Social Skills Development

AUT 503Anne Francois

June 2015

Current Research“According to the US Department of Education (2002), the number of students with Autism Spectrum Disorder (ASD) receiving educational services in special education increased 1300% , from 5,415 to 78,749 children during the 1990’s.” This increase has come at a time that evidenced-based practices have become important to increase accountability of educational services for all students as they have an empirical basis that attests to their validity and efficacy. (Mazurik-Charles et al, 2010, p2)

“Schuler and Wolfberg, 2000, point out that, if students learn social skills in an isolated setting away from peers and their peer culture, their social deficits may be aggravated. Similarly, when students with social disabilities, such as those with ASD, are continually introduced to a new group of students, they are placed in a situation that is difficult even for students without disabilities… When students enter a new school, class, or groups of peers, there is typically a period of adjustment and careful entry into the peer group. Students with ASD do not have the skills to enter such situations with finesse or even with the group entry skills learned by attention to subtle cues.” (Hall, 2013, p 216.)

Referencing Kasari & Locke, 2011, Hall states that it is key to achieving positive outcomes to individualize evidence-based practices. “Skills in adapting or individualizing practices without compromising fidelity of intervention, or losing essential or critical components of a program is a sophisticated skill set for practictioners. The long-term effects of any intervention need to be measured to ensure that outcomes are sustained.” (Hall, 2011,p 216.)

Wolfberg wrote about Guided Participation an d Scaffolding during Play. “Scaffolding refers to the provision of adjustable and temporal support structures.” When this term is applied to play groups, it involves the teacher or therapist to build on the child’s initiations of play by “adjusting assistance to match or slightly exceed the level at which the child is able to engage independently in play with peers – within the child’s ‘zone of proximal development”. This requires a delicate balance for the observer to know when to step in or step out and when to be quiet, in order for the child to be involved in natural play and continue to engage the child to play, without being too intrusive. (Hall, 2013, p204)

Current Research in Social Skill Development Theory

Hall references Walden in stating that, “Typical children probably do not develop the ability to shift and sustain attentional focus without assistance from those around them. Therefore, children with ASD clearly need assistance from caregivers and parents. Learning depends on caregivers’ sensitivity to the child’s attentional and motor abilities. ” (Hall, 2013, p 197) This gives parents and caregivers an important role of modeling behavior that is essential to developing social skills , such as looking towards the speaker, providing affect and information that is necessary in effective communication.

Research by Keen et al, referenced by Hall, revealed that educators and parents “may not provide sufficient opportunities for communication and social interaction…. Sharing attentional focus on an object or activity for three or more seconds may be an active ingredient in joint attention.” (Hall, 2013,198)

“In their review, Hwang and Hughes (2000) identified behavioral strategies that have been demonstrated to increase social skills. Three of these strategies were incorporated in at least half od the published studies they reviewed and include using natural reinforcement, time delay, and arranging the environment to facilitate engagement. Each of thes strategies is considered evidence-based according to the National Professional Development Center, NPDC on ASD. Parent-implemented and peer-mediated interventions are also included in the 24 identified evidence-based strategies by the NPDC on ASD.” (Hall, 2013, p200).

Five Pervasive Develpmental Disorders are listed in the DSM-IV-TR, APA, 2000 as referenced by Boutot et al, 2011, p3

1. Autism2. Asperger Disorder3. Rett’s Disorder4. Childhood Disintegrative Disorder5. PDD-NOS

Autism Spectrum Disorders (ASD)

PDD-NOS

Autism Asperger Syndrome

Boutot et al states that Autism Spectrum Disorders or ASD, is made up of Autistic Disorder or Autism, Asperger Syndrome, and Pervasive Developmental Disorder –Not Otherwise Specified, also known as PDD-NOS.

Theory of mind is the ability to recognize emotions and infer what others are thinking or intending from their voice tone, facial gestures, or behavior. (Frankel, 2011, p 22)

“Studies report that students on the spectrum are more likely to have an anxiety disorder than neuro-typical Teens and teens with other developmental disabilities. “ In essence, the higher an IQ a person has, the more likely that person is aware of social challenges and that person will experience the most severe anxiety. (Frankel, 2011, p 22)

Deficits in Language Difficulty with nonliteral and vague language, understanding idioms, sarcasm, slang, Delays in language development, vocabulary, word or sentence structure, speech sound production may be present in addition to the pragmatic skills.

Social Communication

• Difficulty in holding conversations is one example in this area.

• Child may talk on and on in monologue. • Another example in

this area is having little interest as a young child in social games such as parachute and peek-a-boo.

Social Initiation

Trouble with knowing how to enter a conversation has already started. This may be evidenced when someone walks up to the two people speaking and starts talking over them.

Difficulty starting a conversation appropriately with someone. Telling someone about your difficult day without prefacing what you are relating to them.

Social Reciprocity

• Trouble looking others in the eye.

• Few or unusual facial expressions

Social Cognition

• The expression to identify that it is raining hard, it’s raining cats and dogs, may concern an individual with ASD to check outside to see if cats and dogs are falling out of the sky.

Executive functioning, the central key to organizing thoughts and written language may be affected in students with ASD.

Works Cited

• Boutot, E. A. & Smith Myles, B. (2011) Autism spectrum disorders: Foundations, characteristics, and effective strategies. Upper Saddle River, NJ: Pearson Education.

• Frankel, F. & Wood, J.J. (2011). Social skills success for students with Autism/Asperger’s: Helping adolescents on the Spectrum to fit in. San Francisco, CA: John Wiley & Sons.

• Hall, L. J. (2013). Autism spectrum disorders: From theory to practice (2nd. Ed.).Upper Saddle River, NJ: Pearson Education.