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Social Skills Education for Children on the Autism Spectrum: Tips for Parents and Teachers

"I understand that social skills must be taught to children on the autism spectrum, but how can parents actually do this outside of a formal skills training course? Thanks in advance for your response!"

The process of teaching social skills to children with Aspergers and High-Functioning Autism (HFA) involves a six-step plan:
  1. assessment of existing skills
  2. defining what skills will be taught (i.e., setting goals and objectives)
  3. planning how the skills will be taught (i.e., teaching strategies)
  4. implementing the teaching plan
  5. assessing child progress
  6. adapting the teaching strategy so that the child acquires the target skill

Most social skills programs for kids with Aspergers and HFA fall into one of two theoretical frameworks: (1) behavioral and (2) developmental.

1. In a behavioral approach, the youngster’s behavior is evaluated according to (a) the presence of dysfunctional behavior (e.g., presence of abnormal behaviors, abnormal frequency of certain behaviors) and (b) behavioral deficits (e.g., absence or low frequency of typical skills). Behavioral teaching strategies are then designed to increase the youngster’s performance of deficit skills and decrease dysfunctional behavior. These strategies involve:
  • identifying the target of teaching
  • determining the appropriate antecedent and consequence for the target behavior
  • using systematic instruction and assessment to teach the target behavior
  • assess child progress

CLICK HERE  for an example of a Behavioral Intervention Plan.



2. The developmental approach involves assessing each developmental area (e.g., motor, cognition, communication, social development, etc.) and using the youngster’s successes, emerging skills, and failures to determine his or her area of development. This area indicates the set of skills that the youngster appears to be ready to learn next, based on his or her assessed performance. Those skills are then targeted for teaching.

Goals for specific social skills identified in interactions with adults may focus on early prelinguistic behaviors (e.g., joint attention, turn taking, imitation, responding by gaze to adult initiations, initiating social interactions with adults, etc.). These interactions occur within a play context, so establishing and supporting “toy play” with an grown-up may be a goal for kids on the autism spectrum.





As these young people grow older, interactions with adults may more often occur in classroom contexts. Although such classroom-based interactions may also occur in a play context, the nature of adult-child interactions will extend to behaviors necessary for functioning independently in the classroom. Social skills (e.g., responding to teacher directions, independently participating in the routines of the classroom, expressing needs to teachers, requesting assistance of the teacher, etc.) all become important functional skills necessary for Aspergers and HFA kids to be successful in classroom settings.

Since communication is the process by which individuals carry out social relationships, the special needs child’s communication skills are a big part of social development. Developing social goals and objectives needs to be conducted alongside developing communication goals and objectives. Therefore, assessing communication skills and needs, and making sure that teaching strategies for communication are integrated with social teaching strategies, are critical for developing skills that are functional for the youngster.

Play, like communication, is an important social activity in childhood. Play skills, like communication, must be assessed and considered within the social context. Development of more mature play skills in both independent play and social play is important for the social development and peer-interaction of kids with the disorder, since play is the glue that holds together peer-interactions in childhood.

Assessing an Aspergers or HFA youngster’s actual behaviors toward other kids (e.g., initiations, responses, interest in others, level of social play, etc.) provides an important baseline against which to measure the degree to which interventions are having valid effects. This assessment, when paired with information about priorities, parents’ concerns, skills needed to be successful in the current educational settings, and skills needed to be successful in the next educational setting, can serve as a basis for selecting functional social outcomes that parents and teachers can select for young people on the spectrum.




 
Resources for parents of children and teens on the autism spectrum:
 
 


 COMMENTS: 

 --- Mark, This is another of your excellent works!  Keep up the good work... there's nothing out there like yours!

 --- Hi Mark, I bought your ebook on aspies and relationships. It is good. I have only read some of it, but of all the asperger relationship books I've read, yours is definitely the best. 
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Teaching Students with High-Functioning Autism & Asperger's

Presented by parents, teachers, and professionals in the field of Autism Spectrum Disorders, this video explains underlying differences in students on the spectrum and suggests strategies for increasing their success in school: 



==> Teaching Students with Aspergers and HFA: Course for Educators
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The 3 Types of Children on the Autism Spectrum

“Are most children on the autism spectrum basically the same with respect to symptoms and level of functioning, or are there significant differences from one child to the next?”

Active  -  Aloof  -  Passive
Kids with Aspergers (AS) and High-Functioning Autism (HFA) demonstrate widely differing levels of skills and severity of symptoms. These children demonstrate impairments in relationships to peers, the use of nonverbal communicative behaviors within their social exchanges, the use of imitation, and symbolic or dramatic play.

Social interactions are characterized by low rates of both initiation and response. This is most marked in interactions for the purpose of sharing experiences and establishing interpersonal connection.

The use of nonverbal communication (e.g., gestures, emotional expressions) is affected in AS/HFA kids, both expressively and receptively. These children use fewer nonverbal gestures and a more limited range of facial expressions in their communications than neurotypical (non-autistic) kids.



Kids with AS/HFA appear to pay less attention to other’s emotional displays, and they tend to demonstrate fewer acts of empathy or shared emotion. Kids with AS/HFA also demonstrate less imitation of other’s actions, movements, and vocalizations.

There are wide-ranging differences in the levels of play skills seen in kids with AS/HFA. However, functional play and other “object play” are not impaired relative to neurotypical children. Only the production of “symbolic play acts” is markedly deficient.

Sensorimotor play also appears to be affected, with more repetitive and immature play seen in kids with AS/HFA. Given the importance of symbolic play for normal development, this is an important target of early intervention for AS/HFA kids.

There are wide-ranging differences within the group of kids with AS/HFA in their social interests and behaviors. In terms of general sociability, there are 3 sub-groupings of these kids based on social interests:
  1. Active but odd: This group makes initiations and responds to others. They are interested in interactions and seek them out, but their ways of carrying out the interactions are unusual in their odd language, obsessive topics, and lack of understanding of others.
  2. Aloof: This group is indifferent in all situations, particularly marked with peers, though approaching to get needs met and often enjoying physical interactions.
  3. Passive: This group involves kids who initiate few social interactions, but respond positively to the approaches from others.

The descriptions of these groups imply developmental differences, IQ scores, language levels, and patterns of brain function. The descriptions also imply differences in context (e.g., a youngster may be detached from friends, but passively responsive to grown-ups) as well as differences in temperament and amount of negative behavior displayed in social interactions.

Characterizing the patterns in this way is useful to parents, teachers and therapists, because it helps to focus interventions and set priorities. 


Resources for parents of children and teens on the autism spectrum:
 
 

 COMMENTS:

•    Anonymous said... My boy is closest to 3. This is very interesting
•    Anonymous said... My aspergers son is closest to 1, craves company and social situations. He becomes obsessed with games and collecting the latest craze to ensure he can not be left out conversations. Being left out of something is taken as a huge personal insult. If a group of friends go somewhere together without him even something as simple as the park or swimming pool, it can trigger a full on melt down. Yet he can really struggle to grasp the social interactions. If he is with us and close friends he can show his stress but if with less well known people he will hold it in and explode at home for hours, recalling it for days, weeks and sometimes even years. It's very hard because people do not see that he's holding it in, they just see an 'ordinary' child who can speak a little 'old fashioned' at times or get a little pushy and shouty. They don't seem to notice the twitching, worry or anger in his voice when he's stressed. Wouldn't change him for all the world though.

Post your comment below…
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Explaining The Connecticut Shooting To Your Aspergers Child

The recent school shooting may have raised many questions for your Aspergers youngster. There are no easy answers about this kind of tragedy, but it is important for moms and dads to try to explain what has happened in order to help ease their youngster’s fears and anxieties about his personal safety.

If your child will be around other kids or has access to media of any type, it’s important to discuss the shooting. It will be less frightening if she hears about it from you instead of from a classmate or reading about it on the Internet. 

To guide you through difficult discussions about school violence, here are a few suggestions:

1. Be patient. Tragic news takes time for children to process. They may express their confusion and fear in unexpected ways. Be there with lots of extra, love, support and reassurance.

2. Create a safety plan with your Aspergers youngster. Help identify which grown-ups (e.g., teacher, school counselor, coach, etc.) your youngster can talk to if he feels threatened at school. Also, tell him who will pick him up during an emergency if you are unavailable.

3. Discuss the safety procedures that are in place at your youngster’s school. Explain why visitors sign-in at the principal’s office, or why certain doors remain locked during the school day. Help your youngster understand that such precautions are in place to ensure her safety. Also, stress the importance of adhering to school rules and policies.



4. Don’t overwhelm your child with too much information. He might want to talk intermittently or might need concrete information to be repeated.

5. Empower your Aspergers child to take action regarding school safety. Encourage her to report specific incidents (e.g., bullying, threats or talk of suicide) and to develop problem solving and conflict resolution skills. Encourage her to actively participate in student-run “anti-violence” programs.

6. Encourage your child to talk about his concerns and to express his feelings. Some kids may be hesitant to initiate such conversation, so you may want to prompt your child by asking if he feels safe at school. When talking to your child, remember to talk on his level (e.g., he may not understand the term “violence” but can talk to you about being afraid or about a classmate who is mean to him). Encourage your child to talk, but respect his wishes when he may not want to.

7. Ensure that your child is not exposed to media reports about the event that are repetitive, confusing, or frightening.

8. Ensure that your youngster knows how to reach you (or another family member or friend) in case of crisis during the school day. Remind her that she can talk to you anytime she feels threatened.

9. Keep the dialogue going and make school safety a common topic in family discussions, rather than just a response to an immediate crisis. Open dialogue will encourage kids to share their concerns. When speaking with your Aspergers child, it is best to use communication that is factual, simple, clear and sensitively worded.

10. Recognize behavior that may indicate your youngster is concerned about returning to school. Some kids may react to school violence by not wanting to attend school or participate in school-based activities. They may minimize their concerns outwardly, but may become argumentative, withdrawn, or allow their school performance to decline.

11. Stay calm. Your youngster will pick up on your emotions. If you’re an emotional disaster, he is going to feel it and panic too. It’s okay to let your child see you are upset, but wait until you can discuss it without falling apart.

12. Talk honestly about your own feelings regarding school violence. It is important for kids to recognize they are not dealing with their fears alone.

13. Validate the youngster’s feelings. Do not minimize her concerns. Let her know that serious school violence is not common, which is why these incidents attract so much media attention. Stress that schools are safe places. In fact, recent studies have shown that schools are more secure now than ever before.

14. Seek help when necessary. If you are worried about your youngster’s reaction, or have ongoing concerns about his behavior or emotions, contact a mental health professional at school or at your community mental health center.

15. Watch for signs of prolonged or excessive anxiety. Symptoms include:
  • Behavior problems (e.g., misbehaving in school or at home in ways that are not typical)
  • Clinging behavior (e.g., shadowing parents around the house)
  • Decreased activity
  • Irritability
  • Jumpiness
  • Loss of concentration
  • Persistent fears related to the shooting (e.g., fears about being killed)
  • Physical complaints (e.g., stomachaches, headaches, dizziness) for which a physical cause can’t be found
  • Preoccupation with the school shootings
  • Refusal to return to school
  • Sadness
  • Sleep disturbances (e.g., nightmares, screaming during sleep, bedwetting, etc.) 
  • Withdrawal from family and friends

As a side note, it is a sad fact that many people (including the media) who lack accurate information about Aspergers and High-Functioning Autism are going to make rather large “leaps of logic” regarding the recent school shooting. For example, “the shooting occurred because the shooter had Aspergers” …or... “all children with Aspergers are prone to violence.”

Of course, we know this isn’t true. But as a parent of a child on the spectrum, you may find yourself on the receiving end of undue prejudice in the months ahead. Thus, below are some tips to help you face those who may be judgmental, excessively concerned, or just plain ignorant about your child’s disorder.

Tips for dealing with judgmental people:

1. Develop a sense of humor. Other people's judgments can be comical when they're completely irrelevant to what you believe or experience.

2. Don’t take it personally. Most of the times, others’ criticisms reflect more about themselves than about you. They react in this manner because of certain beliefs and frameworks they have about life. You may think the critical person is all out to get you, but it’s more likely he/she reacts in this same manner toward everyone else too.

3. Just as the judgmental comments of others reflect something about their inner frameworks, our discomfort with their comments reflects something about our inner frameworks too, especially if we are bothered by it. If you ever feel uncomfortable about others’ comments, look within to understand why you’re feeling that way. Why are you unhappy about what he/she just said? Why are you feeling uncomfortable with his/her comment? What is it about it that is bothering you? The discomfort is not because of the other person; rather, it’s really because of something in you. Honest answers to these questions should help you gain closure on your discomfort and help you to directly act on the situation by your own actions, without expecting anyone else to change.

4. Nurture yourself so you don't buy into the hurtful opinions of judgmental people out of stress or insecurity. Daily meditation is a great way to let go of negativity.

5. Recognize that others' irrational concerns are their problem. Their judgments reflect their own lack of accurate information, security and/or self-esteem. Distance yourself from their behavior by realizing you haven't done anything wrong as a parent of an Aspergers child.

6. Some people may voluntarily offer criticisms, even when you’re not asking for them. These criticisms may well be out of line and done in poor taste. One way you can respond is to retaliate in anger. However, since the person must have a lot of angst to be voluntarily dispensing criticisms in the first place, your retaliation will only invite more criticism. If you can’t stop them from voicing their opinions, then you have an option of ignoring them. Give a simple 1-2 liner response, one that acknowledges receipt of the comment – but doesn’t engage further in the discussion.

7.  If the judgmental person in your life is a family member, the emotional connection may make negative judgments more toxic. It will not be easy to avoid this person, but that does not mean you have to allow any judgmental statements to demoralize you. Turn the tables by telling your family member that you are concerned about his/her negative outlook, and then begin educating him/her about the Aspergers condition.

8. Take others’ criticisms as a source of honest feedback, rather than seeing them as uninvited criticisms. At least with them, you know “what you see is what you get.” I would much rather deal with a directly blunt person than with someone who is seemingly nice – but is fake! Some people pretend to be nice and supportive in front of you, when in actuality, they are not in agreement and they are just concealing their misgivings.

9. Judgmental people may simply be insecure and covering up by insisting they know better than everyone else. A judgmental person may simply need to feel respected and to believe his/her opinions matter. Engage this person in conversation and try to understand his/her point of view.

10. Work on your self-esteem. This is the key to dealing with judgmental people. Have a firm idea of your abilities, limitations, beliefs and values. This shields you from people who try to make you feel small so they feel superior.
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Why Did Adam Lanza Murder Innocent Children?

"Why Did Adam Lanza Murder Innocent Children?"

There are two answers to this question: (1) we will never know what triggered Adam to do such a horrific act (i.e., the straw that broke the camel’s back), and (2) there were multiple factors involved.

Studies on violent crime committed by young people have increased our understanding of factors that make some populations more vulnerable to perpetration. Risk factors increase the likelihood that a young man (or woman) will become violent. However, risk factors are NOT direct causes of violent crime; rather, risk factors contribute to violent crime.



A complex interaction of factors leads to an increased risk of violent behavior in young people.  These factors include:

Community Risk Factors—
  • Socially disorganized neighborhoods
  • Low levels of community participation
  • High level of transiency
  • High level of family disruption
  • High concentrations of poor residents
  • Diminished economic opportunities

Social Risk Factors—
  • Social rejection by peers
  • School failure 
  • Poor academic performance
  • Low commitment to school
  • Lack of involvement in conventional activities
  • Involvement in gangs
  • Association with delinquent peers

Family Risk Factors—
  • Poor monitoring and supervision
  • Poor family functioning
  • Parental substance abuse or criminality
  • Low parental involvement
  • Low parental education and income
  • Low emotional attachment to parents
  • Harsh, lax or inconsistent disciplinary practices
  • Authoritarian child-rearing attitudes

Individual Risk Factors—
  • Antisocial beliefs and attitudes
  • Attention deficits
  • Conflict in the family 
  • Deficits in cognitive abilities
  • Deficits in information-processing abilities
  • Deficits in social abilities
  • Developmental disorders
  • Exposure to violence
  • High emotional distress
  • History of early aggressive behavior
  • History of treatment for emotional problems
  • History of violent victimization
  • Hyperactivity
  • Involvement with drugs, alcohol or tobacco
  • Learning disorders
  • Low IQ
  • Mental health issues
  • Obsession with violent media (e.g., movies, games)
  • Poor behavioral control

Other factors include:
  • Being the victim of physical abuse
  • Being the victim of sexual abuse
  • Brain damage from head injury
  • Exposure to violence in media 
  • Exposure to violence in the home or community
  • Genetic factors
  • Loss of support from extended family
  • Marital breakup
  • Poverty
  • Presence of firearms in home
  • Previous aggressive or violent behavior
  • Severe deprivation
  • Single parenting
  • Unemployment
  • Use of drugs or alcohol

So, as much as we want to get to the bottom of why this “senseless” shooting occurred, we will have to settle for the fact that there is no single answer to explain such a tragedy as the one that occurred on 12/14/12.

People are looking for "the" reason why this happened (e.g., mental illness), which is unfortunate, because then they will also go looking for "the" answer (e.g., gun control). But there is no one reason - or answer. This is a complex, multifaceted problem that calls for comprehensive, intricate problem-solving.

I believe that we, as a society, have now begun the process of doing the tough investigative work that needs to be done in order to save many more lives than we lost at Sandy Hook Elementary School. Most often, it takes the occurrence of a tragic event before we awaken from our slumber and begin the process of change. We may have lost 20 of our children on 12/14/12, but maybe because of them, we will end up saving more precious lives in the future than would be possible had this incident not occurred.

FOOTNOTE:  The authors of the earliest known review of the link between Aspergers and violence concluded that no such connection exists. In a more recent review, the determination was that the link is inconclusive and is supported by only 11 of 147 studies on Aspergers and violence when the strictest inclusion criteria are used. 
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