Asperger’s Disorder & Social Skills Jom Choomchuay,M.D.,M.Sc.(Merit) Child and Adolescent...
-
Upload
eugenia-phillips -
Category
Documents
-
view
214 -
download
2
Transcript of Asperger’s Disorder & Social Skills Jom Choomchuay,M.D.,M.Sc.(Merit) Child and Adolescent...
Asperger’s Disorder & Social Skills
Jom Choomchuay,M.D.,M.Sc.(Merit)
Child and Adolescent Psychiatrist
Samitivej Srinakarin Hospital
Asperger’s Disorder
AACAP,52nd Annual meeting,
Toronto, Canada, October 22nd ,2005
Martin J. Lubetsky, M.D.
John J. Mcgonigle, Ph.D.
Melissa Smiley Jacobson, M.S.W.,L.C.S.W.
Center fo Autism and Developmental Disorders,
Western Psychiatric Institute and Clinic (WPIC),
University of Pittsburgh Medical Center
What are Social Skills?
Definition: (Wagner, 1999) Social skills are skill that:
Allow appropriate initiation of contactEnable one to maintain positive relationshipsFacilitate peer acceptanceEnable one to cope and adapt to social
environment
Basic Assumptions about Social Skills:
Learned skills Made up of behaviors that can be explicitly
taught Can be systematically taught with
considerations for generalization
Why Social Skill development is difficult for those with Asperger’s
Lack of “Theory of Mind” Central Coherence Deficits Failure to develop “an Experiencing Self” Executive Functioning Deficits
Social Skill Development Techniques
Two Dominant Types Instrumental Social Skills Relationship Building Skills
Models Individual Interventions Group Work
Instrumental Social Skills
Teaching social rules and behaviors that support ability to function
How to cope with day to day problems & situations Eye contact Waiting your turn Smiling Appropriate topics of conversation
Instrumental Social Skill Teaching Techniques
Direct Instruction Adult & Peer Mediated Strategies Social Stories & Scripts Comic Strip Conversations Social Autopsies SOCCSS Thermometer Role Play Video Modeling
Direct Instruction
First: identify social goal Second: identify the steps the child needs to
learn to reach the goal Third: Teach these sequential steps through:
Modeling Multiple opportunities to practice behaviours Prompts ( verbal, visual) Reinforcement
Adult & Peer Mediated Strategies
AS child paired with typical peer in socially supportive setting
Typical peer is instructed to remain close to the AS child & participate in activities with AS child
Adult remains close to the children giving prompts when needed if interaction successful, adult provides reinforcement
Social stories & scripts (Carol Gray)
Explicitly describes the process of social situation
Includes 3 types of sentences: Descriptive: who what where why Perspective: persons thoughts, feelings, mood Descriptive: a desired positive response
Example: Social Story“Learning to play fair”
Descriptive It is a good idea to play fair with my friends. Sometimes my friend may win the game we are playing.
Perspective I will try to stay calm if my friend wins a game
Directive & Perspective mix: If my friend wins a game, I may ask them to play again. (D) Asking to play again is a friendly thing to do. (P) It is good to play fair when playing games. (D) That way friends may want to play again. (P)
Comic Strip Conversations(Carol Gray)
Visually illustrates aspects of conflict Actions+ Feelings + thoughts +Intentions
Word Bubbles: what was actually said Thought Bubbles: child perception of what
others were thinking Colors used to represent feelings Helps to identify misunderstanding or
misinterpretations
Other Techniques
Social Autopsies SOCCSS
Situation-Options-Consequences-Choices-strategies-Stimulation
Thermometer Role Play Video Modeling
Instrumental Social Skills- Information for Coaches:
Treatment goals made collaboratively with AS child
Must explain theory behind rules/scripts Must explain exceptions to “social rules” Goal should parallel existing social
opportunities Parents should be involved to promote
learning process
Relationship Building Skills(Gutstein & Sheely)
Goal To target deficits in Experience-Sharing in a systematic
manner, resembling stages of development To teach “ a new way to observe the social environment.”
Desired outcome Creation and deepening of emotional connections Shared excitement and joy Collaboration in novel problem solving Reaching shared goals Cooperation in joint creative efforts
Learning Process
Careful assessment of social skill level Systematic layering of skills Facilitated by Relationship coach Address core deficits regarding:
Theory of mind Sense of “experiencing Self” Central Coherence
Focus on: Skills more adaptable Teaches importance of understanding and reacting to
others perspectives
Helpful Hints
Teaching Environment/setting Balance Directive and Facilitative Interactive
Style Don’t rely solely on verbal communication Keep your objective simple Activities should be Motivating Goals should be meaningful to child