social skills in the school environment
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Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
The Basics of Autism Spectrum Disorders
Training Series
Training Series ModulesModule One: Autism Defined, Autism
Prevalence and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Getting the Student Ready to Learn
Module Five: Structuring the Classroom Environment
Module Six: Using Reinforcement in the Classroom
Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in Students with Autism
Training Series ModulesModule Thirteen: Social Skills in the
School Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High School, Transition, and Job Readiness
Training Series ModulesModule Twenty: Asperger Syndrome: Managing
and Organizing the Environment
Module Twenty-One: Asperger Syndrome: Addressing Social Skills
Social SkillsTypical students learn social skills through natural
development and observation of their peers.
Students with Autism, however, must be taught social skills for every environment they will be participating in.
We can not assume that students with Autism know what the social “rules” are in an environment. For example, students with Autism have to be taught that when walking up and down the steps at school, stay on the right side and try not to crowd the person in front of you.
Social Skills
For students with Autism that are considered “lower functioning” social skills instruction can include teaching : 1. taking turns during a game, 2. waiting their turn, and 3. standing in line.
For students with Autism that are considered “higher functioning” social skills instruction can include teaching: 1. bathroom rules, 2. rules in the hallway and lockers, 3. rules in the lunchroom, 4. conversational rules, and 5. recess rules.
Big Idea
When a student with Autism is demonstrating inappropriate social
behavior (i.e. yelling out in class), one must not assume that they are doing it “on purpose”. We should assume that the
student with Autism does not know that the social rule for talking in class is to raise
your hand quietly and wait for the teacher to call on you.
StrategiesStrategies for teaching social skills to students with autism
include:
1. Social Scripts
2. Social Stories
3. Video Modeling
4. Power Cards
These strategies should be utilized on a daily basis prior to the student entering into the social situation the strategy is targeting. For example if the social skill being targeted is teaching a student how to walk in the hallway, and the team is utilizing a social script to do this, the social script should be read every time before the student goes out into the hallway.
Social Scripts Provide support and
instruction by describing social cues and appropriate responses to social behavior and teaching new skills.
These are written by an educator.
Social Scripts match the reading level of the student that will be utilizing it.
Social scripts often contain pictures and/or photographs.
Example of Social Story
Example of Social Story
Video ModelingStudents learn how to do something by
observing a video of others doing the desired task, activity, or behavior.
Video modeling is proactive. The student watches the video before the specific activity, task, or behavior occurs.
Video modeling can be used to teach a student expected behaviors in various situations.
Power CardThe Power Card is a visual aid that uses the student’s
interest to help him/her understand social situations, routines, and expected behaviors.
The Power Card is the size of a business card or trading card, contains a picture of the special interest and a summary of the behavior the student should exhibit in a specific situation or how to handle a stressful situation.
The Power Card Strategy consists of a script and a Power Card.
The Power Card should be portable, used across multiple environments, and portable.
Example of Power CardScenario:
Ben is a 9 year old boy. His special interest is the Cincinnati Bengals. If Ben does not understand what he is expected to do, he becomes frustrated, quickly pacing around the room, becoming verbally aggressive and refusing to listen to what people are trying to explain.
Using a hero based on his interest (Carson Palmer, the Bengal’s quarterback), Ben’s Power Card gives him 4 options or appropriate choices to help him calm down.
Power CardExample
Carson Palmer wants you to remember to choose one of
the following to help you calm down.
1. Take 5 deep breaths
2. Close your eyes and count to 20
3. Listen to your favorite CD with headphones on.
4. Go to quiet place and look at football magazines.
Script: Being a quarter back is fun. It is exciting to play football. Sometimes though, Carson gets frustrated, especially when he does not understand a play or what the coach is saying to him. He used to get upset and yell, but he realized this was not the best way to handle his frustrations.
Instead he has learned several ways to calm down. He wants to share these ideas with you. If you get upset, just try one of the following.
If you are still upset, try a different one.
1. Take 5 deep breaths.
2. Close your eyes and count from 1-20.
3. Listen to your favorite CD with your headphones on.
4. Go to a quiet place and look at football magazines.
Big Idea
Use the student’s special interests as a way of motivating him and teaching him social skills. These skills must be practiced several
times a day, with different people, and in different places when they
are first being learned.
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