Office name goes here Presented by: Mo Buti 2017
Autism 1, 2, 3
Session 3: Social supports
Office name goes here Presented by: Mo Buti 2017
Mo ButiIn the field of special education for over
26 years. Have been Special education
teacher, an administrator over Autism
and Intellectual Disabilities for the
Chicago Public Schools, Director of
Program Development for Neumann
Family Services. Currently an autism
educational consultant and international
presenter (www.AiepAutsim.com).
Objectives
Office name goes hereOffice name/footer goes herePresented by: Mo Buti
Many students with autism have challenges
in social skills. In this session, we will learn
about:
• Strategies that work to increase a student
ability to successfully engage in social
situations.
• We will also look at many resources that
can be located online.
2017
Autism…….
Office name goes hereOffice name/footer goes herePresented by: Mo Buti
Communication and Social Interaction:
•Some people with autism are verbal while
others are non-verbal.
•Some people with autism do not desire to
socially interact, while others are highly
motivated to socially interact though do not know
how to do so.
2017
All students need to
have a functional
means of
communication.
Total Communication
Use everything a student gives you as a form of
communication (verbalizations, verbal
approximations, gestures, behaviors, physical
movement, sign language, use of pictures,
writing, etc)
Respond to all of the above
Child
Severe moderate mild physical autism
Self-contained pull-out push-in inclusion
I have found that all of my students I have come in contact
with in my career- no matter what abilities or “disability” they have-they would benefit from one thing.
That one thing would be…...
Visuals
Office name goes hereOffice name/footer goes herePresented by: Mo Buti 2017
Auditory information is fleeting. It is
there…..and then it is gone!
Visual information stays long enough for a student
to see it, take in the information and respond
to it.
Office name goes hereOffice name/footer goes herePresented by: Mo Buti
*With visuals a child can go back to it again and again if they need help understanding, taking it in, reviewing, responding and remembering. And they can even go back again and again if needed.
*Too often teachers presume that students understand everything that is said to them……frequently they do not….think of all of the visual cues that are there naturally occurring (gestures, body movements, facial expressions, other kids actions….).
* It is important to understand a child’s visual learning style and how they take in information, process information, and express understanding and then provide the extra visuals that these students need.
2017
The Good Things About Visuals:
Office name goes hereOffice name/footer goes herePresented by: Mo Buti
Easy to use
Requires little training
Inexpensive
Individualized
Increases independence
Visuals are used for all of the following (and much more) as well!
2017
But………..
how do most teachers teach??????
We TALK.
Social interaction requires shifting back and forth from person to person. You must rapidly established attention and shift attention. Many students have
difficulties accomplishing these skills at speed necessary to participate in social interactions. Auditory
information disappears before some students have chance to respond. They may also miss some of the important information being communicated. Making
social situations visual can help with this.
Social avoidance- shy away from or escape social situations.
Could also be over stimulation (sensory?)
May not see the need to socially interact
Social indifference- do not actively seek interactions nor avoid.
Social awkwardness- try hard to gain friends though lack reciprocity in conversation and interests.
May not understand social cues or rules.
May not understand how or why to socially interact.
May come across as rude or blunt.
May have difficulty decoding language or facial expressions.
May have difficulty problem solving.
May have difficulty with group/team work.
May be physically awkward.
Developmentally appropriate social skills should be
taught, modeled, promoted, and practiced.
Student’s social abilities should be individually
assessed and critical social skills are explicitly
taught throughout the school day. Every
interaction is treated as an opportunity to teach,
practice and reinforce social behavior. Many
different strategies can be utilized (social stories,
scripting, video taping, modeling, and practicing) to
teach appropriate social skills. Let’s take a look at
some……..
Social skills need to be taught and exercised in a rote fashion much like teaching a foreign language.
Michelle Garcia
Dr. Steven Shore
“Your son will end up “Your son will end up “Your son will end up “Your son will end up in an in an in an in an institutioninstitutioninstitutioninstitution””””
What they meant to say was What they meant to say was What they meant to say was What they meant to say was ””””a HIGHER institution of a HIGHER institution of a HIGHER institution of a HIGHER institution of
learninglearninglearninglearning”!”!”!”!
Good teachers taught Good teachers taught Good teachers taught Good teachers taught him to:him to:him to:him to:
*smile*make eye contact*how close to stand to someone*how to introduce yourself
Good teachers did not Good teachers did not Good teachers did not Good teachers did not teach him:teach him:teach him:teach him:
Social Rules
• Remember there is not 1 set of social rules to
teach. There is a different set of rules for
different groups
– Boys vs girls
– Rich vs poor
– Fat vs skinny
– etc
*Visual cues
*Schedule social interactions into routine
*Social stories
*Scripting (teacher provided or child makes)
*Writing notes
*Watch videos/movies
*Make videos
*Practicing in front of the mirror
*Role playing
*Practice partners in talking/peer mentors
*Visual bridges
*Physical activity
*Read a story and have pictures of characters that are in the story and have the child draw in the face expressions.
* *Newspaper reporter/interviews- start by asking questions, then can be additional probing questions that may be more complex.
Use of visuals
*Visuals in lunch box.*Show and tell visual*Topic cards*One person says something and the other person writes on the thought bubble white board
www.angelfire.com
Websites/ Products*http://www.jkp.com/mindreading/
Mind reading- you can explore different emotions- you can see and hear them. Must purchase.
*www.sandbox-learning.com
(customized social stories and news letter)
The below websites and great for teaching reading and understanding of emotions. This is important
for behavior and social.
*Do2learn.com
• http://autismteachingstrategies.com/free-social-skills-downloads-2/
The Social Skills Picture Book- by Jed Baker
Central Florida teachers use………
Schedule social interactions right into a student’s schedule:
-Showing completed work to the teacher
-A certain number of greetings required before beginning an activity
-Use of a schedule of the order of what to play on when out on recess.
-Passing things out in class and having to say something to each child
-Sabotage the environment.
**when peers are involved make sure that they have an understanding of autism****
Schedule in greetings
Made by Karen Barineau
One side schedules when he has “friend time” and “me time”
The other side has a cue of what he can say during “friend time”.
A tool for teaching social skills.
Provides accurate information about situations that may be found difficult or confusing.
Describes the situation, the social cues, and what is expected and why.
Increases understanding, helps with comfort level and suggest appropriate responses.
Helps understand theory of mind….understanding other people’s thoughts, feelings, reactions and expectations.
Use text, Boardmaker, Writing With Symbols, pictures, or a memo format.
Script out what you want/or think the student might want to say
Script out what the student and the other person involved in social interaction would say. Practice it. Rehearse it.
Write repetitive lined stories on how to act in certain social situations.
Use pre-printed social stories by Carol Gray
Use first-person, present-tense, and information filled, positive language.
“Social Stories address social confusion by requiring
parents and professionals to first stop and consider a
situation from the perspective of the child or adult
with ASD, and second to identify and share
information that may be missing with a Social Story.”
(Gray, 1994)
??? ?
How to write an individualized Social Story
• Start with the target behavior or area of need.
• State the story in a positive, clear, concise manner using words familiar to the child and that are used in the classroom.
• Provide visual supports along with the story
• Some need auditory as well- can add sound and/or video.
Social Story Modifications
• Power point books
• http://thebehaviorguy.com/social-stories-skills/ pre-made social power point social stories
• http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx you will be amazed at how quickly you can create slide shows or movies from your class photos. Upload your photos in seconds, easily add music and you have a year end presentation of your class activities.
• http://photopeach.com/ even easier than Photo Story and it's online so it doesn't matter what computer platform you are using. Import photos, write captions, add music, done!
• http://animoto.com/education create fully
customized videos of user-selected images and music almost instantaneously. The web application does all the work once you select your images and audio
The bell rings when recess is finished. The children stand in line by the door. They wait
for the teacher to come. When the bell rings, I will try to stop what I am doing. I will stand in
line. I will wait for my teacher. My teacher will be happy to see all the children in line.
“My name is John. We have
circle time at school. The kids sit
on the carpet with the teacher.
The kids sit and watch the
teacher. Sometimes we sing and
read at circle. I will sit on the
carpet with my friends at circle
time. I will look at the teacher in
circle. My teacher is happy
when I sit at circle!”
*Use of speech bubbles and
thought bubbles
*Can work on what people
might say, do or think
Comic strips- fill in bubbles of what to say or drawing
in facial expressions
• http://plasq.com – minimal charge
• www.comicstripcreator.org - free
• http://www.toondoo.com/toondoo/Home.toon -free
• http://www.makebeliefscomix.com/Comix/ - free and
now has a free app
Comic Strips
• http://www.makebeliefscomix.com/
– Can change emotions, can change direction of
characters, can create talk bubbles, can create thought
bubbles, etc.
– Can be used for social stories, social scripts, and in
language arts.
• Toontastic – app free
Presented by: Mo Buti 2017
Power Cards
Power Card Strategy involves including special interests with
visual aids to teach and reinforce academic, behavioral and social skills to individuals
with Autism Spectrum Disorders. Examples next slides
Power Cards
When Justin Timberlake
wants to say Hello he
waves and says, “Hello”.
Justin does not touch
someone when he says
hello.
Justin uses a quiet voice
when he says hello to
someone.
Consistent!
Same voice, same words, same intonation, same body movements every time.
Where can you get video? Camera, flip camera, Vado camera, video camera, cell phones,
youtube.com, teachertube.com and videojug.com, and movies.
Video Modeling
*http://www.modelmekids.com/ (videos
demonstrate social skills by modeling
peer)
* http://www.socialskillbuilder.com/
(video sequences of real-life social
scenarios )
• http://www.watchmelearn.com/
(video based lessons ) http://autismbrainstorm.org/world-cafe/2012-07-25-21-26-59/social-network/87-mary-beth-rochin-
palo/videos/video/48-brett-s-recent-dive-learned-from-video-modeling?groupid=0
Purchased products:
*Slows down the social interaction process.*Allows student to use their visual strength.*Allows time to process information.*Turn taking is made more obvious and balanced.
Note writing modifications:
•Dictate what to write.
•Pick from choices of what to say.
•Fill in the blanks.
•Draw pictures
•Email (www.ebuddies.org)
•Type
Using Photos to Teach Conversation Skills
*motivating way to engage children in conversation*provides a bridge to better conversation and social interactions*can close the gap of what other children may talk about and what some children with autism may talk about
1- Practice or rehearse what to say2-Write down information about a picture and can post on the back.3-Teach student how to hold the pictures for others to see.
18 year old with autism-
asked 3 questions
Question #1
ABCsABCsABCsABCs
123s123s123s123s
Went to grandmas for lunchWent to grandmas for lunchWent to grandmas for lunchWent to grandmas for lunch
Tell a storyTell a storyTell a storyTell a story
The mini shoe collection!
How many children do you know who collect things? Collections increase social opportunities. You can talk about your collections with others. You can show your collections to others. You can trade, give or get items for your collection. This creates many opportunities for social interactions that may not have been there if it weren't for a collection. how many items there were. This is an easy, age appropriate and fun way to facilitate social interactions
A form of homework
Connects 2 environments (home and school)
Visual tools to help student to communicate information about themselves and their lives to other people in other environments.
Help student to share life experiences (this information is what friendships and relationships are built on)
Teaching student to share, tell, ask, and remember information.
*Coordination
*Fine and gross motor skills
*Spatial awareness
*Physical fitness
*Why friends are good?
*How a friend acts
*How to share
*How to play
*How to cooperate
*Lunch bunch/ fun lunch/lunch and learn
*Recess groups*Speech therapy social
groups*Social work social groups
Circle of Friends
The Circle of Friends is not a mere social skills
group; it goes beyond that to a more specific
focus, developing friendships and providing a quality education for a child with special needs,
one that includes learning about social
skills through peer relationships and direct
instruction.
*Need to be taught idioms, oxymorons and sarcasm
*What facial expressions mean
*What body language means
*What gestures mean
*”Let’s Make Faces” by Gerard Emerson Langeler
*Floor feelings game- emotion cards on floor, read scenario, stand on the correct emotion.
http://www.transporters.tv/index.html
Reading Faces / Interpreting Emotions
This skill is important at home, in school and on the playground. Many
misunderstandings arise from kids misinterpreting the emotions of others. Sometimes kids can be confused by
what a particular look means. They may easily mistake a look of disappointment and think someone is angry, or they may mistake a nervous expression for a funny
one.
18 year old with autism-
Question #2
Is often avoided:-to avoid interaction-because they are looking somewhere else-may not look like they are looking though they know what is going on.-can not look and listen at the same time (too much information or can’t integrate the 2 senses)
Important for social interaction:-makes a connection-can see body language-lets people know you are listening-can learn new behaviors-shows an interest -is socially accepted
What to teach:-to do it in a natural way-orient to the person you are talking to-act like a listener-watch other people-intermittent gazing
18 year old with autism-
Question #3
Opportunities for interaction with age appropriate
non-disabled peers should be part of students’ school
day.
Provide opportunities to interact with age-
appropriate non-disabled peers. Students
should be provided with the appropriate
amount of support to maximize success.
Supports can include visuals, practicing,
modeling, etc
Be aware that free play, recess
and other unstructured times are
the most difficult times for
children with autism; think about
how to impose structure on
activities; this also applies to
older students, though with needs
for age appropriate supports and
structure.
Organize and closely monitor unstructured social environments (lunch, free play and recess)
Maximize and utilize student’s strengths:*create a social role for student based on strengths*teach social skills with predictability and routine*rehearsal and repetition*remember student need to be concrete and literal*provide visuals
Frequent opportunities should be
provided for students to make choices
throughout the day and in all contexts
(not only what activities they want to do).
Choices can be provided
visually or verbally.
“Which one would
you like to work
for?”
WHAT ELSE?????
Power of Choice
2017Presented by: Mo Buti
Instead of saying “you have to do 5 math problems”…..say “Do you want to do
5 math problems or 6?”
Instead of saying “you have to read now”……say “do you want to read now or
after a 5 minute break?”
Instead of saying “you have to do your math now” …..say “do you to do your
math with or without your calculator?”
You will get to take a
break after you do your
math.
First do math, then take a
break.
Use Sequential Language
Literal
Language
Brad
“Drawn to shiny objects”“Drawn to shiny objects”“Drawn to shiny objects”“Drawn to shiny objects”
Southern gentlemanSouthern gentlemanSouthern gentlemanSouthern gentleman
MidMidMidMid----western guywestern guywestern guywestern guy
InappropriateInappropriateInappropriateInappropriate
Travels the world
going to Autism
conferences
If a picture paints 1000 words, why
settle for just one?
If you have a student who is deaf…..wouldn’t you learn and use sign language?
If you have students that are autistic, non-verbal or visual learners..…
Thank you!
Mo Buti
Twitter: @themobuti312-316-2884
AiepA:
AiepAutism.com Advocate and Instructional Expert for People with Autism
https://www.facebook.com/Butiautismhelper?ref=aymt_homepage_panel