WHAT IS THE AUTISM SPECTRUM?

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2 WHAT IS THE AUTISM SPECTRUM? Autism is a spectrum disorder The symptoms and characteristics of Autism can present themselves in a wide variety of combinations from mild to severe Different terms are used to describe within this spectrum, such as: autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled 2

3 AUTISM SPECTRUM DISORDER Developmental disorder characterized by: Deficits in social communication and interaction Presence of restricted/repetitive patterns of behaviors, interests or activities Includes: Autistic Disorder Asperger s syndrome Pervasive Developmental Disorder: Not Otherwise Specified Rett s Disorder Childhood Disintegrative Disorder 3

4 ASD OVERLOAD SIMULATION 4

5 AUTISM SPECTRUM DISORDER Many descriptions of autism and Asperger s describe people like me as not wanting contact with others or preferring to play alone. I cannot speak for those other kids, but I d like to be very clear about my own feelings: I did not ever want to be alone I played by myself because I was a failure at playing with others - John Elder Robinson Look Me In The Eye: My Life With Asperger s, p

6 SOCIAL/COMMUNICATION IMPAIRMENTS Socialization deficits are a major source of impairment regardless of cognitive or language ability for individuals with ASD Deficits in social-emotional reciprocity non-verbal communication used for social interaction developing and maintaining relationships 6

7 SOCIAL SKILLS IMPAIRMENTS Most people tend to pick up social skills in the same way they pick up language skills, naturally and easily. However Individuals with ASD usually don t detect social cues Differences in social behavior are generally observed in ASD 7

8 RESEARCH SHOWS Group setting-research suggests that children in a psychoeducational skills-based interactional group show improvements in the specific areas targeted by that group. In fact, social skills groups for school-aged children with ASD have demonstrated enough evidence to be considered. Children involved in interactional social skills groups demonstrate improvements in*: Greetings and conversation skills (Barry et al., 2003) Eye contact (Castorina and Negri, 2011) Identification of feelings (Castorina and Negri, 2011) *Cited from PowerPoint slides by Danielle Mohr, M.S. Elizabeth Christensen, M.S. 8

9 SOCIAL SKILLS GROUP AT SPARKMAN HS Senator s Friendship Circle 7 students with autism spectrum disorder and 6 peer mentors from general education classes. 6 week session, once a week for 30 minutes Referred by special education teachers Parent Permission Form/Consent for Video 9

10 PROCESSES FOR TEACHING SOCIAL SKILLS Step 1: Set objectives - explicit social skill to teach Step 2: Instructions - establish the needs Step 3: Model the Skill - Model Me Kids CD for modeling social skills 10

11 STEPS FOR TEACHING SOCIAL SKILLS Step 4: Role-play -group activities of the lesson Step 5: Reflection Questions -content (cognitive learning), collaborative (social learning), discovering gifts (personal learning) in a community circle Step 6: Appreciation -finish the session with a statement of appreciation 11

12 GROUP LESSON CONTENT Lessons During 6 weeks 1. Say hello 2. How to start conversation 3. Empathy 4. Maintain friendship 5. Body language 6. How to end conversation 12

13 GROUP LESSON CONTENT After modeling a social skill, - Students form groups of 3-4 and practice the skill - After the target social skills activity, students are given a teacher cue, and the group activity turns into a cooperative learning session between students with autism spectrum disorder and peer mentors - In conclusion, students sit in a circle and share their idea of reflection questions one at a time. 13

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15 SAMPLE LESSON 15

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18 SENATORS FRIENDSHIP CIRCLE 18

19 SOCIAL SKILLS GROUPS IN A SELF-CONTAINED CLASSROOM Teaching explicit social skills is also effective for students with developmental disabilities in self-contained classrooms. Create intervention strategies that promote a sense of: community positive classroom cooperative learning with others having high expectations for students 19

20 MEANINGFUL FRIENDSHIPS Social Skills activities with peer helpers in self-contained classrooms improve student s: social communication problem solving skills This is based on a research program called Tribes: A New Way of Learning and Being Together. by Jeanne Gibbs. Several elements from the Tribes program are used in this program. 20

21 COMMUNITY AGREEMENTS Attentive Listening Appreciation / No-Put Downs The Right to Pass Mutual Respect Maintain a positive learning environment in the classroom! 21

22 TEACHING MEANINGFUL FRIENDSHIPS USING PEER HELPERS 22

23 CHRISTMAS AROUND THE WORLD 23

24 SOCIAL SKILLS IN ADOLESCENTS Research shows*: Adolescents involved in experiential training groups demonstrate: Reduction in school-related problem behaviors (Graham & Elliot, 1990) Enhanced knowledge of social skills Increased frequency of get-togethers with friends Improved global social skill- as rated by blind researchers (Barry et al., 2003) Increased perception of peer social support (Tse et al., 2007) *Cited from PowerPoint slides by Danielle Mohr, M.S. Elizabeth Christensen, M.S. 24

25 Meaningful friendships, jobs, school success, and relationships are targeted by these social skills group activities using peer mentors. QUESTIONS? 25

26 CONTACT So-Young Lee Sparkman High School 26

27 REFERENCES Gibbs, J. (1995). Tribes A New Way of Learning and Being Together. Sausalito, CA: CenterSource Systems, LLC. Laurence R. Sargent, Darlene Perner, Mark Fesgen, Toni Cook (2012). Social Skills for students with autism spectrum disorders and other developmental disabilities. Arlington, VA: Council for exceptional children. 27