Presentation on theme: "Teaching Social Skills to Children with PDD/Autism"— Presentation transcript:
1Teaching Social Skills to Children with PDD/Autism Strategies for Teachers
2Social Skills to Teach the Child with PDD/Autism Recognizing feelings of othersExpressing feelingsEmpathyStarting conversationsContinuing conversationsEnding conversationsGiving ideasListening to othersEncouraging othersAsking questionsDisagreeing in a nice wayBeing politePracticing good mannersSharing games, toys etc.NegotiationDealing with angerResolving conflictsPeer mediation
3How to Teach Social Skills to Children VisualsPeer ModelsHow to Teach Social Skills to Childrenwith PDD/AutismSocialStories/ScriptsPlaySchemasVideo Modeling
4Peer ModelsProperly trained peers can be used to effectively teach, reinforce and help to generalize social skills in children with PDD/Autism.
5Characteristics of Peer Models A little older or younger than the child with autismFlexibleCooperativeGood at following directionsAssertiveCapable of sustained attentionSocially competentInterested in helping others
6Helpful Skills to Teach “Typical” Peers Sharing / requesting sharesOrganizing playOffering / requesting assistanceMaking complimentsMaking overtures of affectionProviding supportive commentsGreeting peersAsking questionsProviding physical promptsPersisting until a response is given
7Play SchemasBy creating imaginative scenarios with pretend play toys and simple actions and words you can create something that the child with autism can relate to, copy and, hopefully, expand upon and generalize.
8Topics for Play Schemas Doll houseTea partyBlock buildingGame playRestaurantDoctor’s officeBirthday partyTrick or Treat
9A Sample Play Schema Bus Driver Set up: Line up chairs one behind the other.Have a larger chair in front for the “driver.”Routine:Children get on the bus and find a seat.“Driver” talks to the passengers. Model this for the children. (i.e. “I’m the bus driver.” “Let’s go for a ride.” “Sit down and buckle your seatbelt.”)Driver “drives” the bus using a steering wheel.When the bus stops, everyone gets off and a new bus driver has a turn.Social goals:Turn takingPretend playSocial language
11VisualsThe use of visuals to support language and to teach social skills is highly recommended and extremely effective, as it draws on the child’s visual and rote memory strengths.
12Some Ways to Use Visuals To show the daily scheduleTo show changes in the scheduleTo differentiate between work times and play timesTo take turnsTo count down to the end of an activityTo label feelingsTo illustrate rulesTo give choices
17Social Stories/Scripts Social stories or scripts combine pictures and words at the child’s level of understanding to teach about a social situation or concept that may be unfamiliar or stressful to the child with autism. The goal is to provide the child with information that will make the situation more predictable and tolerable.
18Guidelines for Writing a Social Story Picture the goal – share relevant social information in a meaningful way.Gather information - about the child, the problem situation, what occurs and why.Tailor the text – customize the text to the learning style, needs, interests and abilities of the person with ASD.Teach with the title – this states the overall meaning of the social story and identifies the most important information in the social story.
19Characteristics of a Social Story Has an introduction, a body and a conclusion.Answers “wh” questions.Is written from a first person perspective as though the person with ASD is describing the event or concept.Is written in positive language with the expected responses and behaviors stated.Is literally accurate.Uses concrete, easy to understand text enhanced by visual supports.Is motivating.
20A Sample Social Story When the Fire Alarm Goes Off Sometimes as I sit in class, I hear a buzzing alarm go off. The alarm may mean we are having a fire drill.A fire drill gives students a chance to practice for a real fire. Usually, there is not a real fire.My teacher waits for me to line up with my class at the door. It’s important to walk quietly with my class.I will try to walk calmly outside. It’s important to wait until my teacher says that we can go back inside.The fire drill is over when my teacher leads us back inside.
23Video ModelingCapitalize on the student with autism’s interest in visually represented materials and need for repetition by buying or creating videos that teach correct social skills and provide fun and entertaining opportunities for the child to learn.
24Resources for Videos– Fitting In and Having Fun. Social Skills Training Video Series.– A New Beginning: Basic Life Skills Video Modeling, Volume 1 and Let’s Play: Video Modeling for Play and Social Interaction Skills, Volume 2.
30Make everyday events and activities learning experiences.
31Teach initiation. Give the child the words he needs to engage a playmate.
32Spend some time every day enjoying your time together Spend some time every day enjoying your time together. Show your student that being with people is fun.
33BibliographyGray, C. (2000). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons.Kern Loegel, L. & LaZebnik, C. (2005). Overcoming Autism. New York, NY: Penguin.Maurice, C., Greene, G. & Foxx, R. ( Making a Difference, Behavior Intervention for Autism. Pro-Ed.McKinnon, K. & Krempa, J. (2002). Social Skills Solutions, A Hands-on Manual for teaching social skills to children with autism. New York, NY: DRL Books, Inc.Moor, J. (2002). Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers. Philadelphia, PA: Jessica Kingsley Publishers