education

Video Self-Modeling Video self-modeling (VSM) involves making a brief video of the student with autism engaging in a target social behavior. VSM is a variation of video modeling. In video modeling (VM)video modeling (VM)An intervention in which the student with autism views a brief video of a model (another child or an adult) demonstrating a […]

Self-Mediated Techniques Self-mediated techniques use strategies that involve the student doing something to facilitate the use of target skills. For purposes of this discussion, the self-mediated techniques we present are self-monitoring and video self-modeling. Self-Monitoring Self-monitoringSelf-monitoringA self-mediated socialization intervention in which a student is taught to systematically record each time a target behavior is performed.

Ms. Jacobs Uses Antecedent Prompting Remember Ms. Jacobs from Vignette 7.1 ? In addition to directly teaching social skills, she also uses antecedent-prompting procedures with each of her students. To do this, she and her paraprofessional, Ms. Rogers, accompany their students to activities that involve social interaction with peers and adults without disabilities. In these

Antecedent-Prompting Procedures Antecedent prompting is a strategy in which the teacher uses one or more types of prompts to facilitate the student exhibiting an interactive behavior, which is then reinforced by peers and the teacher. Antecedent promptingAntecedent promptingInstructional technique in which an adult remains in proximity to the student in natural settings and uses words,

Instructional Scripts One variation on the direct-instruction approach involves using social scripts as a part of social interaction training. Haring and Ryndak (1994) describe social scripts as “routine social interaction patterns that can be repeated many times in a variety of contexts” (p. 303). As you have learned, social skills deficits and communication deficits are

Social Skills Curricula Several commercial social skills curricula use a direct-instruction approach and may be helpful in guiding social skills instruction (see Table 4.4 in Chapter 4 for a listing of social skills curricula). The ACCEPTS (A Curriculum for Children’s Effective Peer and Teacher Skills) and ACCESS (Adolescent Curriculum for Communication and Effective Social Skills)

Direct-Instruction Sequence for Teaching Social Skills Direct instruction of social skills typically involves the following steps: 1. Describe the skill and why it is important (rationale). The description should include the task-analyzed steps of the skill being taught. EXAMPLE: “Today we’re going to learn how to ask a friend to play with you. When you

Ms. Jacobs Teaches Social Skills Ms. Jacobs teaches an intermediate class for students with autism, ages 9–11. Each of her students participates in several different general education activities such as lunch, music, science, and language arts. Despite having many opportunities to interact with general education peers, Ms. Jacobs’ students typically interact little. They respond minimally

Teacher-Mediated Techniques Two types of teacher-mediated interventions have been used to increase social behavior in children and youth with autism and developmental disabilities. The first is direct instruction of target skills, which typically involves discussion, modeling, and role-playing target skills. The second is social stories. Direct Instruction of Social Behaviors The first teacher-mediated approach to

Emphasize Generalization Children can be taught to exhibit discrete social skills in structured situations relatively efficiently, in many cases. The challenge is teaching students to use those skills in new situations, where all of the familiar original learning conditions have changed. Generalization is among the most essential components of learning (Stokes & Baer, 1977). If