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Building Social Relationships A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties

ISBN-10: 1931282943
ISBN-13: 9781931282949
Edition: N/A
Authors: Scott Bellini
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Description: Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as where do we start and what strategies do we use? This book  More...

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Book details

Publisher: Autism Asperger Publishing Company
Publication date: 7/1/2006
Binding: Paperback
Pages: 270
Size: 8.50" wide x 11.00" long x 0.75" tall
Weight: 2.046
Language: English

Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as where do we start and what strategies do we use? This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program.

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

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