SOCIAL INTERACTION SOCIAL INTERACTION DIFFERENCES SOCIAL EMOTIONAL SKILL OF INDIVIDUALS WITH ASD

Transcription

1 SOCIAL EMOTIONAL SKILL DEVELOPMENT FOR STUDENTS WITH AUTISM SPECTRUM DISORDER LMH Services SOCIAL INTERACTION The act of living, working, playing, participating in groups SOCIAL INTERACTION DIFFERENCES OF INDIVIDUALS WITH ASD Social interaction skills are always impaired May not read or may misinterpret unwritten social cues 1

2 SOCIAL INTERACTION DIFFERENCES OF INDIVIDUALS WITH ASD May not understand unwritten social/cultural rules of behavior May display a lack of empathy THE COMPLEXITY OF SOCIAL SKILLS AGENDA Research Social Skill Levels Social Thinking Skill Intervention Peer Training 2

3 WHAT DOES THE RESEARCH SHOW US? It is a BRAIN thing! MIRROR NEURONS NATURE CLINICAL PRACTICE NEUROLOGY (1) Mirror Neurons are brain cells in the premotor cortex Mirror mechanism is the neural system that unifies perception and execution Mirror mechanism provides a direct understanding of actions and emotions. First identified in macaque monkeys in the early 1990s, neurons referred as monkey-see, monkey-do cells THEORY OF MIND Rapid development during ages 3-5 Child able to recognize own emotion/belief/idea and the possible false beliefs of others Child able to label emotion/belief/idea and understand/predict behavior in others 3

4 RELEVANCE TO ASD Limited development of the mirror mechanism seems to determine some of the core aspects of autism spectrum disorder Recent research suggests that intervention should take into account both motor and cognitive strategies- the skills of imitating actions and emotions DETERMINE SKILL LEVEL FOR INTERVENTION PLANNING STAGES OF PLAY (SOCIAL SKILLS) Solitary Onlooker Parallel Associative Cooperative Pretend 4

5 CHARACTERISTICS OF SOLITARY PLAY investigates toys repetitive manipulation of objects handles toys with appropriate manipulation may talk while playing EARLY INTERVENTION Develop tolerance of others Direct attention to actions Establish attention to faces & speech Teach isolated skills; including selfawareness of sensory needs, self-control, & self-care CHARACTERISTICS OF ONLOOKER PLAY observes play behavior of others responds to play behavior of others through activities such as peek-a-boo, patty cake, This Little Piggy, etc. 5

6 ONLOOKER ACTIVITIES Use interest, then control/withhold item or activity to gain attention Set up adult driven activity Work on proximity of others Build response & imitation CHARACTERISTICS OF PARALLEL PLAY plays beside one or more children while having own space uses like toys no interaction with other children may imitate another child PARALLEL ACTIVITIES Build close proximity to others while engaged in similar activity Direct attention to others in similar activity Encourage interaction, use words to describe activity involved in Teach OBSERVATIONAL SKILLS to determine Hidden Rules! 6

7 CHARACTERISTICS OF ASSOCIATIVE PLAY similar activity with little organization common materials being shared no definitive roles of each child activities such as in the block corner, kitchen corner, etc. WAYS TO FACILITATE ASSOCIATIVE PLAY Adult directed, setting goals & activity Encourage interaction with peers instead of just with adults Develop & review rules and expectations of activity Develop social communication skills! CHARACTERISTICS OF COOPERATIVE PLAY Students plan Students assign roles Constructive activity Work together for common goal Activities such as organized games 7

8 CHARACTERISTICS OF PRETEND PLAY Dramatic role-play Take on role of another person Coordinate roles for common purpose PLANNING Student Stage of Play Activities to foster next stage IN YOUR TOOL BOX... Identify individual interests & sensory needs Structure Environment Prep the ASD student through Social Stories/Power Cards Build imitation skills Teach communication skills Teach how to identify hidden rules (observational skills) Structure the Social Opportunity & Expectations 8

9 LOOK FOR Interests and motivators Materials/activity preference How they interact with peers in familiar and new situations Sensory concerns of environment or activity ENVIRONMENTAL ACCOMMODATIONS AND VISUAL SUPPORTS Structure the environment; where to sit, where to wait, what to do while waiting, consider sensory issues of the student. Structure activity; labels pictures, containers, models, and familiar formats including visual supports for turn taking /activity sequence and scripts for social communication. TEACH LEISURE SKILLS Teach how to do things other students do naturally. Teach the steps Use Interesting, Engaging age appropriate & FUN materials. May be sensory based at first. 9

10 SOME STRUCTURED PLAY/LEISURE ACTIVITIES PREP THE ASD STUDENT of the situation of the expectations through the use of Social Stories, Power Cards and Observation Skills SOCIAL STORIES: PROCESS AND PRODUCT PROCESS looks at the situation from the students perspective, analyzes relevant social cues and common social responses. PRODUCT is the social story designed to describe more than direct and to teach social understanding over rote compliance. 10

11 SOCIAL STORIESTM CAN BE CREATED WITH : Objects paired with short words Photos and words Written/typed words only Words, Pictures and audio Videotape Format: (Carol Gray) Voice & vocabulary o First & third-person o Literal o Positive & no absolutes Sentence types o Descriptive/perspective/affirmative o Coach, the team (my teacher will..) or self-coach ( I will try ) Sentence formula # of descriptive/perspective/affirmative > 2 # that direct or coach SOCIAL STORY SAMPLES: Having A Friend Over My Name is Sam. Most days I play at home alone or with my family. Sometimes a friend comes over to play with me. My calendar at home will say Friend Over when a friend is going to play at my house. When a friend comes to my house he will want to play with my toys. I will try to let him play with my toys. My friend will not take my toys home with him. We will eat a snack when we are done playing. Then my friend will go home. Working At The Computer I am in 8 th Grade. We have a computer in our room. Sometimes I get to watch other kids work on the computer. I like to watch kids working on the computer. Some kids ask me to work with them. Some kids like to work alone. I will try to let them work alone. I can work with them if they ask me to. 11

12 POWER CARDS Using Special Interests as motivators to recall social or behavioral cues Starts with behavioral information such a function of behavior, frequency, environment, strengths and student interests Short written scenario individualized to student s comprehension level, vocabulary and print size Adapted from Power Cards by Elisa Gagnon from Autism Aspergers Pub. Co. POWER CARDS The first paragraph relates a scenario to the target behavior with a hero or special interest of the student. Next is a concise solution to the problem, utilizing the hero or special interest. Then a short list of steps is included in the story and written out on a small card with an illustration/photo of the hero or special interest. Adapted from Power Cards by Elisa Gagnon from Autism Aspergers Pub. Co. Care of Belongings Derrick Rose wants to show his team that he is a good member of the Bulls. He does this by caring for his equipment and respecting the equipment of his teammates. Derrick is careful to keep his equipment all together on the team bus. He is responsible to bring his equipment to his locker. He also takes his equipment to the bus. His teammates are happy to have him as a member of the Bulls team. 12

13 Just like Derrick Rose, I will try to show my friends and classmates that I can be a good school team member. I will 1. Keep my backpack on the bus seat next to me and keep the backpack closed on the bus. 2. If I wear a coat, I will keep the coat on while riding the bus. I can take my gloves and hat off; I will put them in my coat pocket. 3. When I get off the bus, I will bring my backpack to my locker. At the end of the day, I will bring my backpack into my house. SOCIAL THINKING Joint attention Communication Emotion Check-Ins Reading emotions Showing emotions Regulate emotion to situation Flexibility/perspective-taking Observation/ Hidden Rules: expected vs unexpected COMMUNICATION CUES Conversation cue card Establish joint attention Initiate greeting Wait as needed Ask questions/initiate comment Listen to response Make comment Appropriately end conversation Conversational Maxims Quantity Just say enough; not too much or too little Quality Be truthful of the information Relevance Say things related to the current topic Manner Be brief, clear, and orderly 13

14 OBSERVATIONAL SKILLS: IDENTIFY THE HIDDEN RULES Specifics for SITUATIONo Personal space o Pace o Voice volume o Group expectations ACTIVITIES TO TEACH SOCIAL OBSERVATION SKILLS People Watching; Who s having a conversation? Who s having fun, Who s not interested? How do you know? TV programs such as Mr. Bean series from PBS and Monk series to observe social responses, what s wrong. Animated shows for exaggerated responses and gestures for both appropriate/inappropriate response. Guess the message act out body language. Emotion Charades write emotion on a card and act out. Simon Says with 1-2 peer models. Video Self-Modeling to rehearse desired behaviors. NEXT STEPS- Identify safe haven & safe people Teach types of relationships, with appropriate touch, talk, and trust for each level Teach problem-solving skills with a set model 14

15 CIRCLE OF FRIENDS You are unique, everyone has own individual set of circles. Different behavior (location, physical interaction, communication) is appropriate in different circles People you love most Good friends Not close friends PROBLEM-SOLVING MODELS SODA SOCCSS Stop 1) Situation Observe 2) Options Deliberate Act 3) Consequence 4) Choices 5) Strategies 6) Simulation *Determine a safe haven to regroup for a few minutes PEER MEDIATED INSTRUCTION AND INTERVENTION Used to teach typically developing peers ways to interact with and help students with ASD acquire new social skills 15

16 INCREASING NEED FOR PEER TRAINING IN SCHOOLS Growing and positive trend for educational inclusion of children with disabilities Inclusion process cannot be to merely place a child with special needs in same classroom with typical peers SPECIFIC NEEDS FOR INCLUDED STUDENTS WITH ASD ASD is often referred as a Hidden Disability Due to lack of awareness of misunderstanding of ASD, these students are vulnerable and often neglected or rejected by their typical classmates This rejection not only compromises their academic and social gains, it can have detrimental long-term effects. POTENTIAL EFFECTS Positive Peer Interactions Bolster self-confidence Promotes culture of understanding Opportunities for effective group learning Companionship Emotional support Bullying Safety issue Increased fear of social interactions Avoidance of any type of group interaction Another layer to the social weakness 16

17 FRAMEWORK OF PEER TRAINING Acknowledge weakness and recognize strengths in everyone 3 simulations to address social, communication, and sensory difficulties Explanation of ASD Discussion/Questions Follow-up STRENGTHS & WEAKNESSES ACTIVITY Point to stress: Instinctive reaction to want to minimize or hide our weaknesses Activity: Take a Walk in Someone Else s Shoes Activity for young students: Can/Cannot Do EXAMPLE: TAKE A WALK IN SOMEONE ELSE S SHOES SELF LOOKS STRENGTH WEAKNESS FEARS FRIEND FAMOUS PERSON 17

18 EXAMPLE: CAN/CANNOT DO Everyone stand up Sit down if you: Cannot see without glasses Cannot write with your right hand Cannot do a cartwheel Cannot say the multiplication facts Start over Stand if you: Can write with your left hand Can do a cartwheel Can count to 100 Can be a good friend 3 SIMULATIONS Social: Quickly identify feelings of othersindividual sheets or large pictures/videos for group Communication: Mumble directions to make a simple picture Sensory: Write name using non-dominant hand while background noises and flash lights to create sensory overload. (For younger children- put writing hand in sandwich bag.) EXPLANATION OF ASD Simple fact sheet For younger children: Book- Taking Autism To School by Andreanna Edwards 18

19 FOLLOW-UP ACTIVITIES Class Incentives for being a good classmate Peer Buddies/ Lunch Buddies Program RESOURCES Building Social Relationships by Scott Bellini, Ph.D. Worksheets for Teaching Social Thinking and Related Skills by Michelle Garcia Winner 19