While using these tasks, consider:
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1 7 Social Work Tasks Work tasks that teach social skills focus on providing structure and clarity for interaction. This domain focuses on promoting prerequisite skills such as learning about emotions, turn taking, and how to play with a toy. They also include interactive skills that involve peers. Why is it useful? The development of social skills is imperative for students with Autism Spectrum Disorder (ASD) and is a determining factor for success in adulthood (National Research Council, 2001). Students with ASD have great difficulty reading social situations. Body language, intonation or sarcasm, or even understanding basic language is difficult. It may appear that the student with ASD does not want to interact with others, when it may be that they do not know how. Work tasks provide structure and clarity to a concept that is very foreign to these students. While using these tasks, consider: Modifying the work tasks to meet each student s characteristics and current skill level Ensuring students know the names of the students in their class as a beginning goal Ensuring the work tasks are prerequisites to long-tern social goals Thames Valley Children s Centre 79
2 The student will use a sequential JIG to build a given object. Interlocking blocks Step-by-step photographs Basket to hold all items Photo album to hold pictures in sequential order Optional Writing with Symbols instructions to accompany each picture Sequencing Following Directions Fine Motor Patterning Social Readiness Skills For beginners, the task should include no more than 4 blocks (i.e., the initial pattern could be a wall or column). Advanced JIGS could contain upwards of 12 pictures or 25 blocks. Once the student understands the concept of following the instructions from start to finish, the task can be extended to other tasks (i.e., cookbooks, using building supplies). Begin to demonstrate control of small muscles in activities (Health & Physical Activity - Physical Identify, extend, reproduce and create repeating patterns using a variety of materials (Math - Patterns & Relationships) 80 Thames Valley Children s Centre
3 The student will use name cards to learn turn taking skills. Library pocket card with finished written on it or another container to deposit name slips Name cards for student in a specific colour with Velcro on the back Name cards for other students with Velcro on the back Laminated strip with Velcro down the middle leading to finished pocket Sequencing Following Directions Social Skills Turn Taking For beginners, the JIG should contain each student s name only two times. As the student understands the process of removing his or her name and putting it in the finished pocket while taking turns, more name cards can be added. The JIG could be adapted to include more than two students. Demonstrate the ability to take turns in activities and discussions (Personal and Social Development - Social Relationships) Interact cooperatively with others in activities (Personal & Social Development - Self Awareness & Self Reliance) Identify, extend, reproduce and create repeating patterns using a variety of materials (Math - Patterns & Relationships) Demonstrate the ability to take turns in activities and discussions (Personal & Social Development - Social Relationships) Thames Valley Children s Centre 81
4 The student will match names to pictures of students in the class. Pictures of each student in the class in a coil bound flip book with Velcro at the bottom of each picture Printed name of each student on card stock with Velcro on the back of each card Basket to hold names of students Basket to hold entire task Matching Fine Motor Peer Recognition Social Readiness Skills Book of pictures could be extended to include staff in classroom and school. Include a visual JIG with names matched to student for referencing purposes. Expand the activity to people in general especially community members, farmers, police officers, nurses, and firefighters. Sort, classify & compare (Math - Data Management & Probability) Use prior knowledge to make connections (Language - Reading) Organization: Organized in one container in a left-to-right sequence. 82 Thames Valley Children s Centre
5 The student will identify emotions using photos and picture symbols. Laminated book with photos that identify emotions Picture symbols of different emotional expressions Card stock with Velcro to hold picture symbols Matching Identifying Emotions Social Readiness Skills For beginning students, include photographs for emotion picture symbols. Choose a book that depicts different situations where the students would identify which emotion they experience in that situation. To develop theory of mind, students could depict how characters would feel in certain stories in certain situations. Use prior knowledge to make connections (Language - Reading) Develop empathy for others (Personal & Social Development - Self-Awareness & Self- Reliance) Discuss what makes them happy and unhappy (Health & Physical Education - Health & Well-Being) Sort, classify & compare (Math - Data Management & Probability) Thames Valley Children s Centre 83
6 The student will piece together a puzzle. Puzzle pieces Marker to outline edges of puzzle Photo or box cover of puzzle to place as a JIG Container to hold puzzle pieces and photo of completed puzzle Fine Motor Social Readiness Skills Use larger puzzle pieces or 3D pieces to assist with fine motor challenges. Do not include a JIG. For beginning students, have the puzzle completed except for one piece and build up to the student completing more and more pieces. Sort, classify & compare (Math - Data Management & Probability) Demonstrate persistence while engaged in activities (Health & Physical Activity - Physical Begin to demonstrate control of small muscles (Health & Physical Activity - Physical Clarity: The puzzle is the actual size where student matches pieces on top. Marker outlining puzzle pieces adds clarity to shapes of puzzle pieces. 84 Thames Valley Children s Centre
7 The student will participate in music by using the sequencing chart. Rope or string Clothes pins Pictures of sequenced events in music class Turn over when finished or place in the finished basket Follow Directions Social Skills Gross Motor Turn Taking Turn cards when each task is completed or they can simply be removed. Words can be used instead of pictures. Number of songs that students are expected to participate in may begin at one. Demonstrate persistence while engaged in activities (Health & Physical Activity - Physical Demonstrate the ability to take turns in activities and discussions (Personal & Social Development - Social Relationships) Interact cooperatively with others in activities (Personal & Social Development - Self Awareness & Self Reliance) Thames Valley Children s Centre 85
8 The student will build communication skills using a computer program. Clicker 5 software Download Hidden Picture Match grid (under Technology Sorting and Matching resources at Laminated card stock to Velcro on computer screen that indicates work time on the computer with a picture symbol of what is next or check schedule card Computer Work Frame Next Include picture of next activity here Matching Social Readiness Skills Communication Change activity to be a word-to-picture match or a word-to-word match. Pictures of sub categories can be substituted in order to further develop vocabulary and receptive language. One-to-one teaching time can include communication questions like What do you see? and What is it? Modify Clicker 5 templates for student s level. Sort, classify & compare (Math - Data Management & Probability) Use prior knowledge to make connections (Language - Reading) Collect & organize categorical or discrete primary data (Math - Data Management & Probability) 86 Thames Valley Children s Centre
9 The student will assemble the Lego object using the JIG. Container to hold activity Lego blocks Container to hold Lego blocks Picture of the completed object (JIG) for reference Sequencing Following Directions Fine Motor Matching Social Readiness Skills Picture (JIGS) can be faded out with only the end product pictured as a support. Provide more blocks than needed and have a container available for extras. Provide several picture JIGS and have the student assemble and disassemble the blocks to make the provided objects. Use prior knowledge to make connections (Language - Reading) Demonstrate persistence while engaged in activities (Health & Physical Activity - Physical Begin to demonstrate control of small muscles (Health & Physical Activity - Physical Organization: Lego pieces to put task together are available in a container. Picture steps define when object is complete. Thames Valley Children s Centre 87
10 The student will ask questions while participating in a game with another student. Guess Who game by Milton Bradley Pictures of questions or attributes to ask the other participant Communication Answering Questions Social Skills Turn Taking Include various other attributes once the above examples have been mastered. Generalize to other activities once the student has mastered asking questions. Demonstrate strategies for engaging in cooperative play in a variety of games and activities (Health & Physical Activity - Physical Listen and respond to others (Language - Oral Communication) Use language to talk about their thinking, to reflect, and to solve problems (Language - Oral Communication) Demonstrate the ability to take turns in activities and discussions (Personal & Social Development - Social Relationships) Demonstrate persistence when engaged in activities (Health & Physical Activity - Physical 88 Thames Valley Children s Centre
11 The student will attempt to get a line while playing Connect Four with another student. Connect Four game by Hasbro Visual JIG of completed product for winning the game Social Skills Turn Taking Fine Motor For beginning students, provide a picture of a board filled and have them replicate the image. Use diagrams (JIGS) that demonstrate what constitutes a line (see below). Demonstrate strategies for engaging in cooperative play in a variety of games and activities (Health & Physical Activity - Physical Demonstrate the ability to take turns in activities and discussions (Personal & Social Development - Social Relationships) Demonstrate persistence when engaged in activities (Health & Physical Activity - Physical Thames Valley Children s Centre 89
12 90 Thames Valley Children s Centre
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