ࡱ> q`  hbjbjqPqP 4:: `.''''F(T.R((((()) )"R$R$R$R$R$R$R${ThV|HR)))))HR((]R***)(("R*)"R**M0P(( GK'M*R6N$QDsR0RZN@_W*4_WHP_WPD))*)))))HRHR*)))R))))... '...'... Specific Social Skills Strategies Slide 1: Specific Social Skills Strategies Dawn Hendricks, Ph.D. Director of Training Slide 2: Introduction Teaching social skills to students with ASD is important. There are many strategies for teaching social skills. We will cover: Specific intervention strategies we use to teach social skills Transcript: Teaching social skills to students with ASD is important. We have now learned more about what social skills are, how to decide what social skills we should teach, and some general interventions for how we teach social skills. There are many strategies for teaching these social skills. In this presentation, you will learn: What are specific intervention strategies we use to teach social skills? Slide 3: Specific intervention strategies Peer support and mentoring Role playing Social narratives Scales/thermometers Transcript: In addition to the general teaching strategies mentioned in the previous presentations, there are specific teaching strategies you may be asked to use with a student with ASD. We will talk about each of these strategies individually and discuss how they can be used in the school setting with students. The strategies include: Peer support and mentoring Role playing Social narratives Scales/thermometers Slide 4: Peer support and mentoring Using classmates is a powerful way to address social skills. There is no better way to work on social skills than in real life situations with peers! There are different ways a peer can provide social support. Transcript: First, lets talk about peer support and mentoring. Using the students classmates is a very powerful way to address social skills in students with ASD. Peers are a natural part of the students environment. Additionally, the student with ASD needs to be socially interacting with their classmates. There is no better way to work on social skills than to do it in real life situations with peers! You may be wondering how a peer can provide social support to a student with ASD. There are a lot of different ways this can happen. The peer may be a friend. The peer may provide prompting to the student and actually act as a type of mentor or teacher. The peer may also provide the student with ASD positive reinforcement for using a targeted social skill. Slide 5: Peer support and mentoring examples Student objective: Kelly will respond to peer by asking a question or making a comment. Peers role: Peer is taught to ask questions and to prompt Kelly to answer. Student objective: Zoe walks through the halls appropriately by walking on the right side and refraining from pushing. Peers role: Three classmates take turns meeting Zoe at end of class and talking to her as she goes to next class. Student objective: Ethan appropriately asks for an item that he wants to play with without grabbing or screaming. Peers role: When Ethan asks nicely for an item, the peer knows to give it to Ethan right away. Transcript: Lets look at some examples. Here you can see a table. There are two columns. The column on the left is the objective that the student is working on and the column on the right is the peers role in supporting that objective. When approached by a peer, Kelly will respond to the peer by asking a question or making a comment about the topic. To help Kelly, a peer is taught to ask her questions about her art projects. The peer is also taught how to prompt Kelly to stop what she is doing and answer the question. Zoe will walk through the halls of the school appropriately by walking on the right side and refraining from pushing peers. Three different classmates volunteer to act as peer buddies as Zoe walks through the hall. They take turns meeting Zoe at the end of classes and talking to her as she goes to her next class. Ethan will appropriately ask for an item that he wants to play with without grabbing the item or screaming. When Ethan asks nicely for an item, the peer knows to give it to Ethan right away. Slide 6: Peer support and mentoring examples Student objective: Ivan waits in-line in the cafeteria without pushing others. Peers role: Paraprofessional asks Shauna to stand in-line with Ivan and talk to him while they wait. Student objective: Allen will wait and take turns with a peer. Peers role: Allen and Diane work together to complete a worksheet. Diane takes a turn and completes one problem and then waits for Allen to take a turn. If he doesnt take his turn she tells Allen it is his turn. Transcript: On this slide, you will see a table with more peer examples. The table has two columns. Again, the column on the left is the students objective and the column on the right is the peers role in supporting that objective. Ivan will wait in line in the cafeteria without pushing the other students. Shauna is Ivans friend. They often talk and play together. Because of this relationship, the paraprofessional asks Shauna to stand in line with Ivan and to talk to him while they wait. Allen will wait and will take turns with a peer. During math centers, Allen and Diane work together to complete a worksheet. Diane takes a turn and completes one problem and then she waits for Allen to take a turn. If Allen doesnt take his turn she tells Allen it is his turn. Slide 7: Peer support and mentoring Select classmates who have a positive relationship with the student. Make sure they are mature enough to help the student. Spend time with chosen peers helping them to understand autism and their role. Talk to your supervising teacher. Transcript: When using peers to teach social skills, we want to select classmates who have a positive relationship with the student with ASD. We want to make sure they are mature enough to help the student. Sometimes you will notice classmates who have taken a strong liking to the student. Other times you may want to ask for volunteers. This is especially important with older kids in middle and high school. As classmates are identified, you will want to spend time with them helping them to understand autism and to understand their role. Its important that they know they are not the boss of the student but will be a mentor or helper. Often, we find that these classmates become friends with the student with ASD and begin expanding their role on their own. When using peer support, be sure to talk to your supervising teacher. The teacher may be able to help you identify appropriate classmates as well as ways the classmates can be of assistance. Additionally, the general education teacher will need to be involved in the conversation. He or she will need to give approval for any peer activities that take place and can also identify ways the students can work together. Slide 8: How peer mentoring is used Notice: Dwight has trouble with his conversation. Rachel prompts Dwight to ask about Maggies weekend. This relies on the natural supports of Dwights peers. Transcript: In this video, you will see a couple of students with Dwight. Dwight is having a conversation with Maggie, but he has a little trouble. Dwight is able to answer the questions Maggie asks but has difficulty with reciprocating and asking her questions. Rachel prompts Dwight to ask Maggie about her weekend. Notice how this doesnt require a teacher to implement but rather relies on the natural supports of his peers. Video Transcript: Dwight: Lets do this. Maggie: Hi Dwight. Dwight: Hi. Maggie: How are you? Dwight: Im good. Maggie: What did you do over the weekend? Dwight: Well, well, I played video games. And we had a lot of fun. Well, I watched television; I watched a movie and it was at the movies. Maggie: Cool. Dwight: What did you do; what did you do over the weekend? Maggie: I went horseback riding. Dwight: Wow. Maggie: Do you know what a horse is? Dwight: What? Maggie: Its a big animal that has lots of fur and stuff. Dwight: Ooh. Slide 9: Role playing/rehearsal We all use role play or rehearsing in our lives! Have the student pretend like he is doing the skill. Practice exactly what you want the student to do. Practice the skill over and over again. Students may require prompts and will require reinforcement! Transcript: Lets talk about role playing or rehearsal. Have you ever practiced something ahead of time? Before a meeting you might practice what you are going to say. Before singing in the choir you might practice the song. Essentially, we all use role play or rehearsing in our lives! As we mentioned before, it is important for students with ASD to spend a lot of time working on the social skills they are learning. One way to do this is to practice it when there is no pressure and when there are not a lot of other people around. Role playing is exactly as it sounds. Simply have the student pretend like he is doing the skill. In other words, have him practice it! There are a few key points to know before you role play a social scene with a student with ASD. First, be sure you practice exactly what you want the student to do. Practice the skill over and over again so he gets lots of opportunities to learn. Also, remember, students may require prompts to demonstrate the skill and will definitely require reinforcement even when they are rehearsing! Slide 10: Role playing/rehearsal examples Student objective: Kelly responds to peer by asking a question or making a comment. Role play: After her assignment, the paraprofessional has Kelly practice her social skill in a non-threatening situation. Student objective: Zoe walks through the halls appropriately by walking on the right side and refraining from pushing peers. Role play: Paraprofessional has Zoe practice walking when the halls are not busy or crowded. Transcript: Lets look at some examples. On this slide, you can see a table with two columns; the left column being the students objective and the right column being how you could use role play to support that objective. When approached by a peer, Kelly will respond to the peer by asking a question or making a comment about the topic. After Kelly has finished her reading assignment, the paraprofessional has Kelly practice her social skill. They go to the back of the room and the paraprofessional pretends to be a peer. Kelly has the opportunity to practice responding in a non-threatening situation. Zoe will walk through the halls of the school appropriately by walking on the right side and refraining from pushing peers. The paraprofessional has Zoe practice walking in the hall when the halls are not busy or crowded. Slide 11: Role playing/rehearsal examples Student objective: Ethan appropriately asks for an item that he wants to play with without grabbing or screaming. Role play: Paraprofessional sits next to Ethan and holds several toys Ethan likes. She has Ethan practice asking for a toy. Student objective: Antoine identifies the emotion of another person and describes why the person is feeling that way. Role play: To work on emotions, paraprofessional pretends she is happy, sad, or angry and Antoine tells her how she is feeling. Transcript: Lets look at a couple more examples. The table you see on this slide has two columns with the left hand column being the students objective and the right hand column describing how role play can be used to support that objective. Ethan will appropriately ask for an item that he wants to play with without grabbing the item or screaming. The paraprofessional sits next to Ethan and holds several toys Ethan likes. She has Ethan practice asking for a toy. Antoine will identify the emotion of another person and will describe why the person is feeling that way. When Antoine is finished with recess, he and the paraprofessional work on emotions. The paraprofessional pretends she is happy, sad, or angry and Antoine has to tell her how she is feeling. Slide 12: Social narrative Using a social narrative helps the student understand a situation or learn a skill. Social narratives: Help the student understand what to expect. Describe what the student is to do in that situation. Are written from the point of view of the student with ASD. Include information about how the student and others might feel. Transcript: Now we will move on to social narratives. Sometimes it is helpful to use a social narrative to help the student understand a situation or learn a new skill. Social narratives may also be called social stories. Social narratives are a special kind of written story. Social narratives describe a social situation in detail and help the student to understand what to expect. They also describe what the student is supposed to do in that situation. For example, for Zoe, we might be able to write a social narrative about walking in the hall. The narrative would describe how Zoe will see a lot of other students and how there will be a lot of movement and noise. The narrative would describe how this noise and movement might make Zoe feel. Finally, it would describe what Zoe is supposed to do while walking in the hall. Social narratives are written from the point of view of the student with ASD and include information about how the student might feel and how others might feel. Slide 13: Social narratives Social narratives can be written in many different ways. Pictures Words Combination of pictures and words On the computer Should be individualized. Monitor a social narrative to see if it helps the student learn. Use social narratives in combination with other teaching strategies. Transcript: Social narratives can be written in many different ways. Some use pictures, others have only words or they may use a combination of pictures and words. There are others done on the computer. It is important that the way the social narrative is created is individualized based on the student. For example, for some students, using pictures will be really helpful. For others who love the computer, reading it on the computer will be beneficial. Please be advised that social narratives do not work well for everyone, so it is important to monitor the use of a social narrative to see if it helps the student learn. Social narratives are pretty easy to implement so we are tempted to use them. We must be sure they are effective with our students. Also, we want to use them in combination with other teaching strategies. For example, I might use a social narrative in combination with role playing. Lets look at an example on the next slide. Slide 14: Social narrative example Social narrative example for Amika: Students in middle school wear deodorant every day. Wearing deodorant helps them smell good throughout the day. If I dont wear deodorant, I smell bad. My smell bothers other students. I will put on my deodorant every morning. Wearing deodorant will help others want to be around me. I like to have friends so I will wear my deodorant. Transcript: Lets look at a social narrative written for Amika. Amika is a middle school student diagnosed with ASD. She often forgets to put on her deodorant in the morning. The other kids in her class are complaining to the teacher about Amikas odor. Amikas teacher writes a social narrative for Amika to help her understand the importance of putting on her deodorant. Most students in middle school wear deodorant every day. Wearing deodorant helps them smell good throughout the day. If I dont wear deodorant, I smell bad. My smell bothers other students. I will put on my deodorant every morning. Wearing my deodorant will help others want to be around me. I like to have friends so I will wear my deodorant. Hopefully you can see from this story that we have described the situation briefly, have described how Amika feels, how others around her feel, and what Amika is supposed to do. Slide 15: Writing and using a social narrative Identify the behavior and environment where it should be performed. Use concrete, understandable language. Write from the perspective of the student. Read the story with the student many times. Transcript: There are a few points to know when writing a social narrative. First, you must identify the behavior that is to be learned or increased and the environment where it should be performed. Some social narratives may be written to address bus behavior while others are written to address in class behavior. Second, the social narrative should be written using concrete, understandable language. What good is the story if the student doesnt understand it? Third, the social narrative should be written from the perspective of the student with ASD. When implementing a social narrative it is important to read the story with the student many times. If the student is able to read, then he can read it to you! You will want to go over it before the social event may occur. For example, if the social narrative is written for bus behavior you will want to read the narrative with the student prior to him or her getting onto the bus. You will also want to read the story during neutral times when the social event is not occurring or is not about to occur. Slide 16: Social narrative Notice: This social narrative talks about what is appropriate and inappropriate to do with your hands. The student is involved in reading the story. Transcript: In this video, is an example of a social narrative. In this case, the social narrative is being used to talk about what is appropriate and inappropriate to do with your hands. Notice how the student is involved in reading the story. Video Transcript: Teacher: All right, were going to read our story here Jeremiah, and Im going to sit beside you. Ok? My hands are for Lets see. What are our hands for? Jeremiah: Two hands. Teacher: You do have two hands. I have two hands. My hands can do many things. Show me your two hands again. Jeremiah: Two hands. Teacher: One, two. Jeremiah: One, one, two. Teacher: My hands can hold hands with my friends. How do we hold hands? Jeremiah: Friends. Teacher: Yeah, were friends. Good job. My hands can wave to my friends. Show me how we wave. Jeremiah: Wave. Teacher: How do you wave? You say hi. Jeremiah: Hi. We both got Teacher: My hands can wash. How do we wash our hands? Jeremiah: Washing hands with soap. Teacher: Yes. My hands can plant. Can you plant flowers? Jeremiah: Yes. Teacher: My hands can Jeremiah: Hands paint. Teacher: Paint, good job. How would you paint? Show me how to paint. Jeremiah: With your hands. Teacher: Mmm hmm. But one thing my hands never do is Jeremiah: Hitting a girl. Teacher: No hitting girls, no hitting anyone ok? Jeremiah: Girls and boys. Teacher: No hitting anyone. Do we hit? Jeremiah: No. Teacher: No we dont hit. I have good hands, I have hands for Jeremiah: Hands. Teacher: What are they doing? Jeremiah: We have three hands. Teacher: They have three hands yes but what are they doing? Jeremiah: Hes Teacher: Theyre holding hands. You have hands for Jeremiah: Paint. Teacher: You have hands for Jeremiah: Waving. Teacher: Good job. What else do you have hands for? Jeremiah: Wash your hands. Teacher: What else do you have hands for? Jeremiah: You have plant. Teacher: Mmm hmm, but you never what? Jeremiah: No plant. Teacher: No you never Jeremiah: Hit. Slide 17: Scales and thermometers  Picture of Scale  Picture of thermometer Transcript: Scales and thermometers are great tools to use to address emotional understanding and regulation. On this slide, you will see a picture of an example of a scale on the left and a thermometer on the right. The scale photograph on the left has numbers from 1 to 5 on it with corresponding facial expressions from happy to angry. The thermostat on the right goes from hot to cold and also incorporates various facial expressions. As we have mentioned, students with ASD have a hard time understanding their own emotions. They also have a hard time regulating their emotions and may get mad easily. A scale or a thermometer can provide a visual concrete way for the student to identify his or her emotional level. Here is an example of a student who uses a scale. Damien can become angry very quickly over the smallest thing. The teacher implements a five point scale with 1 being okay and 5 being furious. When she sees Damien getting frustrated she directs him to use the scale to identify his emotion, as well as to identify what he can do to get back closer to feeling okay. When Damien reaches a level 3 or 4 he knows he needs to take a break so he can calm down. The goal of the scale is to help Damien identify his emotional state and to help him not get so upset that he reaches a level 5 which is furious. It is important to remember that students will probably not be able to do this independently when you first show them a scale like this. They will need to be taught how to do this. Slide 18: Examples of scales  Picture of 5 point scale for volume control Transcript: Lets look at the scale visual support photograph provided on this slide. It is a picture of a 5 point scale. This scale is used to help a student with volume control. As you can see on the picture of the scale, a 1 is a low voice, almost a whisper, a 3 is a typical speaking voice, while a 5 is a voice one might use during an emergency. We can use the scale with a student to help them identify the volume of their voice and if it is appropriate for the situation. The scale can be shown to the student several times a day and the student is taught to identify his speaking volume. Additionally, as the student enters a new setting he can be shown the scale as a reminder. For example, when he goes to the library, he is shown the scale and asked to point to the appropriate volume. Later, when he is in the cafeteria, he is shown the scale again. Slide 19: Thermometers  Picture of a Thermometer for Emotional States Transcript: Everyone has seen a thermometer. Think about how we just used the scale. We can use the thermometer in the exact same way. On this slide, you can see a picture of an example of a thermometer. It is another way to provide a visual for the student regarding how he is feeling, the volume of their voice or other items. The colors on the thermometer can be a better visual for some students. Lets look at the thermometer provided on this slide. This is a basic three level thermometer that might be a good choice for a student just learning to identify emotions. As the student learns different emotional states more colors and levels can be added to the thermometer. The thermometer on this slide is teaching the student to differentiate between the emotional states of calm, upset and mad. The student simply moves the black dot to the correct level on the thermometer. The student can then be taught strategies to help calm down and to get back to an appropriate level of calm. Slide 20: Apply It! Get your Apply It! entitled: Social Skills and find: Social Skills Strategies. Look at the daily schedule and list of social skills you outlined. For each, write down the strategy you could implement. Transcript: Please get your Apply It! paper titled: Social Skills and go to the question titled: Social Skills Strategies. Pause the presentation and complete the activity. Look at the daily schedule and list of social skills you outlined in the previous Apply It! For each social skill, write down the strategy or strategies that you could implement with this student to teach the skill and support its use. Once you have completed this activity share your responses with your supervisory teacher. This is a good opportunity to ensure you have outlined the strategies you will use to work on social skills with your students with ASD. Slide 21: Summary There are many strategies used to teach social skills. Different students require different strategies. Strategies will depend on the student, the skill, and environment. Transcript: Social skill deficits and challenges are significant among students with ASD. There are many strategies that can be used to teach social skills. It is important to remember that students with ASD are different from each other and may require different strategies. Peer support and mentoring, role playing, social narratives, and scales and thermometers are the strategies that we discussed in this presentation. Ultimately, the strategies that you choose will depend upon the student, the skill you are teaching, and the environment in which you are working. Be sure to work with your supervisory teacher in developing the plan to target social skills. "#56<=CDN{      O [  < f l ⲢҲueVVhNhEBiCJOJQJaJhNhM 5CJOJQJaJhNhx(CJOJQJaJhNh6CJOJQJaJhNh CJOJQJaJhNhW5CJOJQJaJhNh 5CJOJQJaJhNh %5CJOJQJaJhNhBD5CJOJQJaJhNhBDCJOJQJaJhNh3kCJOJQJaJ"#Ne{  O [ }  2 ? 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