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S. Bellini ©2008 AAPC
Distinguishing Between Skill Acquisition Deficits and Performance Deficits
Chapter 6
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Why Important? The success of social skills programming
depends on distinguishing between Skill acquisition deficits
and Performance deficits
The distinction between the two kinds of deficits guides the selection of intervention strategies
S. Bellini ©2008 AAPC
Skill Acquisition Deficits Absence of a specific skill or behavior Child or adolescent needs to be taught
the skill or behavior
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Performance Deficit Skill or behavior is present, but not
displayed Child or adolescent needs to be
supported; factor impeding implementation needs to be addressed Motivation Anxiety Sensory sensitivities, etc.
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Important Note Being able to recite how to perform a
skill or behavior and actually being able to perform the skill or behavior are two different things
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Skill Acquisition-Performance Deficit Dichotomy: Link to Intervention
Guides selection of intervention strategies Skill acquisition deficit
Teach new skills Performance deficit
Enhance existing skills Remove barriers to success
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Skill Acquisition Continuum Novice Intermediate Mastery
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Factors Affecting Performance Motivation Sensory sensitivities Anxiety Attention and impulsivity Memory Self-efficacy Movement differences
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Factors Affecting Performance Can impact mastered skills, too
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Motivation Possible reasons for lack of motivation
Experienced peer failure and rejection Lack of common interests with peers
Strategies Expose to positive peer interactions Provide reinforcement for peer
interactions (only if needed)
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Sensory Sensitivities Can involve any of the senses Can lead to social withdrawal,
avoidance, diminished social performance
Strategies Sensory integration Self-relaxation Environmental modifications
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Anxiety Can range from mild to high levels Strategies
Determine how the anxiety impacts performance (e.g., withdrawal, social phobias)
Implement plan to reduce anxiety
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Attention and Impulsivity Can impede social reciprocity and turn
taking Strategies
Self-monitoring Self-regulation Planning
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Memory Memory to do something (versus how
to do something) Strategies
Prompts Behavior repetitions
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Self-Efficacy Confidence Possible consequences of low self-
efficacy Fear and/or avoidance of social
interactions Giving up easily Viewing failure as confirmation of
shortcomings Anxiety Depression
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Strategies That EnhanceSelf-Efficacy (Bandura, 1994)
Mastery Experiences Experience personal success and
accomplishment Avoid failure
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Strategies That EnhanceSelf-Efficacy (Bandura, 1994)
Successful Models Observe model similar to self “If she can do it, I can do it”
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Strategies That EnhanceSelf-Efficacy (Bandura, 1994)
Social Persuasion Encouragement Positive feedback
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Strategies That EnhanceSelf-Efficacy (Bandura, 1994)
Manage Anxious Responses Teach children to recognize and
understand their physiological responses Teach regulation strategies
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Movement Differences Starting
Initiating movements Possible need: a simple prompt to start
Stopping Terminating activities Possible need: a cue to end
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Movement Differences Switching
Transitioning from one thought, activity, or emotion to another
Combining Processing multiple sensory inputs at
once
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Skill Acquisition Deficit or Performance Deficit:
Distinguishing Between the Two
Five Questions to Ask
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Question #1 Does the child perform the skill across
multiple settings and persons? If no: probably a skill acquisition deficit
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Question #2 Does the child perform the skill without
support or assistance? If no: typically a skill acquisition deficit
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Question #3 Does the child perform the skill fluently
and effortlessly? If yes: probably a performance deficit
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Question #4 Does the child perform the skill when
reinforcement is provided? If yes: performance deficit
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Question #5 Does the child perform the skill when
environmental modifications are made? If yes: performance deficit
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References Bandura, A. (1994). Self-efficacy. In V. S.
Ramachaudran (Ed.), Encyclopedia of human behavior, (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
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SelectingIntervention Strategies
Chapter 7
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There is no single intervention that will help all children and adolescents with ASD strengthen their social skills
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Need to use a combination of strategies that prove most effective for a given child’s or adolescent’s needs What works well for one child or
adolescent may not work well for another
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Matching Strategies Match strategies with the type of skill
deficit Skill acquisition Social performance
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Questions to Answer When Selecting Intervention Strategies Which specific social skills will be targeted? Does the strategy match the type of skill deficit
demonstrated (for each skill)?
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Questions to Answer When Selecting Intervention Strategies What is the child’s developmental level (language
and cognitive functioning)? Is the strategy supported by research?
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Questions to Answer When Selecting Intervention Strategies If the strategy is not supported by research, what
is the rationale/logic for using it? Which components of social interaction skills (i.e.,
thinking, feeling, doing) does the strategy address?
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Social Accommodation vs. Social Assimilation Important to consider prior to selecting
intervention strategies The key is to address both
Teach skills and modify the environment Balance based on the child’s or
adolescent’s developmental skills (what is appropriate for him and his areas of strength and challenge)
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Accommodation Modifies the physical or social
environment to promote positive social interactions For example: training peer mentors,
conducting autism awareness training Emphasizes changing the environment Enhances social performance
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Assimilation Instruction that facilitates skill
development that allows the child to be more successful in social interactions
Emphasis is on changing the behavior of the child or adolescent with ASD
Enhances skill acquisition