education

General Considerations for Socialization Interventions Several approaches have shown promise for improving the social skills, and ultimately the social competence, of students with autism. However, no matter what techniques are chosen to increase social skills, educators are more likely to achieve desired outcomes if certain considerations are observed, many of which relate to contextual factors […]

Interventions for Increasing Social Skills and Social Competence As you learned in Chapter 1, the Individuals with Disabilities Education Act (U.S. Department of Education, 2016a) requires that students with disabilities be educated in the LRE and with general education peers to the greatest extent possible. Fortunately, general education settings and activities are valuable venues for

Rating Scales for Assessing Social Skills · Social Skills Improvement System (SSIS) Rating Scales, Gresham and Elliott (2008) This classic social skills rating system intended for students from ages 3 to 18 measures social skills, competing problem behaviors, and academic skills across four subscales, including an “Autism Spectrum” subscale. Companion intervention guides are available from

Assessment of Student Skill Levels Student proficiency in target skills may be evaluated directly using direct-observation techniques, indirectly using rating scales, or via a combination of the two approaches. Direct-observation techniques use event recording or duration recording to measure the number, rate, percent, or duration of discrete skills, as described in Chapters 2 and 3

Steps in Determining the Demands of Target Environments 1. Determine the target environments where students will have opportunities for social interaction. 2. Interview teachers and other adults who supervise students in those environments. 3. Conduct ecological assessments in those environments. As part of each ecological assessment, answer these questions: · What activities occur within this

Assessment of Contexts and Determining Socially Valid Skills Assessment of contexts means determining contexts in which the student will—or could—potentially function and the types of opportunities for social interaction within each of those contexts. However, identification of social contexts alone is insufficient. In addition, you must identify what skills are needed within those environments and

Social Competence Versus Social Skills Teaching social skills is an important but insufficient goal. The purpose for teaching social skills is to improve individuals social behavior and ultimately their social functioning. But social functioning does not occur in isolation. Social functioning requires interactions among individuals, and successful social functioning requires positive, healthy, and developmentally appropriate

  Socialization and LRE As you have learned, the Individual with Disabilities Education Act (U.S. Department of Education, 2016a) requires students with disabilities be educated in the least restrictive environment (LRE) , and to the extent educational progress can be made in inclusive settings, the LRE means that education should occur with peers without disabilities.

Implications of Socialization Deficits Many people believe that socialization deficits are related to—even rooted in—cognitive and communication deficits. Kanner (1943) attributed the characteristic social isolation of children with autism specifically to insufficient language skills. Furthermore, development of joint attention skills in infancy is thought to be an important prerequisite to cognitive and communication development in

Socialization Characteristics and Implications Social behavior is complex and varied, and it can also be subtle. It involves both verbal and nonverbal behaviors, and relies heavily on communication as a facilitator. Social behavior differs by age, but several types of general social behaviors are critical throughout the life span. For example, children and adults alike