tape to Teach Personal Space When Sitting

Lesson 1C: Using Hula-Hoops to Teach Personal Space

Lesson 1D: Teaching Respect for Belongings and Territories as Related to Personal Space

UNIT 2: Appropriate Communication

Lesson 2A: Using a Colander to Teach Filtering of Thoughts to Avoid Inappropriate Language

Lesson 2B: Using a Pitcher to Teach Compliments as Kind Words

Lesson 2C: Using a Speedometer to Teach Appropriate Volume and Speed When Speaking

Lesson 2D: Using My Turn Cards to Teach Refraining from Interrupting

Lesson 2E: Using a Traffic Light to Teach Students to Monitor Their Perseverative Talk

UNIT 3: Working Successfully with Others

Lesson 3A: Using Name Tags to Become Aware of Group Roles

Lesson 3B: Using Colored Cellophane to Become Aware of Others’ Viewpoints

Lesson 3C: Using a Chain to Teach Understanding Consequences

In Closing

About the Author

Additional Resources

Index

More Resources

Important Information to Consider

I am quite convinced that there is a right way to teach social skills to children on the autism spectrum, and there is a wrong way.

First, it is important to understand that these children have a social deficit. Otherwise, they would not have a diagnosis of an autism spectrum disorder. In some cases, it may be that even those close to the child may not fully appreciate or understand how this social deficit will affect his or her life. Nevertheless, to receive a diagnosis of a pervasive developmental delay (PDD) disorder, a child must have symptoms that indicate social difficulty.

Recently, I had the opportunity to work with a young child by the name of Josh, who received a diagnosis of Asperger’s syndrome. Although he was quite engaging, this child needed to learn the reciprocity of language. Josh had amassed a huge store of information about many topics. His method of interaction was basically talking at others instead of with others. Rarely could another child (or an adult, for that matter!) get a word in edgewise. Adults who did not know this child personally found him to be intelligent and engaging. In fact, he was so fluent with language that he passed his speech and language evaluations with flying colors. But, clearly, after several minutes of listening to his one-sided banter, it was fairly easy to see that something was different about him. Unfortunately, without some sort of intervention, his chances of developing meaningful relationships with his peers will be compromised.

Second, for most children on the spectrum, they will need to learn social skills in the same way we learn our math facts. This means they will need to practice these skills repeatedly to become proficient at using them. Unfortunately, as many of our youngsters do, sitting in front of a TV screen watching videos or playing computer games is not the way to gain these skills. In addition, since many folks with PDD do not generalize new skills well, they need to be exposed to layers of social instruction. Personally, I recommend one-on-one instruction with an adult who understands the PDD social deficit well and is willing to use visuals and other learning modalities to teach these skills. I also recommend that children with PDD have a chance to practice newly found skills with peers in small, controlled groups with structured lesson plans that allow for frequent praise and reinforcement of practiced skills.

Third, I recommend that individuals who are influential to the student in other areas of his or her life (such as the child’s parents or community leaders in activities such as Boy Scouts or Girl Scouts, dance, church, or sports) learn ways to foster social interactions and reinforce appropriate attempts. Children on the spectrum may want to avoid such activities because they seem stressful or because of the sensory challenges involved. But, you can’t learn to be social in a vacuum. Exposing a child to these activities in brief increments and then gradually building up to full-length sessions can help improve the child’s confidence.

Fourth, I believe it is absolutely vital that