Transcript Assessment of Social & Communication Skills - asdforum

Autism After School
Special
Social & Communication
Assessments & Interventions
September 15, 2009
Marlene Kubina & Mary Ann Rocco
Special Announcements
Agenda
Agenda
Objectives
• To review the core deficits of social and
communication characteristics of students
with Autism Spectrum Disorders
• To discuss the assessment tools for social
and communication skills
• To describe intervention options to build
social and communication skills
• To discuss how to use curricular activities for
acquisition of social and communication
determined from the assessments
• To review guidelines/tip/ideas/ to help design
an effective “Friends” social program.
An Overview
of the
Chapters
Chapters 1 and 2
• Developmental characteristics of
autism
• Relationships among cognition,
communication, social and ritualistic
behavior
Chapter 3
• Assessment of Social and Communication Skills for
Children with Autism
• Comprehensive profile of a child’s functional,
social,and communication skills
• Designed as a set of checklists and questionnaires
• Completed through interviews, observations, and
direct sampling
• Assists in the developmental of educational goals
and objectives
Chapters 4 and 5
• Intervention options to build social and
communication skills
• A framework for planning intervention skills across
multiple settings
• An eclectic approach combining best practices in
contemporary behaviorism and developmental
approaches
• Strategies to enhance social and communication
skills: visually cued instruction, social, organizational
and augmentative and alternative communication
supports
Chapters 6
Curriculum activities to build nonverbal
social interaction, imitation, and
organization skills
Chapter 7
Curriculum activities to enhance solitary
play, social play, and group skills
Chapter 8
Curriculum activities for building
functional communication skills,
socioemotional skills, and
conversational skills
Curriculum
• Geared towards all children
• Assessment and intervention guide
is designed for a wide range of
communication abilities- including
children who use AAC systems
• Activities and strategies can be used
at home and school
Resource Section
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Formal assessments
Augmentative and alternative communication devices
Children’s books
Computer software
Children’s music
Toys
Distributors
Web sites
Recommended readings
Cognition in Autism
Traits
Attention
Tendency:
Weakness:
• Overselectivity
• Focused
Attention
• Flexibility
• Shift attention
Perception
Tendency:
Weakness:
• Visuospatial
• Auditory transient
Information Processing
Tendency:
• One piece at a
time
• Concrete
• Gestalt
Weakness:
• Integration
• Abstract
• Analytical
• Recall
• Theory of mind
Memory
Tendency:
Weakness:
• Rote
• Recall
Social-Cognition
Tendency:
Weakness:
• Concrete
• Theory of
Mind
Core Skills in Autism
Nonverbal Interactions
Tendency:
• Respond to others
• Eye gaze or
gestures
• Brief turn-taking
• Regulate others
• Perseverative
interactions
Weakness:
• Initiate interactions
• Combine eye gaze
and gesture
• Reciprocal
interaction
• Share with others
• Flexible interactions
Imitation
Tendency:
• Imitate single
motor acts
• Exact repetition
Weakness:
• Imitate a
sequence of
motor acts
• Modified
imitation
Social Characteristics
Solitary play
Tendency:
Functional
Weakness:
Imaginative
Perseverative
Flexible
Contextually
driven
Spontaneous
Social Play
Tendency:
Weakness:
• Passive or
Awkward
• Parallel
• Reciprocal
• Cooperative
Socioemotional
Tendency:
• Perceive
emotions
• Sensory
sensitivities
• Anxiety
Weakness:
• Infer
emotional
states
Assessment of Social &
Communication Skills
• Inventory of Social and Communication
Behavior:
*These are the the Interviews of
Social/Communication/Exploratory
behaviors
*Motivation Inventory
• Complete Checklists to determine Skill
Acquisition or Skill Generalization
*Observation
*Direct Sampling
Framework for Designing
Interventions
• Prioritize your goals and objectives
• Construct a framework for core skill
interventions
• Use the new Do-Watch-Listen-Say framework
for social skill interventions
• Plan for communication interventions
• Determine the Teaching
Opportunities/Strategies- Chapter 5
• Consider a Friends program
Framework for Designing
Social Intervention
Most social activities require children to:
• Do-cognitive-ability to know what to do
• Watch- socialization-ability to watch
others
• Listen- Language- receptive- ability to
listen
• Say- Communication- expressive-ability
to know what to say
Do
Cognition
Watch
Say
Activity
Communication
Language
Listen
Socialization
Do
Cognition
Watch
Say
Socialization
Communication
Language
Listen
General Skill Sequence
Do
II.
Watch
Listen
Say
General Skill Hierarchy Within Each Domain
Do: Functional, closed-ended activities
Functional open-ended activities
Creative activities
General Skill Sequence
Do
Watch
Listen
II. General Skill Hierarchy Within Each Domain
Do
Watch: Share functional space
Share toys and materials
Take turns
Say
General Skill Sequence
Do
Watch
Listen
Say
II. General Skill Hierarchy Within Each Domain
Do
Watch
Listen: Respond to gestural messages of others
Respond with nonverbal prosocial behaviors
Respond to verbal messages of others
Framework for planning social skills intervention
General Skill Sequence
Do
Watch
Listen
II. General Skill Hierarchy Within Each Domain
Do
Watch
Listen
Say: Initiate nonverbal prosocial messages
Initiate nonverbal requests, comments
Initiate verbal prosocial messages
Initiate verbal requests, comments
Maintain conversational exchanges
Say
General Skill Sequence
Do
Watch
Listen
Say
Curriculum
• Determine the specific activities that will
address the core, social and
communication goals/objectives
• Start with direct instruction of the skill
between the adult-child
• Move to small group instruction
• Contexts for Generalization
Progress Monitor
Determine how you will monitor
progress
Activity
Questions ???
and Evaluations
Go to the ASD Forum Wikiunder trainings- to download
the PowerPoint for tonight’s
workshop
http://asdforum.iu1.wikispaces.
net/