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Social Skills 3/24/2016 United States | Canada | United Kingdom | Australia | Hong Kong | Korea | Singapore | Philippines 3 PERFECT DAYS IN SEOUL WHY Social Skills Are ESSENTIAL! Presented By: Autism Partnership, Korea •DAY 1: Stressful/Delightful… • “Fill Attention Tanks” •DAY 2: Ron’s Workshop… • Social Competence = Success in School, Work & Life March 19, 2016 •DAY 3: Consultations… • Learn More Natural Language •Impressions: All The Right Stuff… • Peer Approval & Acceptance Enriching Social Lives •Smart, Caring, Invested, Appreciative, Hopeful •Priorities: Product Over Process • Develop “Meaningful” Friendships‐‐Quality Of Life!!! For Children with Autism •Interesting Tour, How Do I Get To…? •Cognitive, Academic Social Diagnostic Criteria Why Social Skills Why Social Skills For Autism Spectrum Disorder Are NOT A Priority? Are NOT A Priority? a. Marked Impairment in the Use of Multiple Nonverbal Behaviors (e.g., Eye‐to‐Eye Gaze, Facial Expression, Body • “Students With ASD Aren’t Social” Postures, Gestures) • “Students With ASD Aren’t Social” b. Failure to Develop Peer Relationships Appropriate to • Academics & Langgguage Take Precedence Developmental Level • It is Extremely Difficult to Teach c. Lack of Spontaneous Seeking to Share Enjoyment, Interests, or Achievements with Other People d. Lack of Social or Emotional Reciprocity 1 3/24/2016 WHY So Difficult? WHAT Is Typically Taught HOW: Approaches • Greetings: “Hi, My Name is Cole” •Floor Time • Limited Access To Curriculum & Training • Turn Taking: “My Turn”, “Your Turn” • In Standard School Curriculum •Play Therapy • Politeness: “Please” & “Thank you” • In The Usual Training Teachers Receive •Scripting • Nature Of Social Skills • Eye Contact: “Look at Me” •Social Stories • Elusiveness • Sharing Information: “I am 3 Years Old” • Breadth Of Needs • Initiation: “Do You Want to Play With Me?” •Experience & Exposure: Lunch Bunch, Peer Tutors, • Requires Individualization • Assertion: “ That Hurts My Feelings” Weekly Social Skills Class, Inclusion Why Social Skills Social Skills: Fundamentals Build A Sturdy Foundation Are NOT A Priority? • Develop Motivation: Powerful Reinforcement • “Students With ASD Aren’t Social” • Reduce Interfering Behaviors • Academics & Langgguage Take Precedence • It is Extremely Difficult to Teach • Teach Learning How to Learn Skills • NO Comprehensive Social Curriculum ↑ ↑ ↑ ↑ ↑↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ • Building Blocks/Social Development Hygiene Peers as a Reinforcement Is Cool Tolerance to Peers Behavior Control 2 3/24/2016 MOTIVATION & INTERESTS Add Layers Systematically Assessment Curriculum • Develop Age Typical Interests/Themes: • Assess Deficits & Identify Objectives That ‐ ‐ • Are Individualized, Meaningful, Authentic • For Peer Acceptance • Establish & Improve Social Competency • Reinforcement Is Less Obvious • Cultivate Relationships and Friendship • EblEnable Shared & Common ItInteres ts ↑ ↑ ↑ ↑ ↑↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ • Develop Curriculum That Captures ‐ ‐ • Develop Social & Intrinsic Motivation: Parallel Play Responds to Peers Follows Peer • Natural Progression Of How Skills Develop • Facilitate Interest In & Value Of Peers Engagement Attends to peer Toy Play Joint Attention • Social Meaning & Purpose/Intent Of These Skills • Allow/Create Experience Of Natural Contingencies Hygiene Peers as a Reinforcement Is Cool Tolerance to Peers • Utilize Natural Reasons‐‐Lesson of Communication Temptations Behavior Control SOCIAL MANSION Process: Teaching & Generalization Importance Of PEERS ↑ ↑ ↑ ↑ ↑↑ ↑ ↑ ↑ ↑ ↑ ↑ • Perspective Taking Understands Humor, Teasing & Rules TEACH The Way Individuals with Autism Learn • Adult Relationships Are NO Substitute • Empathy Reads Non-verbal Cues Self Monitors Requires Strategic Plan + Proactive Teaching • Significant Difference in Nature (“One way Street”) • Reciprocity Compromises Asks Questions Systematic With Necessary Structure & Intensity • Peers “Teach” Unique, Crucial Lessons • Imaggyinative Play Initiates Interactions Comments Emphasis On Process, Not Simply Content • Relationships: Not An Entitlement, Require Work Cooperative Play Interacts with Peers Child Passions • Program For GENERALIZATION: • Realities: Not The Prom Queen, Reap What You Sow! Parallel Play Responds to Peers Follows Peer • Systematic Transfer Of Competencies • Goals: Peers Become Primary Engagement Attends to peer Toy Play Joint Attention • Meaningful To Everyday Social Life • Source of Motivation (Social) Hygiene Peers as a Reinforcement Is Cool Tolerance to Peers • Build Social Connection And Sustain Relationships • Resource/Support: Emotional & Social **Consider Where To Teach, To Facilitate This Process Behavior Control • “Teachers” For Learning Social Lessons 3 3/24/2016 Instructional Techniques • Cool VS Not Cool (Discrimination) • Social Skills Taxonomy • Teaching Interactions • Domains: To Structure & Organize • •Instructional Techniques Identification and Labeling • Guides Assessment & Intervention • Rationale •Curriculum Content • OlOverlap, NtMtllEliNot Mutually Exclusive • Description and Demonstration •Strategies To Build Skills, Opportunities & Friendships • Practice • Skills & Programs *Meaningfulness, Essence And Authenticity • Feedback • Early, Intermediate, & Advanced in Each • Program for Generalization & Integration of Skills SOCIAL SKILLS TAXONOMY • Inflection Pattern • Identify Significant Others • Giving Compliments • Relationship Discrimination • Acknowledging Points/Message • • Interrupting Awareness Relatedness Gestures Interaction • Impact of Behavior on Others • Expressing Feelings • Inferences • Conversational Repair • Jokes • Apologizing Communication Learning • Maintaining or Changing Conversational Flow • Perspective Taking (Theory of Mind) • Implying/Subtleness/Hints • Character Traits • Joke Provision • Interpersonal Dynamics • Arguing/Discussing/Persuasion 4 3/24/2016 • Responding to Other’s Initiations • Imitation • Sharing • Observational Learning • Desire for Proximity/Social Reinforcement Value • Attention Seeking • Vicarious Learning • Joint Attention • Initiating/Maintaining Interactions • Incidental Learning • Engagement • Being a Good Sport • Social Discriminations (“Cool Vs Not”) • • Responding to Cues Desire for Approval/Acceptance • Helping • Information Seeking • Attachments, Friendships • Assertion • Group Effects • Interpersonal Reciprocity/Being a Good Friend • Negotiation • Peer Culture Influence • Empathy/Compassion/Caring/Altruism • Decision Making/Problem Solving/Coping • Screening Negative Influences A Child’s Journey… Start DAY 1 GENERALIZATION •Your GOAL: Keep Sight Of Where You’re Going Reaching The Light At The End Of The Tunnel •Your PLAN: Don’t Get Complacent with Structure •Remember To PROBE: Evaluate Integrity Of Skills •FADE Systematically ‐ ‐ • Structure, Supervision, Intervention, Contingencies 5 3/24/2016 Loosen Up: Test The Waters: More On Your Own… Sea Lions Gone Wild 6.
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