Social Skill

Intervention Strategies
for Autism Spectrum
Disorders
Melissa Martin
EDPS 658 June 10, 2014

Presentation Outline
Symptoms of Autism Spectrum Disorders (ASD)
Neurological characteristics of ASD
Factors of ASD
Review of several evidence-based intervention strategies
for Social Skills Training (SST) of children with ASD

Meta-analysis review of SST interventions for children

with ASD

Case Study of working as a Behavioral Aide for Family

Support for Children with Disabilities (FSCD)

Autism Spectrum Disorder

(ASD)
Based on your current knowledge of ASD, what are some
of the symptoms? Type your responses in the chat box.

Strengths

Characteristics of ASD

Difficulties

Impairment in Social relationships

Deficits in communication/language

Perseveration on interests and activities

Dependence on routine

Abnormal responses to sensory

stimulation

Exceptional memory

Behaviour problems

Visual Spatial abilities

Variability of intellectual functioning

Music skills

Uneven development profile

Difficulties in sleeping, toileting and

eating

Immune irregularities

Nutritional deficiencies

Gastrointestinal problems

Non-verbal reasoning skills

Reading skills

Perceptual motor skills

Drawing skills

Computer interest and skills

Autism Canada Foundation (2014)

Early Signs of ASD

If a child demonstrates a few of these symptoms around 12 to 24 months of age, he/she
may be at risk of developing ASD

Often begins to develop language then loses it, or doesn't acquire language at all
May appear deaf, respond unevenly or not at all to sounds
Difficulty consoling during transitions (tantrums)
Difficulty sleeping / wakes at night
Does not "point and look
Failure to bond (e.g. child is indifferent to parents' presence)
Self restricted/selected diet
Limited imaginative play
Not interested in playing with other children
Chronic gastrointestinal problems
Repeated infections

Autism Canada Foundation (2014)

Genetics vs. Environment

Do you think that ASD is a result of
genetic or environmental factors?
Type your answer in the chat box.

Neurological Aspects of ASD

Anatomical abnormalities in the cerebellum, brain stem, frontal lobes,
parietal lobes, hippocampus and amygdale (Baron-Cohen, 2004)

Hyperactive arousal in response to sensory input and decreased ability to

select between competing sensory inputs (Baron-Cohen, 2004).

A neurological study for social intelligence by Brothers (1990) hypothesized

that social intelligence was a function of three regions in the brain: the
amygdala, the orbitofrontal and medial frontal cortex, and the superior
temporal sulcus and gyrus (STG). Abnormalities in autism have been found in
the amygdala, the orbito and the medial frontal cortex (Baron-Cohen, 2004).

Impairment of Social
Relationships
For some of us with ASDs, the emotional-relatedness, physical,
or biochemical circuitry is missing no matter how hard we
try, its a bridge that may never be built because some of the
basic building materials are missing.
Romantic relationships have a level of social complexity that I
still dont understand today and I consciously choose not to
participate in them. My way of thinking and functioning does
not describe everyone on the spectrum.

Dr. Temple Grandin

Social Skills Training (SST)

Children with high functioning ASD can have

significant problems with social interaction with

others due to the following:

Difficulty understanding social cues

Poor eye contact
Lack of understanding of the emotions of others
Inappropriate reactions to specific social situations
They can appear rude, egocentric, and insensitive
Inability to initiate or engage in a two-way conversation

These social skill deficits can lead to children with ASD to be at an

increased risk of being bullied, social rejection, social isolation,
depression, and anxiety (Mathews et al., 2013).

Some Examples of Evidence-Based

SST Strategies

Peer
Mentoring

Social Skills
Groups

Video
Modeling

Social Stories
and Picture
Books
Bohlander et al., 2011

Peer Mentoring
Children in similar age
groups are taught how to
interact with children with
autism.

A child is designated as a
buddy to the child with
ASD

The child with ASD will

develop a relationship with
that child and learn how to
engage in proper
conversations and social
skills with children.

Social Skill Groups

Small groups of

students with ASD

participate in guided
lessons on social skills.

UCLA Peers Training Program

Groups may be led by

an adult and can
include peers for
models and mentors.

The groups discuss and

act out different social
situations and learn
appropriate methods of
dealing with social
situations.

http://www.youtube.com/watch?
v=jbT_ODodzBM

Video Modeling
Children with ASD
watch videos of
themselves or
peers
demonstrating
specific social
skills. Then they
can practice the
skills from what
they have
watched.

Social Skills Training: Taking Turns

Speaking
http://www.youtube.com/watch?
v=3RjRZ9jMfs0

Social Stories and Picture

Books
Children with ASD look at books that show photos

of sequences of social skills to learn how and why

to perform social skills.
The Social Skills Picture
Book: Teaching Play,
Emotion, and
Communication to
Children with Autism
by Jed Baker

Meta-Analysis of School-Based
Interventions for Children with ASD
School-based social skill interventions for children
with ASD are minimally effective on their own.

SST programs need to be implemented more

intensely and frequently.

Multiple, naturalistic settings are more beneficial

rather than resource rooms, clinics, and pullouts.

Interventions must address the individual needs of

the child. Increased effort must be made to match

the correct SST strategies to the type of skill deficit
displayed by the child.
Bellini et al. (2007)

Meet Connor
Age: 10
Grade: 5
Likes: Computers, video games,
cartoons, math, drawing,
McDonalds
Dislikes: vegetables, sports,
mornings, writing
Connor is diagnosed with highfunctioning ASD with anxious and
obsessive tendencies.

Playing Games

http://
www.nationalautismresources.com

Remember the 3 Fs!

Be Fun!
Be Fair!
Be a Fan!

Token Economy
Token economies (reward systems) have been helpful in rewarding
children with ASD in promoting positive social behaviours
(Matson & Boisjoli, 2009).

Thank you for your participation!

You earned a white chip!

Do you have any questions or

comments?

References
Autism Canada (2014). Retrieved from https://www.autismcanada.org/
Baker, J. (2001). The Social Skills Picture Book: Teaching Play, Emotion, and Communication to
Children with Autism. Arlington, Texas: Future Horizons.
Baker, J. (2003). Social Skills Training for Adolescents with Asperger Syndrome and SocialCommunication Problems. Shawnee Mission, Kansas: Autism Asperger Publishing Company.
Baron-Cohen, S. The cognitive neuroscience of autism. Journal of Neurology, Neurosurgery, &
Psychiatry, 75, 945-948. doi:10.1136/jnnp.2003018713
Bellini, S., Peters, J.K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social
skills interventions for children with autism sprectrum disorders. Remedial and Special Education, 28,
153-162. doi:10.1177/07419325070280030401
Bohlander, A.J., Orlich, F., & Varley, C.K. (2011). Social skills training for children with Autism.
The cognitive neuroscience of autism. Pediatric Clinics of North America, 59, 165-174. doi:10.1136/
jnnp.2003018713
Brothers, L. (2004). The social brain: a project for integrating primate behavior and
neurophysiology in a new domain. Concepts in Neuroscience, 1, 27-51.
Frankel, F., Myatt, R, Sugar, C., Whitman, C., Gorospe, C.M., & Laugeson, E. (2010). A randomized
controlled study of parent-assisted childrens friendship training with children having autism spectrum
disorders. Journal of Autism Developmental Disorders, 40, 827-842. doi:10.1007/s10803-0090932-z

References (Contd)
Laugeson, E.A., Frankel, F., Gantman, A., Dillon, A.R., & Mogil, C. (2012). Evidence-based social
skills training for adolescents with autism spectrum disorders: the UCLA PEERS program. . Journal of
Autism Developmental Disorders, 40, 827-842. doi:10.1007/s10803-011-1339-1
Leaf, J.B., Taubman, M., Bloomfield, S., Palos-Rafuse, L., Leaf, R., McEachin, J., & Oppenheim,
M.L. (2009). Research in Autism Spectrum Disorders, 3, 275-289. doi: 10.1016/j.rasd.2008.07.003
Mathews, T.L., Ekfritz-Gay, K.N., Knight, J., Lancaster, B.M., & Kupzyk, K.A. (2013). The effects of
social skills training on children with autism spectrum disorders and disruptive behavior disorders.
Research in Developmental Disabilities, 30, 240-248. doi: 10.1016/j.ridd.2008.04.001
Matson, J.L. & Boisjoli, J.A. (2009). The token economy for children with intellectual disability or
autism: a review. Childrens Health Care, 42(2), 311-332. doi: 10.1080/02739615.2013.842458
National Institute of Neurological Disorders and Stroke (2014). Autism Fact Sheet. Retrieved
from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm