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Social skills workshop
- 1. Social Skills Development Presentation SarahCogswell AUT 503 January 22, 2014 Dr. Tanika W. Cornelius
- 2. Presentation Schedule= 45min 1 minute Go over the presentation schedule 5 minutes Sheldon’s Friendship Algorithm 5 minutes Brainstorm a list of social skill deficits our ASD students have 5 minute Common Social Skill Deficits in ASD 5 minutes Share current research in the area of social skill development theory. 6 minutes 2 examples of Social communication 6 minutes 2 examples of Social initiation 6 minutes 2 examples of Social reciprocity 6 minutes 2 examples of social cognition
- 3. Click on thepicture to view Short video clip Sheldon’s Approach to Friendship
- 4. Staff Brainstorm List ofsocial skills deficits in ASD:
- 5. Autism Spectrum Disorders CommonSocial Skill Deficits Speechprosody, nonverbal Linguistic conventionsnon-literal, sarcasm Interpersonal interaction- lack of emotion Social Pragmatics- turn taking, perspective Dwell on Unusual topics, limited interests Difficulty with facial expressions and body language (Susan Williams White, 2006)
- 6. Current Research inSocial Skill Development Theory
- 7. Typical Social-Emotional Development 3-6 months -Interestin people 5-6 months -Interest in objects 6-18 months -coordinated joint attention (attention to people and objects) (Hall, 2013)
- 8. Typical Social-Emotional Development 6-12 months -Turntaking Games Begin 12-18 months -Learn to evaluate consequences and repair miscommunications 1-2 Years -Respond to distress of peers. Offer comfort at age 3 (Hall, 2013)
- 9. Typical Social-Emotional Development Toddlers -Parallel Play Preschool -Friendshipchanges daily 8-9Years -Less egocentrism and more sensitivity (Hall, 2013)
- 10. More research isneeded! Current Research in Social Skill Development Theory
- 11. Autism Spectrum Disorders TeachingSocial Skills to Address Deficits Parents and Educators as Social Partners PRT Techniques -Scripts and Fading SCERTS Model -Social Stories RDI -Video Modeling -Play dates -Scaffolding -TEAACh -Social Skills Training (Hall, 2013)
- 12. Click on thepicture to view Short video clip Teaching Social Skills Through Interaction with Horses
- 13. Click on thepicture to view Short video clip Social Skills Training Video
- 14. Social Communication Example #1 Kenis 10 years old. He was diagnosed with ASD when he was five. Ken has ADHD and some learning difficulties. Ken usually plays alone. However, when Ken is with his peers he often gets frustrated when he is trying to get his point across. He does not make eye contact and does not use hand gestures. He gets frustrated and his words get jumbled. When this happens Ken has a meltdown. Ken’s teacher is going to try to use Social Scripts to teach him about the importance of eye contact and gestures. (Hall, 2013)
- 15. Social Communication Example #2 Raywill be starting school in the fall. He has high functioning autism. Ray is an only child. Ray’s mother noticed that at family functions he did not socialize with his cousins but played quietly by himself- lining up his blocks. She was upset by this and wanted to encourage friend ship and social communication. After some research, she started scheduling weekly play dates with her friend’s children. It took some coaxing, modeling and positive reinforcement, but Ray’s mother noticed that he is more social as a result of the play dates. She hopes that his carries over into the classroom in the fall. (Hall, 2013)
- 16. Click on thepicture to view Short video clip Social Initiation
- 17. Social Initiation Example #1 Tomis a grade Two student who is fascinated by trains. He has average verbal and cognitive ability. Tom’s teacher is concerned because he rarely initiates conversations or play with his peers. If they ask him to play he will often join but plays silently with them. Tom’s teacher decides to create a social story to help Tom become more comfortable with initiating play with his peers. After two weeks of working with Tom on the social story, his teacher is pleased to see that Tom has initiated train play on two different occasions. (Hall, 2013)
- 18. Social Initiation Example #2 Lucyis a lovable five year old. She has ASD and is non-verbal. Lucy has just entered Kindergarten in an inclusive education setting. Lucy does not initiate play or social interaction. She stands and watches her peers but makes no effort to join them. Lucy’s teacher and Educational Assistant have started using the PECS program with her. Midway through the first semester, with lots of modeling, Lucy started using her picture cards to initiate play with a classmate. (Hall, 2013)
- 19. Click on thepicture to view Short video clip Social Reciprocity
- 20. Social Reciprocity Example #1 Jeffis nine years old and has been diagnosed with Asperger’s. He is in grade 4 in an inclusive education setting. Jeff does well academically and has strong verbal skills. However, Jeff has difficulty making friends because he only wants to talk about his latest fascination- washing machines. His peers have little interest in this topic and Jeff does not understand the back and forth nuances of conversation. If they do initiate conversation with Jeff, Jeff immediately turns the topic to Washing Machines. Jeff’s teacher and parents have started using video modeling to help Jeff learn how to have conversations with his peers. However, at this point the learning has not carried over into Jeff’s world. (Susan Williams White, 2006)
- 21. Social Reciprocity Example #2 Johnis seven years old and in grade two. He has high functioning autism and for the most part he functions well in the classroom. John loves to play board games and card games. However, his classmates no longer wish to play with him because John doesn’t like to take turns. He can verbally tell the teacher the rules of the game. However, he hates taking turns and gets upset if he starts to lose. Then he throws the game and stomps away. John’s family and teacher want him to learn about turn taking and good sportsmanship. They have decided to use scaffolding to support John. During the next month, they set up game situations frequently but make sure that an adult is available to encourage turn taking and to praise and reinforce John’s attempts. (Susan Williams White, 2006)
- 22. Click on thePicture to view More info about “A on mars” Social Cognition
- 23. Social Cognition Example #1 Henryis in Middle School. He was diagnosed with Asperger’s when he was in grade two. Henry has wonderful family support and functions quite well in everyday life. However, Henry had difficulty making and maintaining friendships. He talks differently than his peers – using scientific sounding vocabulary. Henry also stands too close to his peers when he talks to them. He often says things that are not age appropriate or appropriate to the situation. His teachers have started a social skills group two noon hours a week. They have enlisted the help of a few of Henry’s peers and are hoping that this will make a difference for Henry. (Hall, 2013)
- 24. Social Cognition Example #2 Samis five years old. He is in Kindergarten. Sam was diagnosed with PDD NOS at age three. Sam is very social and functions well in the classroom most of the time. However, Sam has difficulty understanding the facial expressions and body language of his peers. This sometimes gets him in trouble. For example, on the playground Sam was playing soccer with some of the older boys. One of the boys got angry when he didn’t score a goal. The other kids read his body language and facial expression and moved away as they knew trouble was coming. However, Sam didn’t “see” things and kept playing. He ended up getting hurt when the boy pushed Sam out of the way. Sam’s teacher have decided to create a comic book to help him learn about facial expressions. (Hall, 2013)
- 25. References Boutot, E. A.,& Smith Myles, B. (2011). Autism spectrum disorders: Foundations, characteristics, and effective strategies. Upper Saddle River, NJ: Pearson Education. Decaro, P. (n.d.). A on Mars. Retrieved January 25, 2014, from http://www.paolodecaro.com/a-on-mars/ Frankel, F., & Wood, J. J. (2011). Social skills success for students with Autism/Asperger’s: Helping adolescents on the spectrum to fit in. San Francisco, CA: John Wiley & Sons. Hall, L. J. (2013). Autism spectrum disorders: From theory to practice (2nd ed.). Upper Saddle River, NJ: Pearson Education. Susan Williams White, K. K. (2006). Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research. Journal of Autism and Developmental Disorders, 1858-1868.
- 26. References Autism Teaching Strategies.(2011, July 9). Using a Balance to Teach Relationship reciprocity to kids with ASD. Retrieved from: http://www.youtube.com/watch?v=TiORTMUyVjI Ecoweekends. (2013, November 12). Students With Aperger’s Develop Social Skills Through Interaction With Horses. Retrieved from: http://www.youtube.com/watch?v=pxCNR-lroA8 NortonEastwood. (2011, February 27). Wristbands for Social Initiation: A Self-Management Skill. Retrieved from: http://www.youtube.com/watch?v=03O5mDMQ2D4 TDSocialSkills. (2012, March 11). Social Skills Training: Taking Turns Speaking. Retrieved from: http://www.youtube.com/watch?v=3RjRZ9jMfs0 Zarhejo. (2009, January 19). The Big Bang Theory-The Friendship Algorithm. Retrieved from: http://www.youtube.com/watch?v=k0xgjUhEG3U
Editor's Notes
- #2 Note of explanation to Dr. C.:I work in a small school with approximately 135 students in grades K-5. In New Brunswick, Canada, where I teach, all schools are part of an inclusive education system. Therefore all students, regardless of diagnosis are in the regular education setting. The seven teachers at our school are all responsible for teaching some exceptional students. However, they are not trained special educators but would have one special education course as part of their education degree and may have more. The presentation about social skills development would be beneficial for our entire staff so I would invite our 3 paraprofessionals to attend as well. The invitation would be made at least a week in advance and would be held immediately following school. I would provide coffee and snacks. Participants would have access to a paper copy and an electronic copy of the presentation. We would be using the Smart Board to view this presentation. I took another University of Phoenix course last year “Presentation for Educators”. It was a Power point course. In that course I learned that “less is more”. I try to limit the bells and whistles and focus on the message. I also know what it’s like to sit through a PowerPoint presentation and how boring that can be. I think it’s important to make sure the group is talking and working in groups and doing something and that way they will be engaged and remember the message. So my PowerPoint presentation is based on those principals. At each staff meeting we have 45 minutes of PD. Therefore I planned this presentation to be 45 minutes long so that I can present it during that time.
- #3 Speaker Notes: Thanks for taking the time to come to my social skills development presentation. As a teacher, I know how busy you are. Therefore this PD session will be brief- 30 minutes exactly. I will set the Smart board timer and we will stick to the allowed time. However, if you wish to speak to me after the presentation in further detail, you are more than welcome. The presentation will be broken down into six short segments that are listed above. Help yourself to the coffee and snacks that I have provided at the back of the room. This is an informal setting so feel free to add to the presentation or ask questions.
- #4 Note of explanation to Dr. C.: The majority of our staff members are HUGE fans of the tv show “The Big Bang Theory”. Sheldon is one of the main characters. It is never stated, however, Sheldon obviously has Asperger's. I felt this short video clip would be a great starting point as he a familiar character to my staff. After watching the short video clip I would point out that this is an example of how socialization can’t be approached scientifically but from an emotional place and that is part of the problem for students with ASD.
- #5 Speaker Notes: I know that in my 13 years of teaching I have noticed common social skill deficits when dealing with students with Autism Spectrum Disorder. If you feel comfortable, we can brainstorm a list of social skill deficits that we’ve noticed in our time of working with students with ASD. We can work as a whole group since we are a small group of 10 staff. Or we can do this with a partner if you would feel more comfortable. Can anyone think of a social skill deficit that they would like to share?Note of explanation to Dr. C.: When I send the invitation out to the staff inviting them to this presentation I will mention that they may want to think about social skill deficits as there will be a sharing situation. As they share, I would add in point form in list form on this page. Then we would compare it to the list on the next page to see if there are any that we didn’t discuss. I feel the information will be more memorable to my staff if it comes from them whenever possible.
- #6 Speaker Notes: All students with autism spectrum disorder are different. However, one of the common characteristics of ASD is difficulty with social skills. Some students with ASD are non-verbal which makes socialization extra difficult. Others use echolalia or have differences in speech and intonation. Children with ASD who have great verbal skills may have difficulty with comprehension. (figures of speech, sarcasm) Socialization is based on emotion. Like Sheldon in our first example, many students with ASD lack the understanding of the emotional side of socialization. They may have difficulty interpreting facial expression and body language. Students with ASD may have unusual or limited interests that they dwell on. Their peers get tired of hearing about these things. Conversations with someone with ASD are often one sided as they have difficulty understanding social reciprocity. (Susan Williams White, 2006)
- #7 Speaker Notes: In order to understand the deficits that children with ASD have, it is useful to understand typical social\emotional development.
- #11 Speaker Notes: If only there was a “Social Skills Refinery Machine”! Research in how to train children with ASD in the area of social skills is lacking. Several programs and strategies have been found effective. However, more research is needed in this area.
- #12 Speaker Notes:
- #13 Speaker Notes: Although we just learned that more research is needed to find proven strategies for teaching social skills to children with ASD, this video clip shows one strategy (equine therapy) that some believe to be quite effective. I thought it was a good example because we live in a rural community where horses are common place.
- #14 Speaker Notes: Video modeling of social skills is another technique that some believe to be an effective strategy for teaching social skills to children with ASD. I chose this example because we have 40 laptops in our school so it would be easy for a teacher to access some of these videos to use with a student with ASD in the classroom. Again, it’s important to note that more research is needed in this area. Social skills can be taught in many circumstances. However, carry over does not always happen.
- #15 Speaker Notes:
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- #17 Speaker Notes: I came across this short video clip on YouTube and thought it was an interesting idea. Wrist bands are popular right now for all students so they might be the “hook” needed by some students. The bands are a visual cue that would help the student remember their job. As a teacher I know how overworked everyone is, this system doesn’t require the teacher to do much once the program is set up. It is important to note that this is just a suggestion and not a proven intervention.
- #18 Speaker Notes:
- #19 Speaker Notes:
- #20 Speaker Notes: In this short video clip, a technique is introduced that uses balance scales to teach students with ASD about reciprocity. I like this idea because we have balance scales in our classrooms at school so we won’t have to try to find other props. Our students know how balance scales work so they would serve as a good visual reminder. Again, it is important to note that this is just a suggestion and not a proven intervention.
- #21 Speaker Notes:
- #22 Speaker Notes:
- #23 Speaker Notes: I came across “A on mars” and was intrigued by the concept. It is a program that is in the works that is aimed at teaching children with ASD about facial expressions. I don’t believe that it’s available for purchase yet. However, it’s an example of technology use in helping develop social skills.
- #24 Speaker Notes:
- #26 Speaker Notes: The material cited in the presentation is referenced above.
- #27 Speaker Notes: The videos cited in the presentation are referenced above.