Part 4: Systematic, Planful Instruction, Including the Development of Social

Interactions

Assessment:Understand and Use “Picture of the Child” as the Foundation

Generalization:Activities and Opportunities

1) Address sensory and biological needs

2) Provide appropriate reinforcement

3) Opportunities to communicate and functional communication systems

4) Concrete supports to assist with participation and understanding

5) Address task demands

6) Systematic, planful instruction

7) Data driven decision making

8) Appropriate level of instruction

Comprehensive Program of Instruction:

Systematic Planful

Teaching

focus attention

prompt/shape practice reinforce

effort natural

rewardsconsistency

instruction broken down into small steps (matched to learner)

continuous review and adaptation

generalization

Jordan prompting

Jordan doing a simple task

Ren

For Students with ASD and Visual Impairment

Opening and closing a conversation Initiating peer interaction and joining

play Decoding facial expressions and body

language Observing and mimicking appropriate

social behavior in specific situations Predicting and understanding the

emotions and reactions of others

Social skill deficits may be separated into four broad

categories of social functioning: nonverbal communication, social

initiation, social reciprocity, and social

cognition.

Range of Typical Expectations Strengths and weaknesses

Establish baseline of performance

Autism Spectrum Disorders and Visual Impairments: Page 131

1. Match social interaction instruction to students’ needs and settings.

2. Prioritize3. Task analyze social interaction skills4. Provide opportunities as well as evidence-

based instruction5. Provide instruction and data analysis6. Use reinforcement

The key to long term results!

Area of Concern:1. Play2. Conversations3. Inappropriate Social

Interactions

Possible Strategy:1. PRT 2. Social Narratives3. Problem Solving

Strategies

4. Incredible 5-Point Scale

Social narratives can be used: after a social "error" has occurred (e.g.,

saying something rude to a classmate, hitting, yelling)

prior to a transition or new experience (getting a haircut, changing schools, going to the Dr.'s office, etc.)

as an intervention to reduce existing recurring behaviors (nose picking, blurting out in class, etc.)

The use of social narratives strategies by the individual must be taught through direct instruction

http://www.txautism.net/docs/Guide/Interventions/SocialNarratives.pdf

Six Steps of Analyzing Social Situations1. Describe the social scenario, setting, behavior, or problem

(What's happening or what has happened?).2. Recognize the feelings/thoughts of participants (How does

he/she/you feel? What is he/she thinking?).3. Understand the feeling of participants (Why is he/she/you

feeling/thinking that way? Ask child to provide evidence).4. Predict the consequences (What do you think will happen

next? What will be the consequences of this behavior?).5. Select alternative behaviors (What could he/she/you have

done differently).6. Predict the consequence for alternative behaviors.

Bellini, 2006, p. 157

The Incredible 5-Point Scale:

A 5 Is Against the Law! Social Boundaries:

Autism Spectrum Disorder and Visual Impairments: Meeting Students Learning Needs

The Incredible 5-Point Scale

Do-Watch-Listen-Say Navigating the Social

World STAR Curriculum Model Me Kids Video

Autism Asperger Publishing Company

Social Thinking National Professional

Development Center on ASD - http://autismpdc.fpg.unc.edu/