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| Introduction | |
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| What Are Social Interaction Skills? | |
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| Why Teach Social Interaction Skills? | |
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| The Need for EFFECTIVE Social Skills Programming | |
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| Five Basic Tenets of Social Skills Programming | |
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| Individuals With ASD Want to Establish Meaningful Social Relationships | |
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| If We Want Children and Adolescents With ASD to Be Successful Socially, We Must Teach Them the Skills to Be Successful | |
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| Successful Social Behaviors Are Not Always "Appropriate" Social Behaviors | |
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| Social Success Is Dependent Upon Our Ability to Adapt to Our Environment | |
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| Social Interaction Skills Are Not the Equivalent of Academic Skills | |
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| Chapter Summary | |
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| The Essence of Social Interaction Skills: Three Integrated Components | |
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| Thinking | |
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| Knowledge | |
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| Perspective Taking and Theory of Mind | |
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| Self-Awareness | |
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| Feeling | |
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| Anxiety | |
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| Doing | |
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| Chapter Summary | |
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| Common Social Skill Difficulties Associated With ASD | |
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| Difficulties With Nonverbal Communication | |
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| Difficulties With Social Initiation | |
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| Difficulties With Social Reciprocity and Terminating Interactions | |
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| Difficulties With Social Cognition | |
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| Difficulties Associated With Perspective Taking and Self-Awareness | |
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| Social Anxiety and Avoidance | |
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| Chapter Summary | |
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| Five-Step Model for Social Skills Programming | |
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| Assessing Social Functioning | |
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| Social Skills Assessment | |
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| General Interviews of Social Functioning | |
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| Problem Identification and Analysis Interview | |
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| Rating Scales | |
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| Observation | |
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| Setting Goals and Objectives | |
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| Distinguishing Between Goals and Objectives | |
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| Establishing Criteria for Social Objectives | |
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| Reframing Problems Into Teachable Skills | |
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| How Many Social Objectives Should Be Selected? | |
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| Final Thoughts on Educational and Treatment Objectives | |
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| Chapter Summary | |
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| Distinguishing Between Skill Acquisition Deficits and Performance Deficits | |
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| A Bridge to Intervention Strategies | |
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| Skill Acquisition: From Novice to Mastery | |
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| Factors Affecting Performance | |
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| Motivation | |
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| Sensory Sensitivities | |
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| Anxiety | |
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| Attention and Impulsivity | |
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| Memory | |
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| Self-Efficacy | |
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| Movement Differences | |
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| Distinguishing Between a Skill Acquisition Deficit and a Performance Deficit | |
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| Performance Across Settings and People | |
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| Independent Performance | |
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| Fluency | |
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| Reinforcement | |
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| Environmental Modifications | |
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| Chapter Summary | |
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| Selecting Intervention Strategies | |
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| Matching Intervention Strategies With Type of Skill Deficit | |
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| Social Accommodation vs. Social Assimilation | |
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| Strategies That Promote Skill Acquisition | |
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| Thoughts, Feelings, and Interests | |
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| Use of Pictures and Videos to Read Emotions | |
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| Thought Bubble Activity | |
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| If-Then Statements | |
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| Interest Inventory | |
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| Mind Reading Worksheets | |
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| Mind Reading Computer Programs | |
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| Reciprocal Interaction Activities | |
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| Conversation Game | |
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| Newspaper Reporter | |
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| Improvisational Activities | |
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| Social Stories | |
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| Role-Playing/Behavioral Rehearsal | |
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| Video Modeling and Video Self-Modeling | |
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| Why Video Modeling and VSM Are Effective for Children With ASD | |
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| Two Types of VSM | |
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| Guidelines for Implementing Video Modeling Interventions | |
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| Sample VSM Applications | |
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| Social Problem Solving and Social Rules | |
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| A Step-by-Step Process for Analyzing Social Situations | |
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| Strategies That Promote Cognitive Flexibility and Consideration of Multiple Viewpoints | |
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| Teaching Social Rules | |
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| Coaching | |
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| Self-Monitoring | |
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| Self-Monitoring Strategy | |
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| Relaxation Techniques/Emotional Regulation | |
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| Tension Release and Breathing | |
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| Biofeedback | |
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| Self-Awareness Training | |
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| Prompting | |
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| Types of Prompts | |
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| Guidelines for Using Prompts | |
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| Interaction/Conversation Planning | |
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| Conversation Map | |
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| Chapter Summary | |
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| Strategies That Enhance Performance | |
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| Reinforcement/Contingency Strategies | |
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| Basic Principles of Reinforcement | |
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| Group Contingency Systems | |
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| Behavior Contracts | |
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| Gaming Skills | |
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| Suggestions for Incorporating Gaming Skills Into a Social Skills Program | |
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| Environmental Modifications | |
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| Peer-Mediated Interventions | |
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| Guidelines for Selecting Peer Mentors for PMI Programs | |
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| Implementing a PMI Program | |
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| Increased Social Opportunities/Live Practice | |
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| Considerations When Selecting Activities | |
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| Disability Awaeness and Peer Support Strategies | |
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| Disability Awareness | |
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| Peer Mentors and Peer Buddies | |
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| Priming Social Behavior | |
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| Chapter Summary | |
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| Implementing Intervention Strategies | |
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| Planning the Program: Before You Start | |
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| Selecting the Target Child | |
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| Determining the Format of the Program | |
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| Selecting Peer Models | |
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| Assembling the Team | |
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| Gathering Materials and Resources | |
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| Determining Where the Sessions Will Take Place | |
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| Determining the Schedule | |
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| Structuring and Implementing the Program | |
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| Using Play Materials | |
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| Connecting Treatment Objectives and Targeted Skills | |
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| Introducing the Skill | |
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| Teaching the Skill | |
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| Providing Parent/Teacher Training and Feedback | |
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| Special Considerations for Conducting Group Training | |
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| Using Prompts to Facilitate Social Interactions | |
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| Using Reinforcement | |
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| Using Play Items and Play Themes | |
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| Collecting Data | |
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| Structure of Sessions | |
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| Facilitating Generalization of Skills | |
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| Generalization Strategies From a Behavioral Perspective | |
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| Generalization Strategies From a Cognitive Perspective | |
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| Chapter Summary | |
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| Evaluating and Monitoring Progress | |
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| Observation | |
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| Types of Recording Systems | |
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| Interviews | |
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| Rating Scales | |
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| Social Validity and Treatment Fidelity | |
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| Social Validity | |
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| Treatment Fidelity | |
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| Chapter Summary | |
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| Final Words on Teaching Social Interaction Skills to Children and Adolescents With ASD | |
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| References | |
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| Index | |
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| Appendix | |