Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

Sansosti, Frank J.

doi:10.1002/pits.20469

Cited by 45 publications

(28 citation statements)

References 77 publications

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“…In many cases, the teacher may need to use other measures, including interviews, rating scales (e.g., Social Skills Improvement System; Gresham & Elliott, 2012), and direct observations. Interviews of the people who know the child best may be the easiest way to begin such an evaluation (Sansosti, 2010). For example, interview questions might include information concerning the nature and setting of the social skills difficulties; any particular events that occur before or after the social skills difficulties; and information pertaining to the frequency, duration, and intensity of the difficulties (Sansosti, 2010).…”

Section: Consider Current Social Skills Of Students and Establish A Goalmentioning

confidence: 99%

“…Teachers will need to determine when, where, and how long social skills groups should last. A social skills group can occur during circle time, centers, small group time, or even on the playground (Sansosti, 2010). Skills can be practiced from 5 minutes to an hour each day (see Table 4 for examples based on suggestions from Leaf, Dotson, Oppenheim-Leaf, Sherman, & Sheldon, 2012).…”

Section: Train the Peersmentioning

confidence: 99%

“…The teacher can embed specific, clear feedback into the lesson (e.g., "I like the way you are taking turns, Charlie!"). Depending on the needs of the student, peers and group members can evaluate the role-play and practice opportunities (Sansosti, 2010). In planning, the teacher should collaborate with other members of the individualized education program team to carry over practice opportunities to other times and settings.…”

Section: Train the Peersmentioning

confidence: 99%

See 2 more Smart Citations

Ten Guidelines to Facilitate Social Groups for Students with Complex Special Needs

Sartini¹,

Knight²,

Collins³

2013

TEACHING Exceptional Children

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Mrs. Martin has 25 students in her first grade class at Clear Lake Elementary. This year, her class includes Kyle, a student with autism spectrum disorder (ASD). It is clear from his complex needs that he is on the more severe end of the spectrum, although his assessments have been vague about his intellectual functioning due to testing challenges (e.g., communication deficits, ability to follow directions). His support team wants to keep Kyle in the first grade class as the least restrictive environment, but his presence presents some challenges. When Kyle is in class, he often chants or sings to himself and flaps his hands. The other students seem curious about Kyle but rarely interact with him. Some of the children have tried to speak to him, but he does not answer them, and the students rarely persist in engaging in conversation. Kyle occasionally looks at the other students, but he has never spoken to them. During recess, Kyle usually swings for the entire period and never participates in games with the other students. On occasion, Kyle has played with cars next to Max in the sandbox, imitating Max when he makes "vroomvroom" sounds with his car.Mrs. Martin wants Kyle to be included in the class as much as possible so he can have access to the same-age core content taught to his peers, have sameage peers as role models for communication and social skills, and develop friendships that may carry over to settings outside of school. She knows, however, that he will need help learning how to socialize with his peers. Mrs. Martin and Ms. Marsh, the special education teacher, meet after school to decide how to help Kyle learn to socialize. They both agree that peer socialization is important for Kyle and will improve his ability to establish fulfilling relationships throughout his life. They know that they will need to plan carefully to teach Kyle how to make friends with his classmates. He will need explicit instruction to learn how to establish and maintain positive peer relationships.Kyle and other children with special needs provide unique challenges for many classroom teachers. Students with complex special needs, including students with severe and multiple disabilities (SMD) and students with ASD, often struggle in establishing peer rela-tionships, engaging in conversation, and using language to express thoughts and feelings (Howlin, 2006; National Research Council, 2001;Prizant & Wetherby, 2005). These challenges in social interactions are usually due to communication needs. For example, students with ASD rarely respond or initiate conversation as often as their peers (National Research Council, 2001). Students who have difficulties in communication may also be at higher risk for social problems (e.g., Benner, Rogers-Adkinson, Mooney, & Abbott, 2007).Much of the research on social skills and peer interactions includes students with ASD. These studies have investigated a number of successful strategies to increase peer interactions. Zanolli, Daggett, and Adams (1996) studied the use of "priming" during socia...

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Section: Consider Current Social Skills Of Students and Establish A Goalmentioning

confidence: 99%

Section: Train the Peersmentioning

confidence: 99%

Section: Train the Peersmentioning

confidence: 99%

See 1 more Smart Citation

Ten Guidelines to Facilitate Social Groups for Students with Complex Special Needs

Sartini¹,

Knight²,

Collins³

2013

TEACHING Exceptional Children

View full text Add to dashboard Cite

show abstract

“…Another way of potentially integrating observations into a software program would be to provide a mechanism through which adults working with the learner can input their observations into the software system. Sansosti (2010) recommends interviews as a useful assessment tool able to provide a picture of the student's needs and states that asking parents, teachers and the student themselves about the learner's typical behaviours and antecedents to desirable and undesirable behaviours will give the best overall indication of a learner's social competence. Interviews are difficult to reliably conduct in a natural, open-ended way in software; however, asking a question and allowing the interviewee to respond using multiple choice check boxes or sliding scales may be a viable option.…”

Section: Observationsmentioning

confidence: 99%

Embodied Conversational Agents for Education in Autism

Milne¹,

Luerssen²,

Lewis³

et al. 2011

A Comprehensive Book on Autism Spectrum Disorders

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“…Using technological instruments (e.g., video modelling), adult‐mediated, adult‐ and peer‐mediated or peer‐mediated methods are among the methods used with children with autism spectrum disorder for teaching them social skills and play skills (Reichow and Volkmar, 2010). Peer‐mediated methods help children with autism spectrum disorder to expand their friend network while helping them learn and implement various social skills in natural contexts (Sansosti, 2010). There are many studies in the literature that show that peer‐mediated methods are effective in children with autism spectrum disorder for giving them play and social skills (e.g., Ganz and Flores, 2008; Harper, Symon and Frea, 2008; Nelson, McDonnell and Johnston et al., 2007; Owen‐DeSchryver, Carr and Cale et al., 2008).…”

mentioning

confidence: 99%

A description of a mother's play guidance for her child with autism in the process of playing by the rules

Ökcün

Akçin

2011

Research in Spec Educ Needs

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The purpose of this study is to describe the strategies used by a mother with a child with autism during games activities with peers to provide the child with social skills. The research method of this study is ‘a qualitative single‐subject case study’. The participants in this research are a mother and her 9‐year‐old child with autism, one brother and three typically developing peers. The research data were collected through field notes, interviews, audio and videotape recordings during natural interactions between the mother and her child. The strategies the mother used were analysed using video records during games activities in a natural park. The interactions of the mother with her child were examined in the context of a hide‐and‐seek game. Micro‐ethnographic‐analysis techniques were used in the analysis of the video records. According to the research data, it was found that the mother with a child with autism made extensive use of 13 different verbal strategies and seven different non‐verbal strategies. It was observed that the mother guided her child and the group during the hide‐and‐seek game, arranged the environment of the games, carried out routine activities both at the beginning and at the end of the games and arranged the games in accordance with the abilities and preferences of the child. These applications bear a resemblance to the model of integrated game groups. As a result, the data from the present research reveal that a mother having a child with autism acts as a guide during the games and uses verbal and non‐verbal interaction strategies in this guidance process and by doing so contributes to the process of participation in the games by the child with autism and in the child's social interaction with his peers.

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Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

Cited by 45 publications

References 77 publications

Ten Guidelines to Facilitate Social Groups for Students with Complex Special Needs

Ten Guidelines to Facilitate Social Groups for Students with Complex Special Needs

Embodied Conversational Agents for Education in Autism

A description of a mother's play guidance for her child with autism in the process of playing by the rules

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