FOSTERING THE SOCIAL DEVELOPMENT OF ADOLESCENTS … · drink”, “I need to get some work...

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FOSTERING THE SOCIAL DEVELOPMENT OF ADOLESCENTS WITH HIGH-FUNCTIONING ASD IN MAINSTREAM SCHOOLSBrenda Smith Myles, Ph.D.www.ocali.orgwww.texasautism.org

EXCERPTS FROM 22 PEOPLE WITH AUTISM ANSWER THE QUESTION, “WHAT’S IT LIKE?”The MightyRachel KassenbrockAugust 22, 2015

http://themighty.com/2015/08/22-people-with-autism-answer-the-...utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Implicit Learning • Learning without trying to do so

• “Just picking it up”• “Automatically getting it”• “I don’t know how I learned it – I just did”

Stay with me – I have a point

Schipul & Just, 2016

Implicit Learning

Social Interaction Language

Implicit Learning• Typically relies on the the different parts of the brain

working together• This is known as integration• Individuals with ASD have less and different integration

across brain regions

Implicit Learning• So …..• Individuals with ASD may require direct instruction on

tasks that are implicitly learned and may take a longer time to learn them

Remember this when the Hidden Curriculum is introduced

CONSIDERATIONS WHEN TEACHING SOCIAL SKILLS

Create a Psychologically Safe Environment

Predictability

Communication demands

Sensory factors

Physiological factors

Adapted from Loomis

Predictability• The more predictable, the easier the interaction• Routines and regularly occurring events

• Circle time• Martial arts lesson• Math cooperative group

Predictability• The learner with ASD must know answers to questions,

such as:• What is the schedule?• What am I supposed to do?• What will other people be doing?• What should I do if I don’t know what to do?• What should I do if I become overwhelmed, anxious, or upset?

Predictability• One of the best ways to provide clear explanations is to

• The unfamiliar Familiar

• The unpredictable Predictable

• Unclear expectations Clear

Predictability: Tools• Priming• Video modeling• Social narratives

PREDICTABILITY: PRIMING

PREDICTABILITY: VIDEO MODELING

Video Modeling• Model Me Kids• 9th Planet• VideoJug• eHow• YouTube• Mansome

PREDICTABILITY:SOCIAL NARRATIVES

Social Narratives• Rules cards• Conversation starter cards• Scripts• Situational fact sheets• Descriptive stories• The Power Card Strategy (Gagnon & Myles, 2016)

Communication Demands• Verbal communication• Nonverbal communication• Problem solving• Hidden curriculum

EXPRESSIVE LANGUAGE DOES NOT EQUAL COMPREHENSION

Literal Approach to Life• People say exactly what they mean• People mean exactly what they say• There is no need to look for other meanings

Communicate Visually• Cartooning• Social autopsies• Prompting, set-up, narration

Prompting• Providing the subtle “nudge” to help the learner get

started or to provide direction• Verbal• Nonverbal

The Set-up• Providing a brief introduction to help the learner get

started• “John has something to say.”• “We are going to the store and there is something that John would

like to ask you before we go.”

Narration

Her mouth is turned down and her arms are crossed. I think she is mad and is waiting for the students to stop talking.

CREATE A COMMUNICATION PLAN

Gardella, A. (2015, April). How to network as an introvert. Real Simple. Retrieved from http://realsimple.com/work-life.

Make a To-Do List• Jot down what you want to accomplish prior to attending a

social situation• Make one or two goals

• Learn about a specific topic• Listen to a speaker• Meet an individual

Stay Only a Short While (20 Min)• It is usually acceptable to leave after your goals are

accomplished• Check with a mentor to see how long it is necessary to

stay• If you are having a good time, stay longer

Think Quality, Quantity• Try to make one or two meaningful connections with

people you might enjoy• In a group setting, strive NOT to be the person who talks

the most

Script Your Introduction• Develop a three-to-five second ‘elevator pitch”

• Unique talents• Professional background• What you enjoy (in a sentence)

• Write them out so that the words sound natural, not forced• Practice in front of a mirror and trusted people

Learn to Ask Meaningful Questions• If you ask questions, other people do the talking• Don’t interrupt• Come armed with questions

• People• News• Locale

Answering Questions• Respond to “What do you do” with something you actually

did• Previously identified and practiced

• Answer the question; ask a question

Duck Out Now and Then• Take brief breaks to recharge

• Walk• Go to hotel room• Duck into the restroom• Find a quiet spot

Nonverbal Communication

TEACH NONVERBAL COMMUNICATION BODY LANGUAGEBody Language Cheat Sheet for Writers

Anger• Balling the fists• Crossing the arms tightly• Clenching the fists once arms are crossed • Tight-lipped smile• Clenched teeth• Shaking a finger like a club• Firmly pointing a finger at someone

Body Language: Cheat Sheet for Writers

Closed to Conversation• Keeping hands in the pockets

• Especially men

• Arms crossed• Sitting back• Folding hands together on a table to create a barrier• “Figure-four” leg cross

Body Language: Cheat Sheet for Writers cont

Distress• Stroking or rubbing neck (especially men)

• Think “pain in the neck”

• Crossed arms• Self-hugging• One-arm cross

• Clutching a purse, briefcase, or bag with both arms• Adjusting cuffs or cuff-links• Folding the hands together in front of the crotch (men)

Lying• Covering the mouth

• Shhh gesture• Covering mouth similar to coughing

• Touching or rubbing the noise or just below the nose• Quick, small gesture; not a scratch

• Rubbing the eyes (especially men)• Scratching the neck with the index finger• Averting gaze

Openness and Honesty• Exposure of the palms• Arms and legs unfolded• Leaning forward

Submissive• Smiling

• Some people smile when they are upset or afraid

• Slumping the shoulders• Doing anything to appear smaller

Superiority, Confidence, Power and Dominance• Steepling the fingers (setting the tips of fingers together)• Folding hands behind the back• Thumbs sticking out of pockets (front OR back pockets)• Hands on hips• Straddling a chair• Hands folded behind head while sitting up (in men)• Rolling eyes

THE INCREDIBLE 5-POINT SCALEMatching emotions to actions and identifying interventions

Buron & Curtis, 2013

Rating Feeling What It Looks Like

What I Should Do

I have to leave; it is time to be alone

Fast rocking; loud voice

Use the secret signal with the adult you trust and leave the room when the adult acknowledges you.

I need to move to a differentplace in the room

Rocking back and forth; picking on my fingernails

Say, “Excuse me”, if you can. If you can’t, just walk to a quiet part of the room and put on your headphones. Think about using your secret signal with an adult.

I need to stop talking with this person or I might need help telling someone to be quiet

Feeling like I want to flapmy hands and cover my ears

Think about saying one of these things, “I’ll talk with you later”, “I’m going to get a drink”, “I need to get some work done”. If that is not going to work, say “Gotta go!” And go stand by an adult you like and know. Ask the adult for help.

I can do this by myself

Starting to tap my foot

Taking a deep breath and count to 10Think about saying one of these things, “I’ll talk with you later”, “I’m going to get a drink”, “I need to get some work done”.

I am good. Nothing is really bothering me.

Smiling, talking

Keep doing what I am doing.

1. Make a table

2. Label the top columns

3. Write numbers down the side

4. Write in your feelings for each number.

5. Write down what each feeling looks like for you.

6. Write what you should do for each number.

LEARN TO SOLVE PROBLEMSEfficiently and Calmly

1. Figure out what the problem is.

2. Look at the four choices.

3. For each choice ask, “What would happen if I did that?” It is best to do this with an adult you trust.

4. Choose the best one; practice how to do it with an adult. Then do it!

Mataya & Owen, 2012

Talk it out and compromise

Seek help from an adult

Ignore and move on

Let it bother you

Problem________

Mataya & Owens, 2013

Looks Like Feels Like What to Do

ScreamingStomping feet

Very embarrassedVery frustrated

Go to home base

Getting quietSaying “bad words”

A bit frustratedA bit embarrassed

Folding armsRefusing to work

Confused

Making excuses“I don’t want to …”

Uncomfortable

Trying thingsGood attitude

HappyContent

Be proud of myself

Buron & Curtis, 2014 Mataya & Owens, 2013

Hidden Curriculum• The set of unwritten rules that no one has been directly

taught, but everyone knows. Violations of these rules can make an individual a social outcast.

• Phrase associated with hidden curriculum:• “I shouldn’t have to tell you but … “• “Everyone knows that … “• “It’s obvious … “

Hidden Curriculum Includes• Idioms and metaphors• Facts vs opinions• Words that have multiple meanings based on context• Jokes and riddles

Hidden Curriculum Items• If one small incident occurs and the teacher corrects you, it does not mean the entire day is bad.

• You should talk to teachers in a pleasant tone of voice because they will respond to you in a more positive manner. They also like it if you smile every once in a while.

More Hidden Curriculum ...• If you do something funny, it is usually only funny once.

• Don’t tell the principal that if she listened better more kids would like her.

• When someone else is getting in trouble, it is not the time to show the teacher something.

More Hidden Curriculum …• When you are taking a shower in group setting, do not sustain eye contact for very long or watch other people taking their shower.

• When you are with classmates/coworkers you don’t know very well and you are the center of attention, do not pick your nose, pass gas or scratch an itch of a private body part.

Hidden Curriculum Items• When somebody asks if you like her new outfit, it is impolite to say no, even it is the truth. It is better to make a positive comment on some aspect of the outfit such as “pretty color” or “nice style”.

Hidden Curriculum

Differs Across

• Age• Who you are with• Culture• Gender

Impacts

• Home• Community• School• Workplace• Legal system

EVERYWHERE!!!

Sensory Demands

• Some experiences are experienced too intensely and others are not intense enough

PHYSIOLOGICAL FACTORS

Physiological Factors …That Impede Interactions

• Fatigue• Hunger• Thirst• Illness

Are Important

• Individuals with ASD often have to use energy to “block out” extraneous stimuli

• Social processing requires concentration, focus, balanced energy levelBe interoception aware!!

Structural Factors

Number of people

Types of people

Peer buddies

Physical space

Number of People• The fewer people involved,

the lower the social challenge

Types of PeoplePeople Who Are Easy to Socialize With

• Speak slowly• Listen carefully• Articulate well• Express themselves directly

• Communicate feelings

• Are entertaining and fun• Are reinforcing• Who genuinely like the child

• Who send clear messages of support

• Who minimize figurative language or explain it

Peer Buddies• Can be coached to provide clear, straight forward

communication• Can act as translators• Can support the use of cartooning, social narratives

Teach Peer Buddies• To initiate interactions• To understand “unusual” behavior• To interpret the intentions of the person on the spectrum• To accept different preferences for levels of engagement

http://questionablylate.tumblr.com/post/17227500725/my-design-but-not-my-list-how-to-care-for

AN INDIVIDUAL WITH ASD

Length of Times• The longer it lasts, the more tired the learner becomes, and the more taxing it becomes

• Social processing is exhausting!

Physical Space

Less Exhausting• Well organized• Clearly defined boundaries

• Enough space for the activity

• Reasonable sound level

More Exhausting• Crowed spaces• Large, open areas• Noisy environments• Echoing environments

THE POTENTIAL OF INDIVIDUALS WITH AUTISM IS LIMITLESS!

FOSTERING THE SOCIAL DEVELOPMENT OF ADOLESCENTS … · drink”, “I need to get some work...

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