introduction to the programme - jessica kingsley publishers · © tony attwood and michelle garnett...

© Tony Attwood and Michelle Garnett 2013 55

Session 1

Introduction to the programmeExploring feelings of affection

Initial assessment through storiesRead the ‘A Walk In the Forest’, ‘Returning Home from School’ and ‘A Friend Feeling Sad’ stories from Appendix 1 and complete the related activities.

© Tony Attwood and Michelle Garnett 201356

1. The activities and experiences that you like

We all have activities and experiences that we like.

Think of up to ten activities or experiences you like and write them in the spaces below.

Activity or experience

How much you enjoy the activity

or experience

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Some activities and experiences we like very much, others just a little.


Imagine a scale from 1–100.

0 40 5010 20 30 60 10070 80 90

1–10 represents something we like just a little bit.

90–100 represents something we really like a lot.

Next to each activity or experience write the number from 0 to 100 for how much you like each one.

You can choose any number in between, depending on how much you like the activity.

Think carefully before you choose the number.

The person who is helping you will then write down each activity or experience on a yellow ‘Post It’, and draw a feeling thermometer that measures how strong the feeling is from 0 to 100. You can then stick each ‘Post It’ at the position on the thermometer that measures how much you like that activity or experience.

!!!

We can then look at the thermometer of each of the children in the group today and see if you share any of the same activities, experiences and intensity of feeling.


2. People whom you like or love

Make a list of ten people who you like or love and write each name in the spaces under the word ‘Person’.

The person can be someone from your family or a hero from a film, television programme or book.

Person How much you like that person

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Some people we know we like or love very much, other people we like or love just a little.

Imagine a scale from 1–100.

1–10 represents someone we like just a little bit.

90–100 represents someone we love a lot.

Next to each activity or experience write the number from 0 to 100 for how much you like or love each person.

You can choose any number in between, depending on how much you like or love the person.

Liking someone may be measured from 0 to 50, and loving someone from 50 to 100.

Think carefully before you choose the number.

The person who is helping you will write down the name of each person on a yellow ‘Post It’ and draw another feeling thermometer that measures how strong the feeling of liking or loving that person is from 0 to 100. You can then stick each ‘Post It’ at the position on the thermometer that measures how much you like or love that person.


3. How do those people express that they like you or love you?List all the ways you can think of that people show you how much they like you or love you.

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4. How we feel, think and behave when someone likes or loves usList some of the good things about being liked or loved.

How does being liked or loved affect our feelings, thoughts and abilities?

For example:

When someone likes or loves me, I feel…

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When someone likes or loves me, I think…

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When someone likes or loves me, I am able to…

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5. What would life be like without being liked or loved?

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6. List some of the things that are not so nice about being liked or loved

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7. Project: Collect pictures of expressing affectionFind, cut out and save pictures or drawings of people your age expressing that they like or love someone. You might find some pictures in magazines, in clip art on your computer, or on the internet. You will need to collect about 10 to 20 pictures. Keep the pictures in a large envelope and bring the envelope and pictures with you to the next session.


8. Project: Family affectionSometimes you might find it difficult to express your feelings of love towards your family.

Get your family to think of (and write down) some of those situations where they would expect you to express that you like them or love them, but that you find difficult.

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9. Project: Social StoryTM

Ask your family to help you to write a Social StoryTM about how liking or loving someone can affect your feelings, thoughts and abilities, using some of the ideas from today’s session.

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Session 2

Beginning to recognize and express affection

Review of Session 1 Last time we explored some interesting topics: activities and experiences that you like; people who you like; and how we express affection. Let’s do a quick quiz to see how much you can remember.

Name one person who you like. How much do you like them (1–50)?

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Name one person who you love. How much do you love them (50–100)?

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How does that person express their love for you?

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How does that make you feel?

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What else did you learn from the last session?

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1. A Social Story™ about how liking or loving someone can affect your feelings, thoughts and abilities

Include the Social Story™ you have been given here.


2. Using the like and love thermometer to explore pictures of liking and loving

Now you will need the envelope with all the pictures of affection that you collected over the past week.


On the wall there is a ‘thermometer’ marked from 0–100. On the ‘thermometer’…

1–10 represents ‘I like the person a little bit.’

Under 50 shows ‘I like the person.’

Over 50 shows ‘I love the person.’

90–100 represents ‘I love the person a lot.’

For each of the pictures that you have collected think about how much loving or liking is being expressed in the picture.

Place the picture on the thermometer where you think it should go.


3. What can you say and do to show that you like someone?

The person working with you will write down all things you can say or do to show that you like someone. Use the scale from 1–50 to say how much liking is expressed by each action or statement.

Things to say or do to show that you like the person How much liking does this show? (1–50)

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4. What can you say and do to show that you love someone?The person working with you will write down all the things you can say or do to show that you love someone. Use the scale from 50–100 to say how much loving is expressed by each action or statement.

Things to say or do to show that you love the person How much loving does this show? (50–100)

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5. Project: Use the ideas at home to express liking or loving a member of the family

Sometimes you might find it difficult to express your feelings of love towards your family.

Last week your family thought of (and wrote down) a situation where they would expect you to express that you like them or love them, but that you find difficult.

What was that situation?

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Your project is to use some of the ideas from today’s session to express liking or loving to a member of your family this week.

When will you express affection?

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What type of affection will you express?

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Session 3

Giving and receiving compliments

Review of Session 2We are really exploring affection deeply now.

Last time we placed our liking and loving pictures on the feeling thermometer.

We then wrote down things you can do or say to show that you like or love someone and how much liking or loving is expressed for each action or statement.


1. Review the project from Session 2Your family thought of (and wrote down) a situation where someone would expect you to express that you like them or love them, but that you find difficult.

Who was the person?

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What was that situation?

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Your project was to express liking or loving a member of your family in the last week, using some of the ideas you discovered in Session 2.

When did you express affection?

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What type of affection did you express?

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What did that person say and how did that person feel when you expressed your affection?

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How did you feel when you expressed affection?

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You’regreat!


2. Why do we give compliments?A compliment is when we say something nice about someone.

Compliments express feelings or thoughts of:

• admiration

• reassurance

• friendship

• encouragement

• liking or loving someone.

When we give a compliment to someone it means we:

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Nice hat!


3. Compliments for specific peopleWrite a compliment for a friend that expresses:

admiration _____________________________________________________

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reassurance _____________________________________________________

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friendship ______________________________________________________

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encouragement __________________________________________________

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liking that person ________________________________________________

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Write a compliment for your brother or sister (if you have one) that expresses:

admiration _____________________________________________________

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reassurance _____________________________________________________

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encouragement __________________________________________________

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loving that person ________________________________________________

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My sister is the best


Write a compliment for your mother or father that expresses:

admiration _____________________________________________________

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reassurance _____________________________________________________

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encouragement __________________________________________________

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loving that person ________________________________________________

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4. Types of complimentA compliment can be about a person’s:

• abilities

• appearance

• personality.

Write a compliment that you could give your friend about his or her:

abilities ________________________________________________________

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appearance _____________________________________________________

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personality _____________________________________________________

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Your hair is so long and pretty

You’re so kind!


Write a compliment that you could give your father or mother about his or her:

abilities ________________________________________________________

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appearance _____________________________________________________

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personality _____________________________________________________

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5. How often should you give someone a compliment?Suggest how many times a day or week you should give a compliment to a:

Times a day Times a week

classmate _______________ _______________

friend _______________ _______________

brother or sister _______________ _______________

mother or father _______________ _______________


6. How do you reply to a compliment?When you hear a compliment about you, you can express:

• appreciation

• agreement.

Think of some examples of:

appreciation ____________________________________________________

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agreement ______________________________________________________

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Thank you


7. Practise giving and receiving compliments

Think of a compliment you could give someone for his or her abilities, appearance or personality.

Actually say that compliment to the person.

How did that person feel when you said the compliment?

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How did you feel when they expressed their appreciation?

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8. Could a compliment be embarrassing?Sometimes a compliment could be embarrassing to the person who hears it. Can you think of a compliment that could be embarrassing, and why, if it was to a…

classmate _______________________________________________________

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friend _________________________________________________________

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brother or sister _________________________________________________

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mother or father _________________________________________________

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9. Project: Create a compliment diaryKeep a diary of compliments that you receive and give each day.


Session 4

The reasons we express like or love through affectionate words and gestures

Review of Session 3Last time we learned about giving and receiving compliments. Let’s see how much you can remember.

Can you think of a compliment for a friend?

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Can you think of a compliment for your mum or dad?

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What else did you learn from the last session?

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1. Review the compliment diary project from Session 3Over the past week, you kept a diary of compliments that you received and gave each day.

What compliments did you receive?

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Who were the compliments from?

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How did you feel when you received the compliments?

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What compliments did you give?

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Who did you give them to?

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How did you feel when you gave these compliments?

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2. Why do we give affection?Sometimes the reason a person gives affection can be puzzling.

Why do you think people give each other affection? See how many reasons you can think of, then share them with the group.

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3. What would happen if nobody showed you that they liked or loved you?

Draw a picture of your face here…

How would you feel?

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What would you say?

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What would you do?

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4. What would happen if you stopped showing your friends that you liked them?

Draw a picture of your friend’s face here…

How would he or she feel?

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What could you say to help him or her feel better?

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What could you do to help him or her feel better?

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5. If you did not get enough affection, how could you make yourself feel better?

Things I could do to cheer myself up:

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6. How do you feel when…?Circle the number that measures how you feel when…

(a) Your mum gives you a kiss on the cheek

-5 -1-4 -3 -2 1 52 3 4

(b) A friend puts his or her arm around your shoulders

-5 -1-4 -3 -2 1 52 3 4

(c) Your mum or dad says, ‘I love you’

-5 -1-4 -3 -2 1 52 3 4

(d) A friend says, ‘Well done’

-5 -1-4 -3 -2 1 52 3 4


(e) Your dad gives you a quick hug

-5 -1-4 -3 -2 1 52 3 4

(f ) Your mum says you have nice eyes

-5 -1-4 -3 -2 1 52 3 4

(g) Your mum wants to hold your hand

-5 -1-4 -3 -2 1 52 3 4

(h) A friend says, ‘You are a great friend’

-5 -1-4 -3 -2 1 52 3 4


7. Project: Complete a diary of receiving and giving affectionWe have a diary for you and your parent or carer to complete over the next week that provides a record of when you expressed and received affection and some examples of the type of affection.

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Session 5

Developing our skills at expressing affection

Review of Session 4Last time we explored reasons why we express feelings of like or love by words and gestures of affection. Can you remember some of the feelings you have when someone is affectionate to you?

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What could happen if you did not show affection to a friend or someone in your family?

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1. Review the diary of receiving and giving affection from Session 4Review, share and discuss the information and experiences recorded in your diary of receiving and giving affection.

Consider these questions:

Did you enjoy expressing affection?

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Which types? To whom?

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Did you enjoy receiving affection?

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Which types? By whom?

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Did you express too much or too little affection?

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How did you know?

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Did you receive enough affection?

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Are there any situations in which you do not like to give or receive affection? What are they?

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2. Different types of affection in different situations

The matching gameHere is a list of situations and a list of different types of affection. See if you can match the best type of affection for the situation by drawing a line between the situation and the type of affection.

Situation Type of affection

Your dad or carer is trying to talk to someone on the phone and doing the washing-up at the same time.

Pat on the head

Your mum or carer smiles at you. Hand shake

It is bedtime and time to say ‘good night’ to your parent or carer. Close, long hug

It is time to go to school and time to say ‘goodbye’ to your parent or carer.

Quick kiss on the cheek

Your friend hits a difficult-to-hit ball in a tennis game. Hold hands

Your parent or carer says, ‘I love you.’ Kiss on the lips

A stranger says, ‘Hello’ and holds out their hand. Saying, ‘You are my best friend’

The postman comes to your house. Saying, ‘I love you’

Your parent or carer is crying. Arm around the shoulders

Your friend has fallen off his or her bike and has hurt himself. Quick hug

Your aunt has come to visit and it is time to say ‘Hello’ to her. Saying, ‘You have nice eyes’

You see someone you do not know. Saying, ‘Well done!’

Your mum or carer cooks you your favourite meal. Pat on the back

Your friend gives you a pat on the back. Saying, ‘Thank you’

Your friend gives you a nice present. Saying, ‘I like the way you did that’


3. How can you tell if someone needs affection?What are the signs that someone needs affection? Think of the person’s facial expression, body language, words and tone of voice, the situation and what you know about that person. Think of the signs you would notice in different situations.

Facial expression _________________________________________________

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Body language __________________________________________________

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Words _________________________________________________________

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Tone of voice ___________________________________________________

______________________________________________________________

The situation ____________________________________________________

______________________________________________________________

What you know about the person ____________________________________

______________________________________________________________


See if you can you have a go expressing those signs yourself and noticing them in the facial expression, body language and tone of voice of the person you are working with.


4. How can you tell if you have given too much affection?What are the signs in someone’s facial expression, body language and words?


______________________________________________________________

Body language __________________________________________________

______________________________________________________________

Words _________________________________________________________

______________________________________________________________

How will that person feel? _________________________________________

______________________________________________________________

!!


5. How can you tell if you have given not enough affection?What are the signs in someone’s facial expression, body language and words?


______________________________________________________________

Body language __________________________________________________

______________________________________________________________

Words _________________________________________________________

______________________________________________________________

How will that person feel? _________________________________________

______________________________________________________________


6. What are the three most important things you have learned about affection?

1. __________________________________________________________

__________________________________________________________

2. __________________________________________________________

__________________________________________________________

3. __________________________________________________________

__________________________________________________________

1.__________

2.__________

3.__________


7. Complete the post-programme assessmentsComplete the ‘A Walk in the Forest’, ‘Returning Home from School’ and ‘A Friend Feeling Sad’ activities from Session 1 again. What changes can you see in your understanding of affection since the beginning of the programme?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


8. Express affection to someone in the group with a compliment or gesture such as a hug


9. Receive your certificate of knowledge!


APPENDIX 1

Stories used in the assessment programme

A Walk in the ForestImagine it is early morning and you are walking along a path in a forest. As you come to the middle of the forest, you notice that several trees have fallen to the ground. You are curious, as you know that there have been no high winds recently that would explain why the trees have come down. As you climb over the tree trunks, you see that in the middle of the fallen trees there is what looks like a small space ship.

As you carefully approach it, there is a strange noise and an opening appears at the front of the space ship. Out of the opening comes a glowing object, about the size and shape of a tennis ball. The glowing shape hovers just above you, and then slowly descends to become level with your eyes. Suddenly it disappears and there in front of you is someone who looks exactly like you.


The person who looks exactly the same as you starts to speak, with a voice the same as yours. This duplicate ‘you’ explains that it is an alien that has crashed on planet earth while observing humans. It explains that the space ship will be repaired in a few hours, but before leaving, the alien has a very important question to ask you about humans.

The alien has observed that humans seem to need to communicate that they like or love one another, and that they do this by saying nice things to each other and touching one another. It has observed that this behaviour seems to happen particularly between friends and family members. The alien is curious as to why humans do this.


Can you explain to the alien why humans are affectionate with each other?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

The alien now understands and gives you a special present. What present could the alien give you?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Returning Home from SchoolImagine you have just returned home from school. You walk into the kitchen to let your mother know that you are home. You see that she is sitting at the kitchen table with her back to you. As you say ‘Hi’, she turns round and you notice that she is crying.

Hi


What would you do or say first?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

What could you do or say to make her feel better?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


A Friend Feeling SadImagine you have arrived at school, just before your friend. As your friend enters the school grounds, you notice your friend looks very sad. Your friend explains that early that morning, his or her dog escaped from home, ran across a road, was hit by a car, and died.

!!!


What could you do or say to make your friend feel better?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

131

APPENDIX 2

Affection questionnaires

From Sofronoff, Lee, Sheffield and Attwood (in press).

© Sofronoff, Lee, Sheffield and Attwood 2013132

The Affection for Others Questionnaire (AOQ)

The questions below are all to do with the types of affection your child (aged between 5 years and 13 years old) with autism spectrum disorder shows others. This means the affection that he or she shows to people outside of his or her immediate family such as: school teachers, classmates, family friends, shopkeepers and strangers. Please fill this out even if your child has very few difficulties expressing affection for others.

There are two components to each question:

1. How appropriately does your child show others that form of affection?

Consider how appropriately your child shows affection to others by rating this on a seven-point scale, from ‘never’ to ‘always’.

a) How appropriate is the amount of affection he or she shows others? Consider how appropriate you find the amount of affection your child shows to others by giving a rating on the seven-point scale.

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

Ple

ase

see

the

exam

ple

bel

ow:

1.

Is y

our

child

abl

e to

say

‘he

llo’

to

othe

rs in

an

appr

opri

ate

man

ner?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

For

exam

ple,

if y

ou r

ated

this

as a

‘1’ y

our

child

wou

ld n

ever

say

‘hel

lo’ i

n an

app

ropr

iate

man

ner,

and

may

sho

ut it

at p

eopl

e or

igno

re p

eopl

e w

hen

a ‘h

ello

’ wou

ld b

e ap

prop

riat

e.

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

For

exam

ple,

if y

ou r

ated

this

as a

‘1’ i

t wou

ld m

ean

that

you

con

sider

you

r ch

ild is

rar

ely a

ppro

pria

te w

hen

sayi

ng ‘h

ello

’ to

othe

rs b

ecau

se h

e or

sh

e do

es n

ot d

o it

enou

gh. A

ltern

ativ

ely y

ou m

ay r

ate

it as

a ‘6

’ or

‘7’ i

f th

e re

ason

that

you

r ch

ild w

as n

ot a

ble

to s

ay ‘h

ello

’ in

an a

ppro

pria

te

man

ner

was

bec

ause

he

or sh

e di

d it

too

freq

uent

ly.

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

The

re a

re 2

0 qu

estio

ns in

thi

s se

ctio

n.

The

firs

t 8

ques

tion

s ar

e ab

out

your

chi

ld G

IVIN

G a

ffec

tion

to

oth

ers.

Exa

mpl

es o

f ‘o

ther

s’ a

re:

scho

ol t

each

ers,

clas

smat

es, f

amily

fri

ends

, sho

pkee

pers

, and

str

ange

rs.

GIV

ING

VE

RB

AL

AFFE

CT

ION

1.

Is y

our

child

abl

e to

say

‘I

love

you

/I

like

you’

to

othe

rs a

ppro

pria

tely

(e.

g.

clas

smat

es o

r fa

mily

fri

ends

)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

2.

Is y

our

child

abl

e to

say

som

ethi

ng

to o

ther

s ab

out

how

impo

rtan

t th

e re

latio

nshi

p be

twee

n th

em is

ap

prop

riat

ely?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

3.

Is y

our c

hild

abl

e to

com

plim

ent o

ther

s in

an

appr

opri

ate

way

?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

4.

Is y

our

child

abl

e to

spe

ak t

o ot

hers

in

an a

ppro

pria

tely

fri

endl

y m

anne

r?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

GIV

ING

PH

YSI

CA

L A

FFE

CT

ION

5.

Is

your

ch

ild

able

to

hu

g ot

hers

ap

prop

riat

ely?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

6.

Is y

our

child

abl

e to

hol

d ot

hers

’ han

ds

appr

opri

atel

y w

hen

he/s

he n

eeds

to

(e.g

. a s

choo

l tea

cher

)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

7.

Is

your

ch

ild

able

to

pu

t hi

s/he

r ar

m a

roun

d th

e sh

ould

er o

f ot

hers

ap

prop

riat

ely

(e.g

. cla

ssm

ates

)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

8.

Is

your

ch

ild

able

to

ph

ysic

ally

ac

know

ledg

e ot

hers

app

ropr

iate

ly,

by

givi

ng th

em a

touc

h on

the

arm

, pat

on

the

back

, or

sim

ilar?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

The

nex

t 8

ques

tions

are

abo

ut y

our

child

acc

eptin

g an

d R

ECEI

VIN

G a

ffect

ion

from

oth

ers.

RE

CE

IVIN

G V

ER

BA

L A

FFE

CT

ION

9.

Is y

our c

hild

able

to re

spon

d ap

prop

riate

ly

to o

ther

s sa

ying

‘I l

ike

you/

I lo

ve y

ou’

to h

im/h

er (e

.g. c

lass

mat

es)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

10.

Is

your

ch

ild

able

to

re

spon

d to

co

mpl

imen

ts f

rom

oth

ers?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

11.

Is y

our

child

abl

e to

acc

ept

than

ks o

r pr

aise

fro

m o

ther

s ap

prop

riat

ely?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

12.

Is

your

ch

ild

able

to

sp

eak

in

an

appr

opri

atel

y fr

iend

ly m

anne

r ba

ck t

o ot

hers

whe

n he

/she

is

incl

uded

in

a co

nver

satio

n?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

RE

CE

IVIN

G P

HY

SIC

AL

AFFE

CT

ION

13.

Is y

our

child

abl

e to

rec

eive

a h

ug fr

om

othe

rs a

ppro

pria

tely

(e.g

. cla

ssm

ates

or

fam

ily f

rien

ds)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

14.

Is y

our

child

abl

e to

res

pond

to

a ki

ss

from

oth

ers

appr

opri

atel

y (e

.g.

fam

ily

frie

nd)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

15.

Is y

our

child

abl

e to

reac

t app

ropr

iate

ly

whe

n ot

hers

to

uch

him

/her

(e

.g.

clas

smat

es)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

16.

Is y

our

child

abl

e to

reac

t app

ropr

iate

ly

whe

n ot

hers

giv

e hi

m/h

er a

pat

on

the

back

(e.g

. cla

ssm

ates

)?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

The

fina

l 4 q

uest

ions

are

abo

ut y

our

child

’s ab

ility

to

unde

rsta

nd a

nd s

hare

em

otio

ns w

ith o

ther

s.

CO

MM

UN

ICA

TIO

N O

F E

MPA

TH

Y

17.

Is y

our c

hild

abl

e to

laug

h ap

prop

riat

ely

with

oth

ers?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

18.

Is y

our c

hild

abl

e to

show

an

appr

opri

ate

leve

l of

int

eres

t in

the

act

ions

and

fe

elin

gs o

f ot

hers

?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

19.

Is y

our

child

abl

e to

be

appr

opri

atel

y he

lpfu

l to

othe

rs?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

20.

Is y

our

child

abl

e to

sm

ile a

t ot

hers

ap

prop

riat

ely?

1N

ever

ap

prop

riat

e

23

4 So

met

imes

56

7A

lway

s ap

prop

riat

e

a)

Wha

t do

you

thin

k of

the

amou

nt

he/s

he d

oes

this

?

1N

ot e

noug

h2

34

Abo

ut

righ

t

56

7To

o m

uch

© Sofronoff, Lee, Sheffield and Attwood 2013 141

The Affection for You Questionnaire (AYQ)

The next questions are all to do with the types of affection your child (aged between 5 years and 13 years old) with autism spectrum disorder shows you. Please fill these questions out even if your child does not have any difficulty expressing affection to you.

There are two components to each question:

1. How often does your child show you that form of affection?Consider how often your child shows affection to you by rating this on a seven-point scale, from ‘never’ to ‘twice a day or more’.

a) How appropriate is the amount of affection he or she shows you? Consider the amount of affection your child shows you by giving a rating on the seven-point scale.

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

Ple

ase

see

the

exam

ple

bel

ow:

1.

How

oft

en d

oes

he/s

he s

ay ‘

hello

’ to

yo

u?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

For

exam

ple,

if y

ou r

ated

this

as a

‘6’ y

our

child

wou

ld sa

y ‘h

ello

’ to

you

once

a d

ay o

n av

erag

e.

a)

Wha

t do

you

thi

nk o

f th

e am

ount

th

ey s

ay t

his?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

For

exam

ple,

if y

ou r

ated

this

as a

‘4’ i

t wou

ld m

ean

that

you

con

sider

you

r ch

ild s

ayin

g ‘h

ello

’ to

you

once

a d

ay to

be

abou

t the

‘r

ight

’ am

ount

.

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

The

re a

re 1

9 qu

estio

ns in

thi

s se

ctio

n.

The

firs

t 9 q

uest

ions

are

abo

ut y

our

child

GIV

ING

affe

ctio

n to

you.

Ple

ase

cons

ider

how

oft

en h

e/sh

e do

es th

is a

s w

ell

as h

ow s

atis

fied

you

are

with

thi

s am

ount

.

GIV

ING

VE

RB

AL

AFFE

CT

ION

1.

How

oft

en d

oes

he/s

he s

ay ‘I

love

you

’ to

you

?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

2.

How

oft

en d

oes

he/s

he s

ay s

omet

hing

to

yo

u ab

out

how

im

port

ant

your

re

latio

nshi

p is

to

him

/her

?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

3.

How

oft

en d

oes

he/s

he t

hank

you

?1

Nev

er2

Year

ly3

Mon

thly

42

x w

eek

51

x w

eek

61

x da

y7

2 x

day

or m

ore

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

4.

How

oft

en d

oes

he/s

he s

peak

to y

ou in

a

frie

ndly

man

ner?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

GIV

ING

PH

YSI

CA

L A

FFE

CT

ION

5.

How

oft

en d

oes

he/s

he c

ome

up a

nd

hug

you?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

6.

How

oft

en d

oes

he/s

he w

ant

to h

old

your

han

d?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

7.

How

oft

en d

oes

he/s

he w

ant

to s

it

clos

e to

you

?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

8.

How

oft

en d

oes

he/s

he p

ut h

is/h

er

arm

aro

und

your

sho

ulde

r, ar

ound

you

r w

aist

, or

arou

nd y

our

legs

?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

9.

How

oft

en d

oes

he/s

he a

ckno

wle

dge

your

pre

senc

e by

tou

chin

g yo

u in

som

e w

ay,

e.g.

a p

at o

n th

e ba

ck o

r ar

m,

a to

uch

on t

he h

and,

or

sim

ilar?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

The

nex

t 6

ques

tions

are

abo

ut y

our

child

acc

eptin

g an

d R

ECEI

VIN

G a

ffect

ion

from

you.

RE

CE

IVIN

G V

ER

BA

L A

FFE

CT

ION

10.

How

oft

en d

oes

he/s

he s

ay ‘I

love

you

’ ba

ck t

o yo

u?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

11.

How

oft

en d

oes

he/s

he r

espo

nd w

ith

plea

sure

to y

ou u

sing

a p

et n

ame

or te

rm

of e

ndea

rmen

t to

ref

er t

o hi

m/h

er?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

12.

How

oft

en d

oes

he/s

he s

peak

in

a fr

iend

ly m

anne

r ba

ck t

o yo

u?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

sh

e/sh

e do

es t

his?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

RE

CE

IVIN

G P

HY

SIC

AL

AFFE

CT

ION

13.

How

oft

en d

oes

he/s

he e

njoy

it

whe

n yo

u hu

g hi

m/h

er?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

14.

How

oft

en d

oes

he/s

he e

njoy

it

whe

n yo

u ki

ss h

im/h

er?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

15.

How

oft

en d

oes

he/s

he h

old

hand

s w

ith y

ou w

hen

you

ask

him

/her

to?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

The

fina

l 4 q

uest

ions

are

abo

ut y

our

child

’s ab

ility

to

unde

rsta

nd a

nd s

hare

em

otio

ns w

ith y

ou.

CO

MM

UN

ICA

TIO

N O

F E

MPA

TH

Y

16.

How

oft

en d

oes

he/s

he la

ugh

with

you

?1

Nev

er2

Year

ly3

Mon

thly

42

x w

eek

51

x w

eek

61

x da

y7

2 x

day

or m

ore

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

17.

How

oft

en d

oes h

e/sh

e sh

ow a

n in

tere

st

in w

hat

you

are

doin

g or

fee

ling?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

© S

ofro

noff

, Lee

, She

ffiel

d an

d A

ttw

ood

2013

18.

How

oft

en i

s he

/she

hel

pful

whe

n yo

u ne

ed it

?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch

19.

How

oft

en d

oes

he/s

he s

mile

at

you

with

hap

pine

ss?

1N

ever

2Ye

arly

3M

onth

ly4

2 x

wee

k5

1 x

wee

k6

1 x

day

72

x da

y or

mor

e

a)

Wha

t do

you

thi

nk o

f th

e am

ount

he

/she

doe

s th

is?

1 Not

en

ough

23

4A

bout

ri

ght

56

7To

o m

uch


The General Affection Questionnaire (GAQ)

Please answer the following questions about your child by circling a number that shows your level of agreement with the following 12 statements.

1. He/she has only a limited number of ways of expressing affection.

1Strongly disagree

2 3 4 5 6 7 Strongly

agree

2. He/she shows a lack of affection.

1Strongly disagree


agree

3. He/she has difficulties initiating affection.

1Strongly disagree


agree

4. He/she finds it difficult receiving affection from others.

1Strongly disagree


agree

© Sofronoff, Lee, Sheffield and Attwood 2013 151

5. He/she uses inappropriate expressions of affection.

1Strongly disagree


agree

6. I have had to spend time teaching him/her about affection.

1Strongly disagree


agree

7. There seems to be a difference between his/her physical need for touch and his/her desire to express affection.

1Strongly disagree


agree

8. He/she has difficulties with affection and these interfere with school.

1Strongly disagree


agree

9. He/she has difficulties with affection that cause problems with his/her siblings.

1Strongly disagree


agree


10. He/she has difficulties displaying affection to those outside of our immediate family.

1Strongly disagree


agree

11. He/she has quirky or unusual ways of giving or wanting to receive affection.

1Strongly disagree


agree

12. He/she has difficulties understanding that certain types and levels of affection are not appropriate to show to everyone (e.g. does not discriminate well between those who it is appropriate to hug/kiss/touch).

1Strongly disagree


agree

introduction to the programme - jessica kingsley publishers · © tony attwood and michelle garnett...

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