AUTISM Advocate FIR ST ED ITION 2010, Volume 58
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making Friends of social Skills
In this issue: Research on Social Skills Training A High School Peer Mentoring Program Teaching and Supporting Social Skills at School Making Connections Online And more... FIRST EDITION 2010 •
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The critical Importance
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contents
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AUTIESTM Y
spotlight
SOCI
By Carol Gray
4t1 ional ST
Social Context, Social Stories™ and Change
Naonference
Key elements to improve the social understanding of individuals with ASD
on & Expositi
i l lu s t r at i o n co u r t e s y o f v e c to r s to c k
departments
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Effective Social Skills Training for Children and Youth with ASD
Incorporating Social Skills Learning into the Curriculum
By Shoshana Farber, Danielle Ferrante, Jessica Lally and Margaret Poggi
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L.E.A.A.D for Teens™ Peer Mentoring
Teaching Art to Developmentally Disabled Adults
Promoting Social Bonding through Creative Nurturing
By Erika Pumilia
By kathleen Blavatt
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Perspectives page 62
Encouraging Diversity, Tolerance and Respect
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Wrong Planet: A Web Community for Those on the Spectrum
By Jennifer Neitzel, Ph.D.
LearningSpring School
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Finding a Home
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Making Connections Online
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By Michelle Garcia Winner, M.A., CCC-SLP, Pamela Crooke, Ph.D., CCC-SLP, and Stephanie Madrigal, M.A., CCC-SLP
page 56
Peer-Mediated Instruction and Intervention
By Patricia Wright, Ph.D., MPH, Bob Siegel, M.Ed., and Leslie Jackson, M.Ed., OT, FAOTA
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IN THIs IssUE: Involving Your Child in the Post-High school Transition Process Transitions in the Elementary Grades successfully Transitioning Between Jobs Transitions in sibling Relationships And more…
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The developer of Social Stories™, the author offers a new working definition of social context, as well as an introduction to Social Stories™ for those unfamiliar with this approach in supporting people with autism as they learn to navigate the social world. Finally, since change is a common source of anxiety for people with autism spectrum disorders in many social situations, this article also discusses incorporating social context into the process of creating Social Stories™, with a specific eye on how individuals react and adjust to change.
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AUTISMSOCIETY
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message from the President & CEO In the 2007 publication, 32nd Institute on Rehabilitation Issues, Rehabilitation of Individuals with Autism Spectrum Disorders, it was pointed out that of all diagnostic groups, individuals with ASD had the lowest placement of employment in the nation of those who went through vocational rehabilitation services. The study discussed that among the most valued qualities that employers sought in their employees was that of being sociable and a “team player,” a skill that can be challenging to master for those on the autism spectrum. Furthermore, the report emphasized that vocational rehabilitation counselors and job coaches need to emphasize, in
Board of Directors
(July 2009-July 2010)
OFFICERS: Lee Grossman, President & CEO Cathy Pratt, Ph.D., BCBA, Chair James Ball, Ed.D., BCBA-D, Vice-Chair John Reedy, Treasurer Liz Freeman Floyd, Secretary
BOARD MEMBERS: James Adams, Ph.D. L. Lynn Stansberry Brusnahan, Ph.D. Jose Cordero, M.D. Barbara Becker-Cottrill, Ed.D., PPA Chair
addition to specific job tasks, teaching the “soft skills” needed for success in the workplace,
Stephen Edelson, Ph.D.
“including but not limited to, appropriate behavior, appropriate dress, timeliness, personal
Doreen Granpeesheh, Ph.D., BCBA
hygiene, respect for coworkers and supervisors, appropriate communication, and taking on
Judge Kimberly S. Taylor
Herman Fishbein Stephen Shore, Ed.D.
HONORARY BOARD MEMBERS:
responsibility.”
Temple Grandin, Ph.D.
This edition of the Autism Advocate focuses on the need and importance to provide appropriate and valuable social skills training to people with autism. These are skills that are too often neglected or given little consideration. Without these skills people with ASD will have difficulty being included and, more than likely, will be kept from achieving and optimizing their fullest potential because of the standards that society sets for actions and behaviors. With some concentrated effort and timely emphasis of social skills programming, almost all people with ASD can and will acquire the social skills necessary to be included and succeed in the world. As this edition of the Advocate so well demonstrates, this training needs to be taught throughout the lifespan and ingrained into every setting, service and support program.
Ruth Christ Sullivan, Ph.D.
Autism Advocate The Premier Magazine on Autism Spectrum Disorders
Publisher Lee Grossman, President and CEO
Vice President, Constituent Relations Marguerite Kirst Colston
Director of Programs Jennifer Repella
Managing Editor Robin Gurley
Media Specialist Carin Yavorcik
Web Specialist Selena Middleton
On another important note, April is National Autism Awareness Month. It is an exciting time of year for all who are affected by autism as it brings much-needed attention to our cause. We hope you will use the opportunity to assist others in gaining greater understanding of the condition and how our people with autism, when provided with proper services and supports, are capable of contributing significantly to society. So, “put on the puzzle” this month, wear the autism awareness ribbon, and make a friend!
LEE Grossman Autism Society President & CEO
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The Autism Advocate is a publication of the Autism Society, 4340 East-West Highway, Suite 350, Bethesda, Maryland 20814. Copyright 2010 by the Autism Society. All rights reserved. No part of this magazine may be reproduced in any form or by any electronic or mechanical means, including photocopying, recording or any information storage and retrieval system, without written permission from the publisher. The information, views and any recommendations or endorsements expressed by authors, advertisers and/or other contributors appearing in the Autism Advocate do not necessarily reflect the views, opinions or recommendations or endorsements of the Autism Society. The publication of such information and the advertisements included within the Autism Advocate do not constitute an endorsement of such information or of any treatment, product, methodology and/or service advertised.
Trust Bob. Trust Bob’s Red Mill. Our gluten free and casein free production facility and rigorous onsite product testing make our products as safe as they are irresistible and easy to prepare. What’s more, we now give you two new reasons to celebrate – our decadent and delicious Gluten Free Vanilla Cake Mix and Gluten Free Shortbread Cookie Mix. Look for them and our more than 50 gluten free, casein free products at your favorite grocer or bobsredmill.com.
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New and Expanded ! The Social Times, Volume 2!
message from the Board Chair Most educational programming for those on the autism spectrum is focused on academic skill development. Sadly, it is not unusual for professionals to comment that there is little or no time to teach social skills. However, social skill deficits and the difficulties involved in making good social judgments present a tremendous challenge for individuals on the spectrum, and can result in poor self-esteem and failure. Unfortunately, there is no single or simple proven model for teaching social skills. Knowing when to engage in which skill, in what environment and with what person is an incredibly complex process that requires
James Ball, Ed.D., BCBA-D Margaret L. Bauman, M.D.
Margaret Creedon, Ph.D. Geraldine Dawson, Ph.D. Anne M. Donnellan, Ph.D.
the spectrum or not) make social mistakes on a routine basis. Teaching individuals to choose
Stephen M. Edelson, Ph.D.
approaches is introduced, ranging from peer-mediated instruction to Social Thinking to Social Stories. These authors bring tremendous expertise and experience to a topic that is vital for any family member or professional who interacts with individuals on the spectrum. Just remember, the ultimate goal of these articles is not to simply enhance social skills but to create a meaningful life for individuals on the autism spectrum that includes friends and community connections. Thank you to the incredibly talented authors who contributed their
A Fun Supplement to Any Social Skills Program – Your Students Will Love It!
Glen Dunlap, Ph.D. V. Mark Durand, Ph.D. William L.E. Dussault, J.D.
coaching across settings. In this issue of the Autism Advocate, an array of strategies and
A great resource for professionals working with students who have social cognitive deficits, grades 3-9.
Lois J. Blackwell Eric Courchesne, Ph.D.
accurate and quick decision making. It is such a complex skill that most people (whether on
the right social skills requires an individualized approach using various tools and ongoing
Now consists of 9 issues, covering the entire school year!
Panel of Professional Advisors Barbara Becker-Cottrill, Ed.D. (Chairperson)
I
f you were lucky enough to subscribe to the first volume of this wildly popular magazine, we’re sure you will agree that there’s nothing else out there like it! If you don’t have a 2009-2010 subscription, we suggest you go to www.asperger.net and download a sample copy to see what you have been missing. We’re sure you’ll agree with your colleagues who so enthusiastically have endorsed this innovative publication.
Judith E. Favell, Ph.D. Peter Gerhardt, Ed.D. Temple Grandin, Ph.D. Doreen Granpeesheh, Ph.D., BCBA June Groden, Ph.D. Paul Millard Hardy, M.D. Robert L. Hendren, D.O. Martha Herbert, M.D., Ph.D.
“The school district that I work for purchased The Social Times for use with our Asperger students. I am enjoying every issue . . .” – Julie, Social Cognition Specialist
Jill Hinton, Ph.D. Ann Holmes, M.S., C.C.C., BCBA David L. Holmes, Ed.D. Susan Kabot, Ed.D., CCC-SLP Martin Kozloff, Ph.D.
time and expertise to this edition.
NEW AND EXPANDED! Volume 2 is expanded to include 9 issues, one for every month of the school year, on the following topics of vital importance to most students including those with ASD: • Handling Change • Handling Disappointment • Basic Manners • Personal Space • Getting a Thought Stuck in Your Head • Having a Conversation • Transitions • Full Body Listening • Self Talk
Rebecca Landa, Ph.D., CCC-SLP
While you are contemplating your summer plans, do not forget to register for the Autism Society’s National Conference. This year’s conference will be held July 7-10 in Dallas, Texas, and will encompass a range of important and relevant topics to the autism community. April is the designated month for autism awareness. Those of us involved in or touched by the autism spectrum know that every month needs to be about building awareness. However, during April we especially thank you for your invaluable efforts.
Gary LaVigna, Ph.D. Bennett L. Leventhal, M.D. Brenda Smith Myles, Ph.D. Cathy Pratt, Ph.D., BCBA Edward Ritvo, M.D. Frank Robbins, Ph.D. Stephen Shore, Ed.D. Ruth Christ Sullivan, Ph.D. Luke Y. Tsai, M.D. Diane Twachtman-Cullen, Ph.D.,CCC-SLP
Your 2010-2011 subscription includes: • 9 issues, 10 student copies of each issue – only $5.10 per student; $.57 per issue • Opportunities for both you AND your students to submit ideas and receive feedback • Online teacher support materials geared to the specific topic of each issue – saving you time and ensuring you have relevant resources at your fingertips
Jennifer Twachtman-Reilly, M.S., CCC-SLP Margaret Whelan Michelle Garcia Winner, SLP, MA-CCC Harry Wright, M.D., MBA
Cathy Pratt, Ph.D., BCBA Autism Society Board Chair
Emeritus Members Edward Carr, Ph.D., BCBA (1947-2009) O. Ivar Lovaas, Ph.D.
Price: $51.00 Code: 9301
Gary Mesibov, Ph.D.
Be among the first to subscribe to this exciting new magazine. Order by June 11, 2010!
Bernard Rimland, Ph.D. (1928-2006) Eric Schopler, Ph.D. (1927-2006)
Panel of People on the Spectrum of Autism Advisors (PSA) Lars Perner, Ph.D. (Chairperson) Dena Gassner, MSW
Autism Asperger Publishing Company
Sharisa Joy Kochmeister Sondra Williams
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Zosia Zaks, M.Ed.
6 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 7
feature ]
Social Skills Training
Social Skills Training [
TABLE 1
many of the strategies described above can lead to positive changes. Many of the
Major Types of Skills Training Applied Behavioral Analysis Discrete Trial Training: Lovaas, 1987
CognitiveBehavioral Relationship
Development Intervention: Gutstein, 2007
Verbal Behavior
Therapy: Sundberg & Partington, 1998
Pivotal Response
Treatment: Koegel & Koegel, 2006
Video Modeling and
Video Self-modeling: Bellini & Akullian, 2007
Social Skills Training for Children on the Autism Spectrum
Augmentative
P h oto co u r t e s y o f p h oto e d it i n c .
Communication and Visual Supports used in the context of ABA (e.g., PECS system): Frost & Bondy, 2006
Current Research and Integration
8 Autism Advocate
• FIRST EDITION 2010
Greenspan & Weider, 1998
Son-Rise Program:
Garcia-Winner, 2006
Kaufman, 1994
Social Stories: Gray, 2010
Structured learning: McGuiness & Goldstein, 1997; Baker, 2003, 2005
Visual Supports to
expand understanding of events and tasks
prompting and reinforcement, have been shown to be effective in teaching a variety of social skills, including attention/eye contact, appropriate content and initiation of conversation, play skills, and frequency and duration of interactions (see Mateson, Mateson, & Rivet, 2007, for a review of 79 studies). Strategies that involve showing children what to do through videomodeling and Social Stories™, developed by Carol Gray (see article in this issue), have also shown positive results (Bellini & Akullian, 2007). Michelle GarciaWinner’s Social Thinking strategies (see article in this issue) are being investigated with the ASD population (Crooke et al., learning enjoys a large evidence base with varied populations not specific to autism (McGinnis & Goldstein, 1997). Trimarchi (2004) investigated the use
an instructor might prompt a student
relationship is a primary factor in
of structured learning with those with
to greet his peers and then reward the
influencing the development of new
Asperger’s Syndrome using my social
student for doing so.
skills. Through following the lead of
skills training manual (Baker, 2003) and
the child and respecting his or her
found at least minimal improvement on
share some of these assumptions
preferences, trust and motivation
90 percent of targeted skills compared to
about manipulating the environment
develop so that learning can occur.
a control group based on parental report.
• Cognitive-behavioral approaches
app r o ac h e s can b e e ff e c t i v e . rewards and those stressing the importance
to change behavior, but they extend
See table 1 above for a listing of some of
the notion to consider how an
the most popular approaches in these
As clinicians and researchers learn from
of building intrinsic motivation.
each other, there has emerged a trend
Some of the major approaches to skills
what happens in the environment. To
towards blending the structured modeling
training can be categorized into three
this end, individuals’ thoughts and
and prompting strategies of behavioral
types as follows:
perceptions become a primary focus
and cognitive-behavioral approaches
DIR®/Floortime™:
...there is still a gap between the science and practice of skills training in school settings.
T h e r e i s n o o n e m e t h o d t o t e ac h s o c i a l s k i l l s t h at w o r k s f o r
By Jed Baker, Ph.D.
Relationship Based
2007) with positive feedback. Structured
Brushing horses at a children’s ranch
a l l s t u d e n t s a l l t h e t i m e . H o w e v e r , e v i d e nc e s h o ws t h at m an y
Social Thinking Model:
ABA strategies, which involve modeling,
individual interprets or perceives
• Behavioral approaches, such as
three categories.
Relationship Development Intervention (RDI) and DIR /Floortime® have also been shown to lead to positive changes in behavior, yet there is a lack of controlled studies evaluating these models.
in understanding how someone will
What Evidence Do We Have for the Effectiveness of Social Skills Training?
and practice of skills training in school
Despite these promising outcomes, there is still a gap between the science
with aspects of the relationship-based
Applied Behavioral Analysis (ABA),
behave. For example, an instructor
Deciding whether social skills training
approaches that stress the importance of
focus on altering observable events
might explain to a student how others
works is challenging as the definition of
settings. In 2007, Bellini, Peters, Benner
respecting the child’s preferences in order
in the environment (antecedents and
would think and feel if he did not greet
social skills, the social skills targeted,
and Hopf challenged the social skills
to build intrinsic motivation. Too often in
consequences) in order to increase
his peers.
and the ways to teach, generalize and
world after concluding that most school-
the past, the field appeared unnecessarily
certain behaviors and decrease
measure progress differ across studies.
based social skills training efforts were
split between those advocating extrinsic
undesirable behaviors. For example,
That being said, there is evidence that
minimally effective according to their
• Relationship-based approaches posit that developing a trusting
FIRST EDITION 2010 •
Autism Advocate 9
Social Skills Training
Social Skills Training [
TABLE 2
review of 55 outcome studies. They pointed out the problems with many social
Motivation Strategies
skills interventions in schools, including
EXtrinsic Rewards
failure to match targeted goals to the child’s needs, lack of generalization of skills into natural settings, short duration of treatment and failure to motivate skill performance.
Presymbolic language
Key Components of Effective Social Skills Training Based on the outcome research, there are certain critical components of skills training that must be considered in order to ensure skills are taught effectively. I
Use of material rewards or social praise provided after skill enactment. The reward may have no natural connection to the skill in that the reward may not be available in naturally occurring settings. This characterizes the earlier Lovaas discrete trial approach, yet the more contemporary Lovaas approach utilizes intrinsic methods as well.
Intrinsic Rewards Pivotal Response Training often imbeds the child’s interests into the skill lesson and intersperses challenging tasks between easier ones to maintain intrinsic motivation. Verbal Behavior Training starts with “mand” training in which the child learns to request favored items or activities, so that the skill lesson and reward are naturally connected; the reward is intrinsic to the learning situation. DIR®/Floortime™ and the Son-Rise Program follow the lead of the child to gain motivation. RDI attempts to make social referencing fun and engaging in and of itself.
have outlined a flexible model to address many of these issues (Baker, 2003, 2005). The model involves the following five key components: assess relevant skill goals, establish motivation for skills training,
Those with good symbolic language can benefit from strategies in which skill steps are explained in addition to being modeled and prompted.
Good symbolic language
choose appropriate strategies for initial
Extrinsic rewards are provided as above, yet often through the accumulation of symbolic rewards, such as tokens or points on a behavior chart.
skill acquisition, plan for generalization
•E xplain rationale for working on
challenging skills (that it will help the student reach their own future goals)
• For students who seem not to care about their future, increase self-awareness of strengths and talents to establish future goals prior to focusing on their challenges • Have students teach necessary skills to others to help them feel competent themselves
and consider training typical peers.
1 Assessment: Prioritize relevant skill
P h oto co u r t e s y o f p h oto e d it i n c .
]
The computer is a useful tool for teaching skills.
• Make socializing fun through high-interest activities
goals based on input from key stakeholders (e.g., the student, parents and teachers) Trying to teach a universal set of skills in a short amount of time has not been effective (Bellini et al., 2007). Recent research suggests that we focus on specific, relevant skill deficits of a student and work on them for a longer period
Based on the outcome research, there are certain critical components of skills training that must be considered in order to ensure skills are taught effectively.
setting? Examples might include
cannot talk about situations or events
There are two considerations in deciding
not responding to peers or teachers,
in the abstract versus those with good
how to teach skills to students. First is
not asking for help when needed,
symbolic communication skills who
the type of strategy used. This depends
not managing their hygiene or dress
can discuss past and future events, and
on the students’ symbolic language and
appropriately and not initiating
other abstract concepts like how people
cognitive skills. Those with good symbolic
interactions with others.
think and feel. For those with excellent
language can benefit from strategies in
symbolic communication, it is possible to
which skill steps are explained in addition
“talk them into” wanting to learn skills by
to being modeled and prompted. Many
highlighting the positive consequences
cognitive-behavioral strategies can be
in the future, such as the promise of
used with such students who are capable
extrinsic rewards or achieving their
of understanding others’ perspectives and
own personal goals. Those with fewer
social cues when they are explained or
2 Motivation: Establish motivation to learn and use skills across settings
according to a particular theory. Instead,
Examples might include violating
Just because we identify skill goals does
I take a functional approach in which
others’ space, interrupting others,
not mean a student is motivated to learn
I ask what skills are necessary for the
talking at others about their interests,
those skills. Table 2 on the previous page
student to function in a desired setting.
imposing their wishes on others,
To help articulate skill goals, I ask the
avoiding frustrating work, insulting
key stakeholders (i.e., student, teachers
others or handling disagreements in
consistently prompt these skills to ensure
and parents) to consider the following
aggressive ways. These are often what
generalization across settings.
questions:
we call “disruptive behaviors.”
of time. I typically ask that students, caring professionals and family help prioritize three to four skills to work on for months at a time across settings. This is a manageable number of goals if we are going to require parents and teachers to
In deciding what skills to target, I do not
• What does the student do too much
• What does the student not do
describes ways to motivate students. The table is divided into those strategies that emphasize extrinsic motivation (i.e., rewards after skill use) and those that emphasize intrinsic motivation (i.e., making skill use itself rewarding).
need more immediate extrinsic rewards or experience intrinsic pleasure from the activities themselves.
highlighted for them. For students who have great deficits in symbolic language, one cannot “talk about” how to perform a skill; instead, the instructor must model and prompt the skill in the actual
3 Initial skill acquisition: Teach skills
situation, and perhaps supplement this
using strategies that match the student’s language, cognitive and attention abilities
process with the use of pictures or video
of that might interfere with social
enough of that might interfere
strategies useful for students with less
be taught in a certain sequential order
functioning in a desired setting?
with social functioning in a desired
symbolic communication abilities who
• FIRST EDITION 2010
to maintain a future orientation, will
The table is also divided into those
ascribe to a model in which skills must
10 Autism Advocate
symbolic skills, and therefore less ability
of skill steps. FIRST EDITION 2010 •
Autism Advocate 11
]
NEW IMAGE COMING: PAGE WILL BE REPLACED
Social Skills Training
Social Skills Training [
ensure generalization of skills by involving Crooke, P.J., Hendrix, R.E., & Rachman, peers, teachers and parents in prompting
J.Y. (2007). Brief report: Measuring
Pivotal response treatments for autism:
skills across natural settings.
the effectiveness of teaching Social
Communication, social, & academic
References
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Dunn, M. (2005). S.O.S. social skills in our
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Baker, J.E. (2005). Preparing for life: P h oto co u r t e s y o f p h oto e d it
Peers can be taught to be “helpers” or coaches to students with autism during play or work. The second issue to consider is where to teach the skills: in a group, classroom
and coaching to perform skills in natural settings. In Bellini et al.’s (2007) review of
The complete guide to transitioning to adulthood for those with Autism and Asperger’s Syndrome. Arlington, Texas: Future Horizons, Inc. Baker, J.E. (2003). Social skills training for students with Asperger’s Syndrome and
Father and sons shopping together
worse yet are being teased, it is crucial that training of “typical” peers become
related social communication disorders. Shawnee Mission, Kan.: Autism Asperger
with Pervasive Developmental Disorders, including High-Functioning Autism and Asperger Syndrome, and their typical peers. Shawnee Mission, Kan.: Autism Asperger Publishing Company.
teaching prosocial skills. Champaign, Ill.:
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Sundberg, M.L., & Partington, J.W.
generalization (Bellini et al., 2007). There
in social skills training efforts and one
are, however, benefits to smaller group
of the reasons for mediocre results. I
work (see Dunn, 2005). They can also be
instruction in which students have a
have found it crucial to create written
taught to be good “bystanders” by taking a
chance to befriend each other. Positive
reminders (cue cards, behavior charts
protective role when their disabled peers
results were found for the type of group
or skill lesson sheets) for those parents
are teased or bullied (see Baker, 2003,
instruction provided in my social skills
and teachers working with students.
2005). In addition, they can participate
training manual (see Trimarchi, 2004,
These written reminders are sent home
in social skills groups with their autistic
for a controlled outcome study on group
to parents and distributed to the child’s
peers to provide opportunities to interact
training described by Baker, 2003). If
teachers. Ideally, parents and teachers
in conversation and play.
students have significant behavioral
should have the opportunity to not only
challenges and difficulties attending in
hear what they should prompt their
Conclusion
group settings, it may be best to begin
students to do, but to actually observe how
with individual treatment prior to
the student can be prompted.
one-size-fits-all curriculum in which
to use the skills in natural settings and
generalization, reduce isolation, increase
students are taught skills in isolated
capitalize on interests and preferences
opportunities for friendship and decrease
settings. We must instead target relevant
In addition to establishing contrived or
bullying
skills, select teaching strategies that
intrinsic motivation to perform skills as
When targeted students have little
match the child’s language abilities,
described above, students need reminders
opportunity to interact with peers, or
increase motivation to use skills and
12 Autism Advocate
• FIRST EDITION 2010
(1998). Teaching language to children with autism or other developmental disabilities.
Bellini, S., & Akullian, J. (2007). A meta-
Texas: Future Horizons, Inc.
Pleasant Hill, Calif.: Behavior Analysts.
analysis of video modeling and video
Greenspan, S., & Wieder, S. (1998). The
Trimarchi, C.L. (2004). The
self-modeling interventions for children
child with special needs: Encouraging
implementation and evaluation of a social
and adolescents with autism spectrum
intellectual and emotional growth. Reading, skills training program for children with
disorders. Exceptional Children, 73,
Mass: Addison Wesley Longman.
Asperger Syndrome. Unpublished doctoral
261-284.
Gutstein, S.E. (2007). Evaluation of the
dissertation, State University of New
Bellini, S., Peters, J., Benner, L., & Hopf,
Relationship Development Intervention
York-Albany.
A. (2007) A meta-analysis of school-based
program. Autism, 11(5): 397–411.
Winner, M.G. (2006 ). Think social! A
social skills interventions for children
Kaufman, B.N. (1994). Son-Rise: The
Social Thinking curriculum for school-age
with autism spectrum disorders. Remedial
miracle continues. Tiburon, Calif.: H.J.
students. San Jose, Calif.: Think Social
and Special Education, 28(3): 153-162.
Kramer Inc.
Publishing.
schools. We need to move away from a
typical peers as necessary to increase
4 Generalization: Coach students
An overview. Behavior Modification, 31, 5.
communication disabilities in SLP-ABA.
Baker, J.E. (2001). Social skills picture books. Gray, C. (2010). The new Social Story book Arlington, Texas: Future Horizons, Inc. (10th anniversary edition). Arlington,
5 Peer sensitivity training: Target
children with autism spectrum disorders:
child: New strategies and perspectives for
to students with autism during play or
considering a group.
T.T. (2007). Social skills treatments for
behavior for assessment and treatment of
situations was often a missing ingredient
training in typical settings such as
Mateson, J.L., Mateson, M.L., & Rivet,
Skillstreaming the elementary school
can be taught to be “helpers” or coaches
the science and practice of social skills
functioning in young autistic children.
language: Using B.F. Skinner’s verbal
part of the social skills intervention. Peers
There continues to be a gap between
and normal educational and intellectual
McGinnis, E., & Goldstein, A. (1997).
skills training studies, coaching in natural
teaching in a classroom can increase
Lovaas, O.I. (1987). Behavioral treatment
Frost, L., & Bondy, A. (2006). A common
Publishing Company.
or individually. There is evidence that
Koegel, R.L., & Koegel, L.K. (2006).
About the Author Jed baker, ph.d. Dr. Baker directs the Social Skills Training Project in Maplewood, N.J. He consults for schools across the U.S. and Canada. He has published five books: one dealing with challenging behaviors (Baker 2008), picture books on social skills training ( Baker, 2001, 2006) and manuals on social skills training (Baker, 2003, 2005). Dr. Baker and his resources can be reached at www.socialskillstrainingproject.com.
FIRST EDITION 2010 •
Autism Advocate 13
feature ]
Inclusive Child-Care Centers
Inclusive Child-Care Centers [
services and supports. The goal is that
early childhood center, there is great
child with a disability for the first time.
all children are active participants in the
potential to focus on that child’s social
To focus on providing a resource that
classroom and that they and their families
development. Not all early childhood
offers knowledge about working with
have a sense of belonging.
teachers have the requisite expertise
children of all abilities, Easter Seals has
The early care and education environment
to encourage the social development
also produced the Training Modules for
of a child with autism; however, their
Inclusive Early Care and Education (Easter
significant background and training
Seals, 2008). These modules provide
in supporting and assisting social
teachers of young children the necessary
relationships for typical children can
tools and resources to effectively meet
be adapted to support children on the
the needs of the children with disabilities
typically utilizes a developmental model and is designed to support the healthy social, emotional, cognitive and physical development of each child. In the context of this developmental approach, these
T h e e a r ly ca r e an d
programs can also serve the secondary function of helping to identify young
e d u cat i o n s y s t e m
children who might have developmental
o ff e r s fa m i l i e s
delays or disabilities. Historically, early P h oto co u r t e s y o f e a st e r s e a l s
tr aining services as w e l l as h e l p i n s u pp o r t i n g t h e i r children.
Inclusive Child-Care Centers
An Opportunity for Social Skills Development for Young Children with Autism M.Ed., and Leslie Jackson, M.Ed., OT, FAOTA
14 Autism Advocate
• FIRST EDITION 2010
a strong focus on supporting the social
spectrum. Specialized professional skills
they are supporting. Each child can be
can be developed, and educators should
successful in his or her classroom. With
be part of a team of professionals that
training and support, a child-care setting
helps the child achieve optimum social
can be an inclusive and welcoming place
development.
for children with autism. Much of our best early learning happens
children’s developmental progression. In
Supporting Child-Care Centers in Meeting All Children’s Needs
an effort to identify children with autism
Unfortunately, it can be very difficult for
at a younger age, many of the Easter Seals
parents of a young child with autism to
Child Development Centers have initiated
even find a child-care center to accept and
screening using the Modified Checklist
enroll their child. There continues to be
for Autism in Toddlers (M-CHAT),
reluctance on the part of center directors
which is designed to screen children aged
to serve children with disabilities
16-30 months for an ASD. Parents are
(Rosenzweig, Brennan, Hufstutter, &
encouraged to complete this screening
Bradley, 2008). This reluctance may be
for their child. Ideally, systemic use of
related to fear or the lack of necessary
this screening tool will help us recognize
knowledge to address the needs of these
children who are showing signs of autism.
children. Easter Seals has developed two
As with all types of assessments and
tools over the last few years in hopes of
development of young children. Providers in the system are well attuned to the needs of the children they support. Spending a great deal of time with
Young children performing in a bell choir
By Patricia Wright, Ph.D., MPH, Bob Siegel,
care and education programs have had
In the United States, there are close to 12 million young children under the age
Unfortunately, it can be very difficult for parents of a young child with autism to even find a child-care center to accept and enroll their child.
children in their settings makes them well positioned to informally evaluate
For many families, child-care programs are
of five enrolled in early care programs
the first contact with any type of institution
(NCITAC Resource Guide, 2008), and given
outside the home context. Ideally, entry to
the prevalence rise in autism, increasing
these programs is a supportive experience;
numbers of children with autism
however, opportunities can vary depending
spectrum disorders (ASD) are being
on the people and issues involved. A variety
enrolled in such settings. When provided
of programs are available in our nation,
screenings completed in the early care and changing this reality. Through the use education setting, the center staff should of the Operating Standards for Quality
effective services and supports, all
work with parents to learn more about
including:
Inclusive Child Care, center directors
children can be successful in an inclusive
their child in order to address the need
have a resource that can support their
• child-care programs
child-care setting. Inclusive early care
for additional assessment or services as
efforts in running an inclusive program
• Head Start and Early Head Start
and education strives to serve every child
appropriate.
(Easter Seals, 2006). The Operating
• traditional nursery schools
in the typical setting, including those
When a child who has already been
Standards provide information that can
• pre-K classrooms and programs
children receiving special education
identified as having autism attends an
directly address the fear of including a
through our relating to other people. Through these interactions, children become aware of others, learn to make and hold eye contact, observe what others are doing and begin imitating others’ actions. As parents, caregivers and other children respond to a child’s emerging social attempts, the child learns the “rules” of making, keeping and ending contact with others. This back-and-forth between the child and his social partners can be likened to a dance: the child initiates contact and the partner responds; the partner initiates contact and the child responds. As children develop and mature, they learn over time how to use verbal and non-verbal language, gestures and objects to initiate and sustain contact with others. Many children with autism require direct intervention to develop these social skills. An inclusive child-care setting provides FIRST EDITION 2010 •
Autism Advocate 15
]
Join the Autism Society and add your voice to the growing number of families and professionals supporting those with autism.
Inclusive Child-Care Centers
many opportunities for instruction
Because social skills are so important,
providers structure classroom routines,
with both typically developing peers
quality early care and education programs
transitions and activities so that children
and with staff members who encourage
spend significant time supporting young
know what to do, how to do it and when
the development of socials skills for all
children in learning how to manage social
to do it. This is also true for the ways that
children. Lindsay Bogar, a teacher in a
situations and play negotiations. Some
toddler classroom in the Washington,
children will need support from adults
D.C., area, describes the social skills that
or peers in terms of choosing an activity
Jay, one of her students, has developed
as well as participating in the activity.
while enrolled in her classroom:
Other children may need ongoing positive
may use a “buddy system” to pair children
may suggest play ideas for the buddies.
order to remain engaged with the activity.
relations have changed from a fleeting
Focusing on modeling and acknowledging
Stories™, developed by Carol Gray; see her
appropriate social behavior is an
article in this issue) that feature the child
important strategy for caregivers. This
with autism engaging in a social activity
may require some thought about how
or model a social behavior with puppets.
Jay responded to a crying classmate by
• The Autism Society’s quarterly magazine, the Autism Advocate, a leading source of information on autism-related issues.
together for specific class activities or they
interactions and purposeful social
expresses concern for his peers. Recently,
• Access to a community that provides comfort and essential information to families living with autism.
of young children with autism. Caregivers
feedback from adults and/or peers in
sense of others’ feelings. He regularly
Membership benefits include:
caregivers support the social development
Jay’s attention, engagement, emotional
lack of connection to acquiring a fine
When you join, your membership is good at both the local and national levels. Become a member today — you can help!
• Membership in your local chapter.
They may also use stories (such as Social
• Valuable resource information and advocacy for autism-related issues. • A 5% discount when you shop at our online store. (You must be logged in at the site in order for your discount to be applied.)
Membership Levels:
saying, “Sally, don’t cry. Why? No cry Sally, no crying.” This was immediately followed by his own Barney rendition, singing, “I love you, you love me; we’re family. With a great big hug...hug for Sally.”
Addressing Social Skills Development
Some children will need support from adults or peers in terms of choosing an activity as well as participating in the activity.
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Young child and teacher work with building blocks.
Address
All young children, with and without
City State
disabilities, have difficulties at times Zip
figuring out “the rules” about following directions, negotiating and sharing toys,
sitting near others without invading
(By providing your e-mail, you will receive our e-newsletter. Your e-mail will be kept confidential.)
their space, or using language to get what
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they want, especially if they never had
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to do these things before. In addition Name on card
to the challenges that many children with autism have in reading others’
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non-verbal language (facial expressions,
Signature
harder time participating fully in a group,
To join, please mail or fax the attached form, or go to our website, www.autism-society.org/join, and join online using
out play disputes and managing personal
our secure server. Please mail or fax to: The Autism Society
for all young children, and instruction in social skills is an important part of the learning process in the early care environment. 16 Autism Advocate
• FIRST EDITION 2010
P h oto co u r t e s y o f E a st e r s e a l s
including following directions, working space. These challenges are very typical
According to a 2009 study by the Centers for Disease Control and Prevention, as many as one out of every 110 children today will be diagnosed with an autism spectrum disorder. The Autism Society estimates that 1.5 million Americans and their families are now affected. Autism is costing the U.S. at least $35 billion annually. Autism knows no racial, ethnic or social boundaries and can affect any family regardless of income, lifestyle or education. The chances of knowing a person or family affected by autism are increasing every single day. Although the overall incidence of autism is consistent around the globe, it is four times more prevalent in boys than in girls.
Autism is treatable. Help the Autism Society improve the lives of all affected by autism today. Become a member today.
Expiration
body gestures, etc.), they may have a
Today, 60 families in America will learn their child has autism.
P.O. Box 96223 Washington, DC 20090-6223 Fax: 301-657-0869 Your donation is tax deductible to the extent allowable under the law. Thank you for your support!
1 in 110 children born in America will have autism. Please help by texting AUTISM to 50555 to make a $10 donation.
April is Autism Awareness Month! See page 66 for lots of ways to get involved! FIRST EDITION 2010 •
Autism Advocate 17
feature Inclusive Child-Care Centers
Through training and education, children with autism can learn alongside their typical peers. Benefits of Working Together Easter Seals child development centers strive to meet the child-care needs of all children. Using the Operating Standards and Training Modules helps form a bridge that allows early care and education programs to support children with autism in participating with others and gaining necessary social skills. As with all effective early childhood programs, success in any endeavor will always be a function of the quality of the partnership between the setting and the family. The stronger that relationship and shared focus is, the better opportunity each child has for developing and progressing to his or her highest potential. Marsha Herman, a classroom teacher in an inclusive childcare center in Virginia, gives a glimpse into the success that a child can achieve when everybody works together:
Incorporating Social Skills Learning [
Michael entered the preschool at just barely two. His mother was very excited about his acceptance into our program and expressed her desire to work together with our center to accomplish whatever would be in Michael’s best interests. Initially, Michael was very active and showed little interest in group activities or any toys on the shelf. While the rest of the class sat for a story, he would move about the room, unable to sit. Sometimes he would take toys off the shelf, dumping them on the floor or table and ultimately leaving them where they lay only to move on to another item. Michael did not play with other children, but would wander about seemingly without purpose. Over the next several months, Michael was screened by an occupational therapist, physical therapist and speech therapist. He was found to be on the autism spectrum. He began to have individual therapy while the teachers in his classroom strove to meet his needs. All of those involved with Michael’s care feel the success that comes from a team approach to a child’s care combined with the examples set by other classmates within a program that believes in inclusion. This success can best be noted when he completes a puzzle and looks up at the teacher’s face with a wide smile and sparkling glint in his eye. You know at that instant that he feels happy with his own accomplishments.
Early care and education provides support to millions of children and families in the United States. Increasing numbers of children with autism are in urgent need of quality child care, and many receive it in an inclusive program. Through training and education, children with autism can learn alongside their typical peers. With effective
This year
services and supports, all children can be
LearningSpring
successful in an inclusive child-care setting.
School
References
c o m m e m o r at e s 1 0
Easter Seals (2008). Training modules for inclusive early care and education. Chicago: Author. Easter Seals (2006). Operating standards for quality inclusive child care. Chicago: Author. Rosenzweig, J.M., Brennan, E.M., Hufstutter, K., & Bradley, R. (2008). Childcare and employed parents of children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 16(2):78-89.
y e a r s o f e d u cat i n g
P h oto co u r t e s y o f m a rg a r e t p o g g i
]
chil dr en diagn osed on the au tism sp e c t r u m . Students learning and accomplishing by sharing the slide.
LearningSpring School
Incorporating Social Skills Learning into the Curriculum
Survey of Income and Program By Shoshana Farber, Danielle Ferrante, Jessica Lally and Margaret Poggi
Participation (2008, May). National Childcare Information and Technical Assistance Center Resource Guide, 2-3.
About the Authors Patricia Wright, Ph.D., MPH, Bob Siegel, M.Ed., Leslie Jackson, M.Ed., OT, FAOTA
Patricia Wright, Ph.D., MPH, is the National Director of Autism Services for Easter Seals. She has a passion for education and advocacy, and has dedicated her career to ensuring that individuals with ASD are fully included in society.
Leslie Jackson, M.Ed., OT, FAOTA, is a pediatric occupational therapist and child development specialist with a passion for children and their families. Leslie coordinates a family support project for Easter Seals and recently concluded work on a training project aimed at training early care providers on inclusion of young children with disabilities. • FIRST EDITION 2010
direction of our educational curriculum
a small group of parents and supporters
coordinator. We differ from other schools
who shared a common need and goal: All
in that we also employ a social skills
children should have a place to learn, to
curriculum coordinator and a social
grow and to belong. In the fall of 2001,
programs coordinator, who, along with
LearningSpring School opened its doors
our school psychologist, is a certified
to give our students the chance to be all
Relationship Development Intervention
that they can be, while learning in an
(RDI) consultant. The social programs
atmosphere that fully recognizes how
coordinator is responsible to our students,
they struggle in developing their social/
our parent body and our community as
emotional skills. We are unique in our
an RDI consultant. She provides training
mission of incorporating social skills
to our staff and plans RDI lessons for
learning into the curriculum.
Bob Siegel, M.Ed., is currently the National Director of Easter Seals Children’s Services, with over 100 sites around the country. This follows a long career of leadership in the field of early care and education.
18 Autism Advocate
When we started our school, there was
each class; she also works with parents interested in carrying over RDI into
A Multi-Faceted Social Skills Curriculum
their family life. We have adapted RDI
LearningSpring adheres to the New
into our everyday activities to address our
York State Learning Standards under the
students’ core social deficits. Our talented
strategies (which are described below)
FIRST EDITION 2010 •
Autism Advocate 19
]
Incorporating Social Skills Learning
Incorporating Social Skills Learning [
The six main relationship-based objectives of RDI Z
Emotional Referencing
B
V
C
Social Coordination
Declarative Language
Flexible Thinking
core deficits of autism. According to the
• foresight and hindsight.
R Relational Information Processing
X Foresight and Hindsight
silly words or stop speaking altogether
founders’ theory, the most important
The second objective, social referencing,
to more naturally prompt the child to
goal for people diagnosed on the autism
demonstrates how an RDI objective is
reference for information. Staff and
spectrum is a fulfilling quality of life,
addressed at LearningSpring. To learn
students both enjoy the activities and
which includes close friendships,
“eye-contact,” social referencing is used
strategies RDI instills, thereby increasing
reciprocal family relationships, rewarding
to imply that there is a purpose and
the chances of intrinsic motivation and
employment, independent living and
information to be gained from looking at
generalization.
long-term relationships/marriage. RDI
a person’s face rather than just looking
is essentially designed to be a parent
at their eyes. During a formal lesson,
training, with the parent in the “master”
Using a Multi-Sensory Teaching Approach
a planned activity may be “Follow My
role and the child in the “apprentice”
LearningSpring uses a multi-sensory
Eyes to the Prize” (Gutstein & Sheely,
role; however, it has been adapted to
teaching approach to address the
2002). This activity includes a master
Students explaining their science experiment to their teacher.
fit our needs in a school-based setting.
academic needs of our students. Students
(staff member), beanbags, a desired object
learn through hands-on activities that
via the social skills homepage on our
community. For the past two years, we
LearningSpring’s school psychologist and
and an apprentice (student). The staff
encourage them to examine, explore
have been fortunate to be able to visit a
social programs coordinator have been
member hides an object under one of the
and make connections using all of
neighboring school for structured recess.
certified in RDI, and during our yearly
beanbags, then the master and student sit
their senses. Students work in groups
Our four youngest classes have visited our
staff development week, other staff are
across from each other with the beanbags
or with partners to promote social
In addition to formal social skills lessons
partner school weekly, and we hope that
trained in the techniques of RDI as well as
between them. Using no language,
interaction, collaboration and flexibility.
At the beginning of each academic year,
and ongoing social skills reinforcement in
we cannot only continue this program, but
how to implement it throughout the day.
the master looks at the beanbag under
Our teachers and therapists facilitate
we read a Social Story™ to our students
each classroom, we lead weekly interest
expand it to include all of the elementary
Monthly refreshers are utilized to update
which the object has been placed. The
communication and help our students to
to explain our special program: “In social
groups. Since most of our students have
grades we serve.
staff on the skill area of focus and to offer
child must reference the master’s face,
problem-solve together. Classrooms are
skills, we learn how to be a good student,
specific interests, we use them to promote
Finally, realizing that there is only so
ideas of how to elicit desired behaviors
particularly his or her eyes, to determine
arranged to facilitate this interaction;
friend and member of our community.”
social interaction. Groups are determined
much we could do during the school day,
in the classroom and during therapeutic
which beanbag is hiding the object.
tables or desks are clustered together to
These include skills such as “saying
by student choice. They gather weekly in
we recently developed an after-school
times. Each class is scheduled for a
Upon success, the master and apprentice
allow students to share ideas and work
hello,” learning the listening position,
structured meetings supervised by one
formal RDI lesson weekly, which is led
celebrate together with excitement
together. Throughout the day students
by both the school psychologist and the
and possibly high-fives to reward the
are encouraged to interact in simple ways,
social programs coordinator, with active
accomplishment.
such as handing out materials, using each
RDI specialists have worked tirelessly to integrate the curriculums in such a way
P h oto co u r t e s y o f m a rg a r e t p o g g i
For the most part, all of our social skills classes focus on the same theme at the same time in order to promote school-wide consistency.
website (see www.learningspring.org)
that every academic session also addresses along with suggestions for carrying over students’ individual goals, as well as the classrooms’ social goals.
learned skills at home.
developing frustration strategies, knowing or two teachers. The idea is that students spend this time together focusing on their the words we say versus words we think
program that allows us to incorporate RDI components into fun activities to maximize our students’ social progress.
participation from the classroom and
other instead of their teachers as sources
and interrupting politely. Such skills are,
interests, but in a social and dynamic way.
in turn, parts of larger themes, such as
For example, this year the Pokémon group
communication, feelings and teamwork.
has spent the past few months working
For the most part, all of our social skills
on costumes, creating a script and filming
classes focus on the same theme at the
a movie that they created. Our interest
Basics of RDI
• emotional referencing,
a teacher might prompt a child to pay
Teachers Working Together
same time in order to promote school-
groups have encouraged and fostered
Relationship Development Intervention
• social coordination,
attention verbally by perhaps saying the
Over the years, we have found that
wide consistency. In order to encourage
friendships school wide.
(RDI) is a foundation-based therapeutic
• declarative language,
student’s name and then redirecting him
staff communication is fundamental in
carry-over at home and generalization of
We also encourage social skills
approach created by Dr. Steve Gutstein
• flexible thinking,
or her. Using RDI strategies a teacher
connecting the academic and social skills
skills, weekly updates are given to parents
development through partnerships in our
and Dr. Rachelle Sheely to address the
• relational information processing, and
could change the tone of his/her voice, use
curriculums successfully. This connection
20 Autism Advocate
• FIRST EDITION 2010
As our after-school program grows, we plan to include typically developing peers from neighboring schools.
related services staff.
In the classroom, simple techniques can be used to engage students in an activity
The six main relationship-based
or lesson when they may be losing focus
objectives of RDI include:
or need redirection to attend. Commonly,
of information and, at appropriate times, assisting in small conflict resolution with their peers.
FIRST EDITION 2010 •
Autism Advocate 21
]
NEW IMAGE COMING: PAGE WILL BE REPLACED
Incorporating Social Skills Learning
who says you can’t have it all? Advance your career without putting it on hold.
is facilitated through weekly class meetings and individual consultations between our coordinators and teachers. In addition, we use a planning for
No matter how busy your life is, The Chicago School can help you build or advance a career doing what is important to you. Our master’s and doctoral programs prepare professionals to work with a wide variety of mental health issues and developmental disabilities to make a lasting impact in the world. You’ll learn from practitioner faculty who are seasoned leaders in the field, you’ll take classes at times that are convenient for you, and you’ll graduate with a degree and résumé-worthy experience in a field you love.
integrated teaching model, called Lesson Plan a la Carte™, developed by autism professionals Valerie Paradiz, Todd Germain and Sarah Borris. At least once a month, the classroom team, including
Master’s and doctoral degrees offered weekdays, weekends, and evenings at our Chicago, Southern California and Online campuses. P h oto co u r t e s y o f p h oto e d it i n c .
the head teacher, assistant teachers and therapists, collaborate to plan a lesson. Together they identify appropriate therapeutic goals to address social, sensory and communication deficits, as well as academic goals for the lesson. Therapeutic goals specifically address the
Psy.D. in Applied Behavior Analysis Concentrations include: Instructional Design, Developmental Disabilities, and Supervision and Consulting Psy.D. in Clinical Psychology M.A. in Clinical Psychology-Applied Behavior Analysis Specialization M.A. in Clinical Psychology-Counseling Specialization Certificate in Applied Behavior Analysis ...and more
thechicagoschool.edu
•
Dr. Rachel Tarbox wants her students to be able to pursue their dreams now, without having to put their jobs or families on hold. She knows what it feels like to be doing something that changes lives—like helping children with autism or working with schools and organizations that can benefit from applied behavior analysis. She knows her students don’t want to wait to do what she’s doing. So she made her vision—to offer graduate degrees in ABA in a format that works around job and family schedules—a reality at The Chicago School.
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Teacher facilitates group learning
core deficits of autism, such as recognizing emotions, fine motor difficulties, initiating
of what they read about is reinforced
consistently strived to provide our staff
interactions and problem solving.
through their formal social skills lessons.
with the newest research, but more
We are constantly looking for
importantly, we have worked together to
opportunities to teach our students
translate this research into best practices.
to be good community members. This
We now understand that we will always
extends beyond assigning jobs within
be updating our curriculums in order to
our classrooms. In the past, students
best serve our students, both academically
have banded together in an effort to raise
and socially.
money for charity. They are currently
Reference
Other Initiatives that Reinforce Social Skills This year LearningSpring has introduced a new literacy curriculum that aptly combines literacy instruction with character development and social skills. Voices Reading is organized into six themes: Identity Awareness, Perspective Taking, Conflict Resolution, Social Awareness, Love & Friendship, and Freedom & Democracy. The curriculum incorporates differentiated reading instruction, while touching on topics
participating in our LearningSpring-athon, where they have chosen to dance, read or play games with each other for an extended period of time. The money they raise will be donated to the Red Cross for Haiti relief efforts.
that are relevant and significant to our
Much has changed at LearningSpring
students’ social development. Much
School over the past 10 years. We have
Dr. Rachel Tarbox
Gutstein, S., & Sheely, R. (2002). Relationship Development Intervention with children, adolescents and adults: Social-emotional development activities for Asperger Syndrome, autism, PDD and NLD. London: Athenaeum Press.
About the Authors Shoshana Farber, Danielle Ferrante, Jessica Lally, and Margaret Poggi The authors are all staff at LearningSpring School: Shoshana Farber is the Social Skills Curriculum Coordinator. Danielle Ferrante is the Admissions Coordinator. Jessica Lally is the Educational Curriculum Coordinator. Margaret Poggi is the Head of School. For more information about LearningSpring School, visit www.learningspring.org. 22 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 23
feature ]
Teaching and Supporting Social Skills at School
Teaching and Supporting Social Skills at School [
For the amount of time children spend in school, the relationships students develop with their peers are significant for their current and future quality of life.
On an y g i v e n sc h o o l d ay, s t u d e n t s can b e o bs e r v e d r u nn i n g , c l i m b i n g an d p l ay i n g w i t h f r i e n d s at r e c e ss .
P h oto co u r t e s y o f p h oto e d it i n c .
Enjoying music therapy class
The FRIEND Program Teaching and Supporting Social Skills at School By Sheri S. Dollin, M.Ed., Lori Vincent, M.Ed., BCBA, and Sharman Ober-Reynolds, MSN, C-FNP, CCRP
During lunch students can be seen
24 Autism Advocate
• FIRST EDITION 2010
The school experience can be a lonely
with a list describing what a friend should
one, particularly for individuals with
not do, such as bullying or teasing. They
autism spectrum disorder (ASD) or
do not think of positive characteristics of
other social differences. The core
a friend. Research regarding individuals
characteristics of ASD, which include
with high-functioning autism and
social, communication and behavioral
Asperger’s Syndrome revealed that the
challenges, affect the development of
amount of time spent with friends during
meaningful social relationships. However,
childhood significantly predicts their
when children with ASD or other social
later quality of life. For the amount of time
differences are prompted, encouraged and
children spend in school, the relationships
supported by their peers throughout the
students develop with their peers are
school day, they have the chance to learn
significant for their current and future
and practice social skills.
quality of life.
As a result of a deficit in communication
Bauminger et al. (2008) studied the
and social skills, individuals with
friendships of students with high-
ASD may not have the ability to form
functioning ASD and Asperger’s
meaningful friendships. Without a
Syndrome. A comparison of friendships
plan to teach and support social skills,
between a child with ASD and a typical
students with ASD may not initiate social
peer (“mixed” friendship) and a child
interactions with typical peers during
with ASD and another child with ASD or
unstructured times, such as lunch, recess
other disability (“non-mixed” friendship)
or free play (Hauck, Fein, Waterhouse, &
revealed that typical friends do influence
Feinstein, 1995). Also, students with ASD
the quality of the interaction. Mixed
may not respond to initiations or other
friendships were found to be comparable
demonstrate appropriate social behaviors
spectrum. In fact, social challenges are
social approaches by their typical peers
to friendships between two typically
independently with minimal structure
not limited to students on the autism
(Lee, Odom, & Loftin, 2007). Recess,
developing students. In addition,
and support.
spectrum. There are many students with
lunch and other unstructured times of
students with ASD in mixed friendships
social differences who struggle during
the school day may be associated with
exhibited higher receptive language, more
these times. Not understanding why a
isolation and low engagement for a child
complex levels of coordinated play, more responsiveness and cohesiveness to their
eating and talking with their classmates.
Social Challenges at School
Both settings are filled with the
Although students share a common space
peer is “different” may lead to teasing,
with social differences (Nelson et al.,
sounds of students interacting with
during lunch and recess, the quantity
bullying or social shunning. Without the
2007).
friends, and higher levels of positive social
one another. Like most schools, lunch
and quality of their peer interactions
implementation of a comprehensive social
According to Dr. Tony Attwood (2001),
orientation as compared to the students
and recess are the two activities where
may differ between typically developing
skills program, some students may be
when students with ASD are asked, “What
with ASD in “non-mixed” friendships.
students are expected to learn and
students and their peers on the autism
vulnerable to bullying or social isolation.
makes a good friend?,” they often respond
However, the researchers also found that
FIRST EDITION 2010 •
Autism Advocate 25
]
Teaching and Supporting Social Skills at School
Teaching and Supporting Social Skills at School [
P h oto co u r t e s y o f p h oto e d it i n c .
The FRIEND Program includes three primary components: the FRIEND Program Peer Sensitivity Curriculum, FRIEND Playground Program and FRIEND Lunch Program. Time for lunch!
The FRIEND Playground Program (FPP) offers school-wide support on the
of targeted students with peers as well
playground to structure and facilitate
interactions. The parents of a student in a
activities, which can create an inclusive
FRIEND Lunch Program reported when
environment for all students. School staff
they started the program their son began
structure and facilitate activities on the
to have more friends over to the house
playground that are geared around the
after school. They also felt the program
specific interests of students with social
gave them a better understanding of how
differences. No student is required to
to provide support during these visits;
play; however, by providing preferred
therefore, creating a positive experience
structured activities, these students
for everyone. School administrators at
become interested and have the support
several schools also noted a decrease in
to be successful at interacting with their
problematic behavior on the playground
peers. During these activities social
for all students when the FRIEND
coaching is provided to all students to
Program was implemented.
develop and practice appropriate social,
While implementing the FRIEND
communication and play skills.
Playground Program, a second-grade
The FRIEND Lunch Program (FLP) is a structured lunch group consisting of one student with ASD or other social difference and same-age, typically developing peers. School staff create opportunities for students to develop and practice appropriate social communication skills during lunchtime.
as the quantity and quality of these
boy with ASD was playing a game with two peers. A classmate approached the group and asked the adult facilitating the FRIEND Program if she could play too. The adult prompted the girl to direct her question to the kids playing the game. The girl did this and the young boy with ASD responded by saying, “Sure, you can play too.” The girl looked at the adult with an expression of surprise and said, “I didn’t
children with ASD in “mixed” friendships
FRIEND (Fostering Relationships in
Program Peer Sensitivity Curriculum,
had fewer opportunities to take on
Early Network Development) Program.
FRIEND Playground Program and
leadership roles during activities, which
The program supports the development
FRIEND Lunch Program. These
suggests the need for teachers, clinicians
of social and interpersonal skills for
components, or interventions, can be
and parents to ensure that interactions
school-aged children; creates a culture for
implemented individually or in any
with typical peers are structured in such
understanding and accepting individuals
combination as a comprehensive program.
a way that the special skills and talents
with ASD and other social differences;
of students with ASD are recognized and
...this program often creates opportunities to improve the overall acceptance of and teach appropriate social behaviors to students during lunch and recess.
know he could understand.” During the FRIEND Lunch Program, one member of a typical peer group, a longtime companion to the student with ASD, demonstrated kindness and
Program Implementation
This program is not designed to replace
The FRIEND Program Peer Sensitivity Curriculum (PSC)
and effects school-wide change benefiting
other evidence-based social skills
impacts awareness and understanding of
implemented in schools throughout
students, faculty, staff and families alike.
interventions, such as video modeling,
ASD and other social differences. The peer Arizona and has become part of the school
This program offers an evidence-based
priming or social skills curriculums.
sensitivity curriculum provides direct
culture. Implementation of this program
realized the child was capable of doing
strategies to peers and school faculty
often creates opportunities to improve
these things on his own. The facilitator
Based on the research on social deficits,
framework to teach social, communication Rather, it creates a framework in which and play skills by adding structure in these intervention models can be
to learn how to interact appropriately
the overall acceptance of and teach
directed the peer to prompt his friend
social relationships and social skills
natural settings to increase appropriate
meaningfully implemented and social
with students with social differences.
appropriate social behaviors to students
to request help rather than just do
interventions, the Southwest Autism
social interactions in schools.
skills can be generalized throughout the
This curriculum can be implemented as
during lunch and recess. Evaluations
everything for him. The typical peer
Research & Resource Center (SARRC;
The FRIEND Program includes three
school day. The three components are as
a collaborative process between school
of these strategies have demonstrated
immediately changed his behavior and
www.autismcenter.org) developed the
primary components: the FRIEND
follows:
faculty and parents.
significant increases in the engagement
told his friend to ask if he needed help. A
appreciated.
The FRIEND Program
26 Autism Advocate
• FIRST EDITION 2010
The FRIEND Program is currently being
friendship by doing everything for his friend with autism, such as opening his friend’s milk cartoon and bag of chips at lunch. The FRIEND Program facilitator
FIRST EDITION 2010 •
Autism Advocate 27
]
Teaching and Supporting Social Skills at School
Teaching and Supporting Social Skills at School [
few moments later the typical peer turned
lunch and recess. Students with ASD
the interactions among typical peers and
to the facilitator and asked, “What do I
may have challenges relating to their
peers on the autism spectrum. When the
do if he needs help during class?” The
peers, and likewise, the peers do not
typical peers learn skills that help them
facilitator suggested he apply the same
always know how to relate to students
relate to students with ASD, all students
rule during lunch to all situations. He
with ASD. In addition, peers commonly
can learn and grow together. Whether
should prompt his friend to raise his hand
interact with a student with ASD through
the typical peers are kind, helpful and
and ask for help. With this information the an adult. The first story demonstrates peer’s eyes opened wide, he let out a laugh missed opportunities to interact between
accepting, or are hurtful and ignore
and said, “Oh, yeah. I get it. I could do this
their peers with ASD, their behavior can
the girl and boy, which makes us wonder
interfere with the opportunity to develop
all the time.”
how many missed opportunities there
or practice meaningful functional skills.
Both of these stories shed light on some
are among all students. These scenarios
common issues related to inclusion during
illustrate the importance of the quality of
Conclusion
References Attwood, T. (1998). Asperger’s Syndrome: A guide for parents and professionals. Philadelphia: Kingsley. Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S.J. (2008). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38, 1211-1229.
Hauck, M., Fein, D., Waterhouse, L., &
of academic achievement: A longitudinal
Feinstein, C. (1995). Social initiations
analysis. School Psychology Quarterly, 17,
by autistic children to adults and
1-23.
other children. Journal of Autism and
Nelson, C., McDonnell, A.P., Johnston,
Developmental Disorders, 25, 579-595.
S.S., Crompton, A., & Nelson, A.R. (2007).
Lee, S., Odom, S.L., & Loftin, R. (2007).
Keys to play: A strategy to increase the
Social engagement with peers and
social interactions of young children with
stereotypic behavior of children with
autism and their typically developing
autism. Journal of Positive Behavior
peers. Education and Training in
Interventions, 9(2): 67-79.
Developmental Disabilities, 42(2): 165-181.
Malecki, C.K., & Elliott, S.N. (2002). Children’s social behaviors as predictors
All children deserve a positive school experience where they can maximize
About the Authors Sheri S. Dollin, M.Ed., Lori Vincent, M.Ed., BCBA, and Sharman Ober-Reynolds, MSN, C-FNP, CCRP
their social and academic achievements. Malecki and Elliott (2002) found that social skills significantly predicted
Sheri S. Dollin, M.Ed., is the Director of Education & Training Programs for the Southwest Autism Research & Resource Center (SARRC) and co-author of the FRIEND Program. She is also a member of the NATTAP Steering Committee.
end-of-year achievement test performance
Lori Vincent, M.Ed., BCBA, is the Senior Educational Consultant for SARRC and co-author of the FRIEND Program.
on high-stakes testing. A comprehensive
Sharman Ober-Reynolds, MSN, C-FNP, CCRP, is a family nurse practitioner, research coordinator for SARRC and co-author of the FRIEND Program. She is the mother of three terrific sons, the oldest of whom has autism.
social skills program can provide the foundation for such an environment by inspiring attitude and behavior changes in young people that last a lifetime. Tolerance, acceptance and understanding are important messages for today’s youth. While schools may present these ideas to
Photographs can serve as an important tool for socialization.
P h oto co u r t e s y o f B r i a n k i r st
students, they are not always provided sufficient opportunities and support to practice the appropriate behaviors that support these concepts. Once educated, all students can develop the understanding and skills to engage and interact with each other. Schools and parents share a common desire that all children be happy at school. Extending learning beyond the classroom and into the lunchroom, the playground and beyond is essential to
Once educated, all students can develop the understanding and skills to engage and interact with each other.
providing students with the appropriate social learning to become successful and caring adults. The FRIEND Program provides the structure and strategies to support social learning across school environments throughout the day.
28 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 29
feature ]
Peer-Mediated Instruction and Intervention
Peer-Mediated Instruction and Intervention [
S o c i a l i m pa i r m e n t
With young children, social play and interaction with at least one peer is the primary focus of peer-mediated instructional strategies.
an d d i ff i c u lt y w i t h s o c i a l r e c i p r o c i t y— o r u n d e r s tan d i n g t h e bac k- an d - f o r t h
interpersonal and personal-social
peers will increase social responding,
development, and may be the most
sometimes expand social exchanges and
effective and empirically supported type
heighten their social engagement. For
p e r h aps t h e s i n g l e
of social intervention for children and
children and youth with ASD who have
most defining
youth with ASD (Maheady, Harper, &
functional communication skills (i.e.,
Mallette, 2001).
can express their needs to adults and
nat u r e o f s o c i a l
P h oto co u r t e s y o f p h oto e d it i n c .
i n t e r ac t i o ns — i s
f e at u r e o f a u t i s m (American Psychiatric Association, 1994; National Research Council, 2001).
Effective Social Skills Training for Children and Youth with ASD
30 Autism Advocate
• FIRST EDITION 2010
PMII is designed to increase social engagement with peers for children and youth with ASD. Specifically, the goals of PMII are to:
Brothers enjoy an outing together.
Peer-Mediated Instruction and Intervention
Goals of PMII
By Jennifer Neitzel, Ph.D.
instructional approaches can address
Research has shown that children and
these concerns by teaching children and
youth with autism spectrum disorders
youth with ASD new social skills and
(ASD) respond less frequently to social
increasing social opportunities within
initiations and engage in shorter
natural environments, often a primary
interactions due to their difficulties in instigating communication and
goal of families.
• teach peers ways to talk and interact with children and youth with ASD, • increase the frequency that children
understand verbal instructions), social skills training groups that involve both children with ASD and peers may be more effective.
PMII for Early Childhood: Peer Initiation Training In early childhood, peer initiation training involves directly teaching typically
and youth with ASD intermingle with
developing peers how to (1) socially
typically developing peers,
initiate (or start) an interaction with
• extend peers’ social initiations with students with ASD across activities in the classroom,
children with ASD and (2) appropriately respond to children with ASD when they socially initiate.
understanding social cues. Stereotypic or
Peer-Mediated Instruction and Intervention Across the Age Span
repetitive behavior (e.g., hand-flapping,
Peer-mediated instruction and
body rocking, head rolling) or other
intervention (PMII) can be implemented
inappropriate behaviors (e.g., tantrums)
with pairs or small groups of children
developing peers and students with
the primary focus of peer-mediated
also may decrease the likelihood that
across the age range, starting in preschool
ASD that are positive and natural in
instructional strategies. Social play
typically developing peers will encourage
and extending through high school. With
quality.
and interaction involve all three of the
social contact with children who have
young children (i.e., 3-8 years of age),
PMII is most useful for children and
ASD (Bass & Mulick, 2007; Lee, Odom,
practitioners can use peer-initiation
youth with ASD who have limited
& Loftin, 2007; McConnell, 2002). As
training, or a buddy approach, to help
communication skills, rarely initiate or
a result, children and youth with ASD
learners with ASD acquire important
respond to social interactions with peers
have fewer opportunities to engage in
social skills. For older students (i.e.,
and do not appear to be benefiting from
independently beside or near another
social exchanges to practice and acquire
9-18 years of age), PMII has been shown
group instruction. For these children with
child and using the same play space or
social and play skills. Peer-mediated
to have positive effects on academic,
ASD, persistent social initiations from
materials); and
• minimize teacher/adult support (e.g., prompts and reinforcement), and • promote interactions between typically
Focus of the Intervention With young children, social play and interaction with at least one peer is
following features: • orientation (being aware of other children); • parallel/proximity play (playing
FIRST EDITION 2010 •
Autism Advocate 31
]
Peer-Mediated Instruction and Intervention
• common focus (engaging in activities
1 C a s e S t u dy:
Ea r ly Ch i l d h o o d Taylor is a 4-year-old with ASD who receives services in an inclusive
directly involving one or more peers,
Peer-Mediated Instruction and Intervention [
patting, holding hands, shaking hands
variety of routines and activities (Laushey
and relationships with peers. Peer social
• provide a network of support to
(Odom et al., 1993).
& Heflin, 2000).
network interventions were developed to
students with ASD to promote
help students with ASD gain access to the
independence; and
including informal turn-taking, active
A class-wide peer buddy system also
sharing of materials, giving to and
can be used to increase the number of
requesting items from someone else,
peers who interact with the child with
asking someone to play).
ASD. With this approach, children in the
Late Elementary Through High School: Peer Social Networks As children and youth with ASD proceed through late elementary school and into
An important focus of the planning and
class have different play partners each
implementation process is to help children
day. A chart can be created that displays
address his goal of increasing his
with ASD become socially engaged with
pairs of children’s names printed on
number of initiations with typically
peers. Therefore, teachers and other
individual cards. Each day, the cards are
content, more rapid instructional pacing,
developing peers by implementing
practitioners support children with ASD in systematically rotated so that each child
and increased expectations for academic
a peer-mediated intervention. Her
acquiring the skills they need to establish
early childhood program. His teacher, Ms. Megan, has decided to
middle and high school, they are faced with increasingly difficult curricular
general curriculum as well as develop peer relationships (Carter & Kennedy, 2006).
of relationships with peers (Carter &
Goals of Peer Social Networks
Hughes, 2007; Thiemann, 2007).
The specific goals of a peer social network
Just as in early childhood, training peers
are to:
about ways to interact with students with
• help students with ASD gain meaningful ASD is a critical step at this age as well. However, the specific content of the peer access to peer relationships and the general education curriculum by
training sessions will vary according
has the opportunity to buddy with a
performance. The peer culture also
focusing on specific target skills, such
to the age of the students. For example,
as responding to peers, maintaining
with elementary-aged students, training sessions focus on teaching peers how to:
plan is to first train two typically
and maintain a common focus with peers.
different peer. At “buddy time,” children
changes during adolescence, with peer
developing peers about how to
This, in turn, provides the opportunity for
check the chart and find their name as
relationships becoming more prominent.
conversations and interactions, and
respond to Taylor’s initiations.
other social play skills, such as orientation
well as the name of their buddy. During
As a result, children and youth with
initiating exchanges with peers;
and parallel play, to develop.
free play, children play with their buddies.
ASD have an increasingly difficult time
the peers work on this skill. Ms.
Peer training typically involves two
Teachers prompt interactions as needed
establishing and maintaining interactions
Megan plans to take an active role
phases:
during this time.
Next, she will plan and implement a structured play activity to help
in the play activity at first to prompt
• direct instruction and practice with
and reinforce Taylor’s exchanges
a teacher/practitioner and other
as well as the peers’ responses.
typically developing children; and
Once the peers have begun to respond to Taylor with very little prompting, Ms. Megan will focus
• practice with at least one child with autism during a structured play session.
following skills: • Stay with your buddy. Peers learn that they must stay with their buddy
on identifying times when she can address Taylor’s target skill across
critical in helping typically developing
continually play with the same toys.
the day. Her goal is to help Taylor
peers acquire the skills they need to
initiate interactions with typically
successfully interact with children with
taught to stay in the same area with
developing peers during most
ASD throughout the day. During these
their buddy and play with the same
routines and activities. Ms. Megan
training sessions, typically developing
materials by joining in their buddy’s
peers learn how to:
activity, offering toys and asking their
some pointers about how they can help Taylor initiate conversations with his two typically developing siblings as well as with children in
• organize play (making suggestions for play activity, role or other play for peers); • share (offering, giving or accepting a
to (1) talk to their buddy about what they are playing with, (2) play pretend
hopes that by systematically
ASD);
engaging in pretend play activities.
in this way, she can help Taylor acquire his target skill quickly so that he can use it in many different settings across the day.
32 Autism Advocate
• FIRST EDITION 2010
Peer initiation training and class-wide
with ASD complete a task, get on play
peer buddy systems are highly effective
equipment or respond to requests for
at increasing the social skills of children
assistance); and
with ASD and can be used across the
• provide affection and praise to the
day to expand the number of social
child with ASD through hugging,
interactions that take place during a
• keep an exchange going,
• give and accept compliments,
Middle/High School
Melissa is a 13-year-old student with ASD who goes to a middle school where the majority of her education takes place within general education classes. During her time in these classes, Melissa talks with her teachers, but has very little contact with her typically developing peers. A goal for Melissa is to interact with peers more frequently, especially at lunch time where she often sits by herself. To work on this goal, the autism support professional, Mr. Douglas, looks at Melissa’s schedule and talks with each teacher to identify five typically developing peers who might be willing to take part in a peer social network. Once the peers have been identified, Mr. Douglas invites them to an initial training during a free class period. During this training, Mr. Douglas talks with the peers about the goal of the intervention as well as specific strategies that can be used to help Melissa interact with them more often. Mr. Douglas also helps the peers identify Melissa’s areas of interest, which can be used as conversation starters. Next, Mr. Douglas works with the peers to create a schedule that contains information about who will be responsible for implementing the intervention during specific classes, as well as strategies for starting and sustaining interactions with Melissa. For example, the peers create cue cards that contain conversation starters focused on Melissa’s areas of interest (e.g., “I watched American Idol last night. What did you do?”). The peers can then show Melissa the cue cards, which will hopefully prompt her to start a conversation or interaction with them. By implementing the intervention in this way, Mr. Douglas is helping to create a network of support across the day to help Melissa increase the number of interactions she has with peers.
• Talk to your buddy. Peers are taught
games, and (3) talk to their buddy while
• provide assistance (helping the child
2 C a s e S t u dy:
buddy if he/she would like to play.
play material to/from the child with
• respond to initiations,
greetings, topics),
• Play with your buddy. Peers are
their neighborhood. Ms. Megan implementing the intervention
between students with ASD and peers;
• initiate interactions,
• start and engage in conversations (e.g.,
in the same area, playing and taking turns. However, they do not need to
parents to provide them with
• decrease the widening social gap
Prior to “buddy time,” peers are taught the
Direct instruction and role play are
also plans to talk with Taylor’s
• support the potential development
• take turns and share, • help others and ask for help, and • include others in activities (Thiemann & Goldstein, 2004). During these training sessions, typically developing students also identify preferred activities of the student with ASD and generate scripts that can be used during social interactions throughout the day. Teachers encourage peers to come up with words or phrases they can say during activities to initiate and prolong conversations with students with ASD. These phrases are written on a skill sheet that contains a picture of two students with topic bubbles. The phrases or words are written in the topic bubbles. A list of prompts and models that might be necessary to promote social interactions also can be generated by teachers and peers at this time (Sasso et al., 1998). These types of strategies help peers
FIRST EDITION 2010 •
Autism Advocate 33
]
Peer-Mediated Instruction and Intervention
EXAMPLE SCRIPT FOR PEER SOCIAL NETWORK
Initiating Interactions
After the initial brainstorming session, peers are taught to “look, wait and listen.” This approach allows the student with ASD time to initiate a conversation and/or respond to a peer. The teacher then role-plays with a peer to provide an example of how to use the skill in an activity. Peers also have the opportunity to role-play with one another to further practice the use of the target skill. Following each role play, the teacher provides feedback and reinforcement for participating in the activity (Garrison-Harrell, Kamps, & Kravits, 1997).
Training middle and high school students is a bit different because they do not remain in one classroom for the entire day and often have different teachers for specific subjects. Therefore, a special educator may be the most appropriate person to implement peer support network interventions. Middle and high school students need less direct instruction by the special educator and more active participation in the development of peer network interventions. During initial training sessions, peers are provided with the following: • the goals and rationale for the intervention (to help the student with ASD respond to peers, maintain conversations and interactions with peers, and initiate exchanges with peers); • an overview of what is expected of them during their interactions with the student with ASD; and • information about how students with ASD communicate, interact with their environment and learn (Carter & Kennedy, 2006). The special educator also may provide descriptions of the likes and dislikes of the student with ASD. 34 Autism Advocate
• FIRST EDITION 2010
Next, special educators describe basic strategies peers can use to support the student with ASD during social interactions. These strategies include: • providing frequent, positive feedback; • modeling contextually relevant communication skills; and • facilitating exchanges with other peers. Special educators model the use of these strategies with peers at this time. Peers also can role-play with one another to practice skills. At the conclusion of the activity, the special educator and peers discuss when and where the student with ASD may need support from peers to engage in social exchanges with others. For instance, peers write down their daily class schedules and match them with the focal student’s schedule. A schedule of interactions is then developed based on the times the student with ASD needs additional support and when one of the peers is available to provide assistance.
FIRST EDITION 2010 •
Autism Advocate 35
]
The Hope Chest
Peer-Mediated Instruction and Intervention
during exchanges with students with
Horner, M. Snell, & J. Blancher. (Eds.),
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ASD and also increase the likelihood that
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M., Peterson, C., Skellenger, A., Spicuzza,
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Sasso, G.M., Mundschenk, N.A., Melloy,
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Thiemann, K.S., & Goldstein, H. (2004).
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Bass, J.D., & Mulick, J.A. (2007). Social
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Developmental Disorder. Journal of
play skill enhancement of children
Education, 22(1):4-14.
Speech, Language, and Hearing Research,
with autism using peers and siblings
McConnell, S.R. (2002). Interventions
as therapists. Psychology in the Schools,
to facilitate social interaction for young
For More Information
44(7):727-735.
children with autism: Review of available
Please visit the Autism Internet Modules
Carter, E.W., & Hughes, C. (2007). Social
research and recommendations for
Web site (www.autisminternetmodules.
interaction interventions: Promoting
educational intervention and research.
org) for more in-depth information about
socially supportive environments and
Journal of Autism and Developmental
how to implement PMII in classrooms,
teaching new skills. In S.L. Odom, R.
Disorders, 32(5):351-372.
schools and the community.
Conclusion Although PMII typically is implemented within classrooms and other school-based settings, these types of interventions also can be used to support social interactions in community- and home-based settings. For example, teachers and other practitioners also can train parents about how to use specific strategies at home and in the community to foster relationships with siblings, neighborhood friends and other family members. When PMII is used across a variety of settings, it increases the likelihood that children and youth with ASD will use newly acquired social skills effectively and with a number of different individuals; thus, enhancing their social development and meaningful relationships with others.
References th
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Do you have a child with high functioning autism? TalkAbility™ is a beautifully illustrated, user-friendly Hanen guidebook that shows parents and caregivers how to help a child on the autism spectrum to develop “people” skills so they can engage in real conversations and connect well with others. This book is useful for verbal children aged 3-7. TalkAbility™ provides adults with strategies to help children:
47(1):126-144.
– understand how other people think and feel – take appropriate turns in a conversation – learn how to play with other children and make friends
About the Author Jennifer Neitzel, Ph.D.
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Jennifer Neitzel, Ph.D., is an Investigator at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, where she has served as a content specialist at the National Professional Development Center on Autism Spectrum Disorders. Her work has focused on developing online training modules and professional development materials to support teacher and practitioner implementation of evidence-based practices in programs that serve learners with ASD. 36 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 37
spotlight
Peer-Mediated Instruction and Intervention
S o ci a l Co n t e x t, S o c i a l S t o r i e s™ an d C h an g e Key Elements to Improve the Social Understanding of Individuals with ASD
Peer-Mediated Instruction and Intervention [
By Carol Gray
S
tephanie, age 11, is diagnosed
important realization: Either there are zillions of Story topics, or there is only one.
with Asperger’s Syndrome. I
In a very real sense, there is only one
work with her in the upstairs
Story. It’s called social context. I also call
office of my home. Two years ago, at the
it the “mother topic.” Most, if not all, Story
close of a session, Stephanie began to
topics can be traced back to it. In this
leave, calmly leading the way downstairs,
article, I offer a new working definition of
through the living room where her mom
social context, as well as an introduction
was sitting, to the back doorway of the
to Social Stories™ for those unfamiliar
kitchen. Suddenly, she spun around to face
with this approach in supporting people
me. Her mood had changed. Anxious, she
with autism as they learn to navigate the
asked, “Mrs. Gray, why did you change
social world. Finally, since change is a
your dog’s name to Popcorn?” On the floor
common source of anxiety for people with
in the kitchen was a bowl of water for
autism spectrum disorders (ASD) in many
Hoben, my basset hound, and written on it
social situations, I bring my newly defined
was the word POPCORN.
overlay of social context to the process of
A typical child likely would have missed the popcorn bowl on the floor, or, if the
creating Social Stories™ for them, with a
inherently dynamic.
specific eye on how they react and adjust
Relationships, co-authors Temple
agenda. And since these factors can
Social Conte xt
Grandin and Sean Barron (both
quickly change in arrangement or
individuals with an ASD) estimate that
combination—and thus priority—it is
In my study of social context, I have never
social rules “probably number in the
important to note that the interpretation
encountered a definition of the term in
billions—a staggering thought for anyone,
of social context is inherently dynamic.
any dictionary or autism resource, so I
an inconceivable image for a person who
turned to the dictionary definitions of the
name). An out-of-place object, in this case
has any level of impairment in social
individual words social and context, as
a popcorn bowl, and an inaccurate story
understanding” (2005; p. 117). Social
well as to the experience and insights from
caused Stephanie’s anxiety to rise. If this
factors and social rules have also been
people with ASD, parents and professionals, referred to as the “hidden curriculum”
Stephanie, however, the bowl was an unexplained disruption. When she saw the popcorn bowl, she created a story that reflected her unique perception (that Mrs. Gray had changed Hoben’s
is Stephanie walking into my kitchen,
to change.
to develop the following definitions:
imagine what her school day is like among
1 People, plus any place, purpose or
23 classmates. i l lu st r at i o n co u r t e s y o f v ec to r sto c k
...it is important to note that the interpretation of social context is
popcorn bowls!), to intent, to political
intuitively known the bowl’s “story.” To
predicament; 2 the meaning derived
Although I have been working in the
• FIRST EDITION 2010
Social Stories can help children understand what to expect on the playground.
In The Unwritten Rules of Social
bowl had been noticed, would have
38 Autism Advocate
P h oto co u r t e s y o f c a ro l g r ay
]
(Myles, Trautman, & Schelvan, 2004), having a “scope and complexity [that] rival the most complicated of sciences”
from an individual’s simultaneous
(Winner, 2008; p. 213). Like a jigsaw
field of autism for nearly two decades,
identification and consideration of
puzzle with an uncountable number
developing Social Stories™ (Gray &
social factors at any point in time
of pieces, social factors and rules are
Garand, 1993) as a tool for parents and
(past, present, future), including place,
based on meaning that is derived from
professionals, Stephanie helped me learn
a person or people, a purpose, a
everything, from the arrangement or
something new that day. I came to an
predicament and/or pragmatics.
placement of objects in a room (even
If we could draw a map of social context, what would it look like? The diagram in Figure 1 on the following page places an individual (represented as “Name”) at the center of his or her own social experience in a given context. The six elements of this context (within which numerous social factors can be sorted) surround the individual:
1 Place: all places and the inanimate factors within them;
2 People: all groups and the factors they represent and generate; FIRST EDITION 2010 •
Autism Advocate 39
spotlight
Figure 1.
Figure 2.
and rarely, if ever, work in isolation. In
The six Elements of Social Conte x t
S i x S o c i a l C o n t e x t E l e m e n t s an d S a m p l e S o c i a l Fac t o r s w i t h i n Eac h
terms of actual social factors, there are obviously many more, and factors from several elements are often operating at the same point in time. Social context is not new to Social
1
pragmatics/ Communication
people
N a m e ______________
3
past, Present & future
person
5
6
Pa s t , Pres en t & Fu t u re
Prag mat i c s / Communication
Public/private Time of day
Stories™ emphasize the important
Laws
connections between a present situation,
Posted rules or signs
relevant past factors and future outcomes
Comfort
or implications. A defined social context,
Space
however, is new to Social Stories™ and
Objects: placement, arrangement, ownership, wrapped/ unwrapped, etc.
makes a positive difference for people
5
4 Pu rp o s e & Pre d i ca m e n t
City/rural
outlined in figure 2. Additionally, Social
2
3 Pe rs o n
Country
to translate social factors into topics by describing the elements of social context
6
2 Pe o p l e
Internet/live
Stories™. In fact, Social Stories™ work
Place
1 P l a ce
when we develop them.
Social Storie s™
Safety Sounds, music
As mentioned earlier, Social Stories™
4
describe a wide variety of events, situations,
purpose & Predicament
Collective relevance and relationship Culture, values
Relationship Responsibility, power
Number of…
Age
Location and arrangement within a place, activity, event, etc.
Gender
Groups/cliques/ teams, including: inclusion in or rejection from; estimated average age; gender(s); general grooming; collective behavior; communication within; conflict, competition, and/or cooperation within, etc.
Health Cognitive abilities, thoughts, beliefs, intent (positive/ negative), knowledge, etc. Mood, affect Personality and personal rules Talents, interests, likes, dislikes Location, appearance
Individual or shared goals, including: activities, events, celebrations, routines, schedules, endeavors, etc., and the rules that guide them. Individual or shared obstacles (concrete or hidden), including: natural disasters, storms, weather, change (positive or negative), mistakes, setbacks, support (finance, technical, social, emotional), etc.
General and recent history of a place, people, or person
Words, spoken or written
Familiarity of a place, people, or person
Eye gaze
Immediate and/ or long- term responses and/or outcomes
Feelings
Connections between current situation/ interaction, statements, etc., to past and future
Gestures
Voice tone, volume Thoughts Beliefs, paradigms Facial expressions Posture Distance Communication rules
Humor (and its frequent ties to related past—or details of—current events)
Unwritten rules or agreements
activities, interactions, skills, concepts and ideas. They are developed according to 10 criteria that define the process that creates them, as well as the characteristics that contribute collectively to their overall
3 Person, including physical factors and those related to personality, interests, etc.;
6 Pragmatics and social communication.
patient and reassuring quality (the physical, social and emotional safety of the Story itself). The goal of every Social Story™
While social context surrounds each
is to meaningfully share information
individual, each individual, in turn,
about the most relevant aspects of a topic,
goals, activities and events, and the
is an element in the social context of
highlighting important cues and in some
anticipated and unanticipated factors
others. Figure 2 on the next page takes
cases describing new, more effective
that are encountered in their pursuit;
us a step further, by delineating each
responses. Text is illustrated with photos,
element of the social context, including
drawings and, in some cases, figures and
factors that lie in related past events,
some examples of social factors that fall
and/or the anticipation of responses or outcomes; and
4 Purpose and predicament:
5 Past, present and future: the
40 Autism Advocate
• FIRST EDITION 2010
Today, Social Stories™ are regarded as
• interviews with members of the
definition of social context becomes
an evidence-based practice (Barry &
educational team and, if possible, the
very valuable. It helps us to refine the
Burlew, 2004; Bledsoe, Smith, & Simpson,
student;
theories that guide the writing of the
2003; Brownell, 2002; Horner et al., 2005;
• student observation;
Story. By replacing our “intuition” of
Wright, 2007).
• first-hand experience and observation;
what the social context represents
The first step to an effective Story is developing a topic that “hits the nail on
and; • history, including general history of
with a defined framework, parents and professionals can consider the data they
the head.” Toward this goal, information
a topic and a student’s relevant past
have collected alongside the elements
should be gathered from a variety of
experiences.
and factors that often present social
sources, such as:
Sometimes, gathering information is
obstacles to a student. The diagram
diagrams, and is always selected with
• data (e.g., information gathered via
not enough. You may have all of the
of social context in Figure 1 and the
within them. Keep in mind these sample
a student’s interests and preferences in
functional analysis and/or other
data, but what to actually include in the
delineation of sample factors in Figure
factors are stated in very general terms
mind to engage attention (Gray, 2010).
objective measures of behavior);
Story remains at large. This is when the
2 serve to fine tune theories regarding
FIRST EDITION 2010 •
Autism Advocate 41
spotlight ]
Peer-Mediated Instruction and Intervention
Social Stories™ attuned to the problematic nature of change can be very beneficial to someone on the spectrum since they break down the notion of change into understandable categories.
Peer-Mediated Instruction and Intervention [
than a week to complete, and I thoroughly
be made between Story topics, a new
frustrated my friends; however, I did
consistent, “pivotal” vocabulary emerges
discover a few basic rules of change.
to underscore their common threads. For
• Some changes are expected (leaves
example, imagine being assigned the task
falling in autumn, day to night).
of writing about the feelings of surprise
Expected changes often result in plans
and disappointment. Where to start?
or routines (raking leaves, bedtime).
They are both related to change (from
what may be challenging for a student, as
Rules are pervasive social factors; they
well as identify the factors that need to be
are listed in five of the six elements of
described in his or her Story.
social context in Figure 2. Ironically, the
(tornado). People try to predict the
very social rules that have frustrated both
unexpected changes that can affect
students with ASD and those working
their plans or routines.
Social Conte x t an d S o c i a l S t o r i e s ™ A b o u t C h an g e
on their behalf are a key to the solution. Rules structure experience. According to Nancy Minshew and Diane Williams,
To demonstrate what I mean, consider
“[i]ndividuals with autism are generally
the issue of change. Change is one of
operating on facts and rules…” (2008;
the most frequent sources of distress
p. 51). Working together as co-authors,
for students with ASD, often resulting
Temple Grandin and Sean Barron
in intense displays of negative emotion
discovered that talking with one another
or behaviors that can cost opportunities
about social rules was very helpful. “The
to build or keep friendships. To begin,
more we talked about them, the more they
consider “change” and its relationship to the elements of social context outlined in Figure 1. Change is a social factor stemming from purpose (when change is a planned goal, like turning on a favorite television show) and predicament (when change is a surprise, like a “D” on a test). At its very worst, change is a negative predicament, with the potential to suddenly and adversely impact the elements of social context—a place, the
made sense to us; new meanings surfaced.
• Some changes are unexpected
• Some changes are wanted (ice-cream cone, new car). • Some changes are unwanted (flat tire, illness). • Changes that are expected and wanted
to children with autism. Focus on Autism
and Other Developmental Disabilities, 19(1):45-51.
welcome change, a bad surprise is
Publishing Company.
both unexpected and unwelcome, and
with Asperger Syndrome. Autism,
disappointment is when a person is sad
7(3):289-295.
and surprised to feel that way.
Brownell, M. (2002). Musically adapted
learning. In K.D. Buron & P. Wolfberg
Social Stories to modify behaviors in
(Eds.), Learners on the autism spectrum:
students with autism: Four case studies.
Preparing highly qualified educators.
Journal of Music Therapy, 39, 117-144.
Shawnee Mission, Kan.: Autism Asperger
Summary Although I have focused on change as
as describing concepts and strategies
people to handle (natural disasters).
for emotional regulation, explaining
of understanding” (2005; pp. 117-118).
easy to build connections between Stories
I discovered that similar doors opened
so as to reinforce an understanding of
for me when I researched the topic of
their underlying concepts. For Stephanie,
change in discussions with my friends.
the popcorn bowl was an unexpected
Last summer, I was working on The New
and unwanted change. Making a mistake
Social Story™ Book (Gray, 2010). I wanted
is also an unexpected and unwelcome
to include a chapter of Stories about
change, and can be more difficult to handle. Social Stories™ attuned to the
of control over change by identifying its
problematic nature of change can be very
future plans. Considering the perspective
rules. Also, I wanted to bring attention to
beneficial to someone on the spectrum
of a student with ASD, I can appreciate
the kinds of change that people welcome
since they break down the notion of
how change may be the veritable “bad boy” and embrace, changes that children with
change into understandable categories.
of social context.
Along with the connections that can
Myles, B.S., Trautman, M.L., & Schelvan, Shawnee Mission, Kan.: Autism Asperger
unwanted are the most difficult for
relationships to one another, making it
Autism Asperger Publishing Company.
to improve mealtime skills of an adolescent
Texas: Future Horizons.
rules, which in turn unlocked new doors
qualified educators. Shawnee Mission, Kan.:
A good surprise is an unexpected but
to address other difficult topics, such
outline of Story topics bearing strong
on the autism spectrum: Preparing highly
R.L. (2004). The hidden curriculum.
rules of social relationships. Arlington,
of our own thoughts on unwritten social
K.D. Buron & P. Wolfberg (Eds.), Learners
(2003). Use of a Social Story intervention
procedure applies to using social context
These rules of change provide an
Brain-behavior connections in autism. In
the element of purpose and predicament).
(dinner, a favorite television show). • Changes that are unexpected and
Minshew, N.J., & Williams, D.L. (2008).
Bledsoe, R., Smith, B., & Simpson, R.L.
Grandin, T., & Barron, S. (2005). Unwritten
change to give children with ASD a sense
• FIRST EDITION 2010
Social Stories to teach choice and play skills
an example, the same principle and
people in it, purposes and pragmatics,
42 Autism Advocate
Barry, L.M., & Burlew, S.B. (2004).Using
are the easiest for people to handle
In a way, they helped us restructure some
ASD rarely struggle with. It took me more
References
the rules of friendship or addressing the importance of personal hygiene. A definition of social context can be your guide to what may be the most elusive and dynamic issue for individuals with ASD.
Winner, M. (2008). Social Thinking: Cognition to enhance communication and
Publishing Company. Wright, L.A. (2007). Utilizing Social Stories to reduce problem behavior and
increase pro-social behavior in young Gray, C. (2010). The new Social Story™ book. children with autism. Unpublished Arlington, Texas: Future Horizons. doctoral dissertation, University of Gray, C., & Garand, J. (1993). Social Stories:
Missouri, Columbia.
Improving responses of students with accurate social information. Focus on
Autistic Behavior, 8, 1-10.
It can structure the writing process for
Horner, R.H., Carr, E.G., Halle, J., McGee,
what might be easy for us as parents and
G., Odom, S., & Wolery, M. (2005). The
professionals to decode, but difficult for
use of single-subject research to identify
us to encode for those on the spectrum we
evidence-based practice in special
support and care about.
education. Exceptional Children, 71, 165–179.
About the Author carol gray The developer of Social Stories™, Carol Gray is a consultant to people with ASD and president of The Gray Center for Social Learning and Understanding. For more information, visit www.thegraycenter.org. Launching this year, a new Social Story™ website (www.CarolGraySocialStories.com) will contain extensive information on current ideas and insights regarding the approach.
FIRST EDITION 2010 •
Autism Advocate 43
feature ]
LEADING THE WAY
Teen Peer Mentoring
for Young People with Autism
T h i n k bac k t o y o u r f i r s t d ay o f h i g h sc h o o l . I b e t y o u a r e im aginin g crowded h a l lway s ; ta l l e r , o l d e r k i d s yo u d i d n o t k n o w ; an d m ay b e P h oto co u r t e s y o f p h oto e d it i n c .
e v e n h o w m an y t i m e s y o u g o t l o s t.
taken aback by what I saw. In my high school the special education classrooms Learning to make pizza
L.E.A.A.D for Teens™ Peer Mentoring Encouraging Diversity, Tolerance and Respect By Erika Pumilia
I can remember my first day of high school. The school enrolled approximately 2,000 students, and I was very nervous. When I got there the halls were packed and the noise level was horrendous. This was not a very autism-friendly environment.
44 Autism Advocate
• FIRST EDITION 2010
were segregated off in their own building. I have told this story so many times, and every time I tell it people ask me, “Why did this secluded set-up bother you, a
SPECIALIZED DAY SCHOOLS
freshman in high school?” Or they would comment, “Most high school students do
n
PRE-K – 12 th GRADE
V illage Gle n S cho o l Bridgepo rt S ch ool Yo un g L ea r ne rs Preschool S un rise Sch o ol n
not really pay much attention to things
n
like that.” They are right, but I was not like most high school students.
RESIDENTIAL PROGRAMS EARLY INTERVENTION
Learning About Autism
n
n
SOCIAL SKILLS PROGRAMS ASSESSMENT SUMMER CAMPS PARENT EDUCATION n
n
In 2000 when I was just nine years old, my mother got a job at the
Founded in 1975, The Help Group serves children with a wide range of special needs and is the largest
Center for Spectrum Services (www.
and most comprehensive nonprofit of its kind in the United States. Recognized as a leader in the field
centerforspectrumservices.org), a school that specializes in the education of
of autism, it offers innovative day school and residential programs as well as therapeutic and assessment
In my first year of high school I never
children with autism. That summer, my
services. Each day, The Help Group educates more than 900 students ages 3-22 in its highly specialized
really saw any of the special education
mother offered me the opportunity to
autism day schools.
classrooms, or students for that matter.
be part of a volunteer program that put
When I did eventually see them, I was
“typical” children in the classrooms to be
877.943.5747
n
w w w. t h e h e l p g r o u p . o r g FIRST EDITION 2010 •
Autism Advocate 45
]
The Glenholme School
Teen Peer Mentoring
A Devereux Center
The club has two main goals: (1) to educate “typical” peers about the autism spectrum, and (2) to establish genuine friendships and belonging. Join Glenholme’s 2010 Summer Program July 5 - August 20 peer buddies and mentors. I agreed and
An exceptional boarding school for students with special needs; The Glenholme School’s Summer Program provides a rich menu of fun and engaging camp activities designed to strengthen social skills and boost academic proficiency.
was excited to participate. I had never heard of autism before this experience and knew very little about what to expect. When I walked into the classroom it looked like a regular elementary school
Using our effective individualized services, we apply a positive behavior support model focused on development of social skills and lifelong strategies for success. The school’s milieu therapy addresses varying levels of academic, social and special needs development in students, ages 10 - 18.
classroom. The teacher paired me up with a little girl about my age, and we played together for quite some time. She was just like me; she liked to play, and for a 9-year-old girl that was fine by me. behaviors that now I know are associated with autism spectrum disorder ( ASD), but I was not afraid of or intimidated by them. In fact, I was much more interested in learning ways to help these children, and I
• Asperger’s, ADD, ADHD, emotional, behavioral and learning disabilities • Cultural immersion through social events and activities • Academics and Camp • Arts, drama, music, team sports, go-karts, equestrian and much more • Off-campus adventures also available • Minimum 3 consecutive weeks
P h oto co u r t e s y o f p h oto e d it i n c .
As the summer went on, I saw various
Teen boy gives his brother with autism a ride on his shoulders.
went back to volunteer at the school every summer.
L.E.A.A.D™ is Born
up with a way to bring in the “typical”
When I got to middle school, I became
By the time I entered high school, I had
peers. Thus, on April 17, 2007, a club was
interested in autism on a more factual
learned everything a girl like me could
born. I called it Learning and Educating
level. I spent countless hours on the
have possibly learned about autism. When
About Autism Diversity (L.E.A.A.D) for
computer and reading books on ASD.
I saw the secluded special education
teens™. The club has two main goals: (1) to
I even wrote mini “papers” on various
wing, it was difficult for me. I truly did
educate “typical” peers about the autism
ASD’s. Throughout my middle school
not understand why my peers were not
spectrum, and (2) to establish genuine
years, I learned so much about autism that
interacting with the other students and
friendships and belonging.
when I went to the Center for Spectrum
why the school had put them there. I could The difference between L.E.A.A.D™
Services in the summers I was able to
not necessarily make the school move
and other mentoring groups is that
apply what I learned.
these classrooms, so I needed to come
L.E.A.A.D™ is not meant to fulfill an
46 Autism Advocate
• FIRST EDITION 2010
Open enrollment for Glenholme’s 2010 Summer Program, Middle School, High School, and Post-Secondary Program Contact Admissions 81 Sabbaday Lane Washington, CT p: 860.868.7377 f: 860.868.7413 admissions@theglenholmeschool.org www. theglenholmeschool.org
FIRST EDITION 2010 •
Autism Advocate 47
]
Teen Peer Mentoring
Individualized Education Program (IEP)
education students. These dances are
high school there is a code of conduct
goal or social skills group; therefore, the
always themed. In my experience, these
that protects students who are called
friendships are not forced. Let me break it
dances have become a judgment-free place
a variety of derogatory terms referring
down. Teen mentors, called “L.E.A.A.D™
to be a teenager and have a night of fun.
to “religion, sexual orientation, race or
ers”, meet once a week to plan activities
The very first dance was a Luau theme.
economic status.” However, the code was
and events, and discuss new autism
Everyone was dressed in Luau gear and
information in the media. Every other
truly enjoyed themselves.
week the group holds “chat sessions.” In these sessions L.E.A.A.D™ members stay after school with the students in special education classes and do anything from arts and crafts to basketball with them. The friendships don’t end there, of course; when L.E.A.A.D™ members see one of their new friends in the hallways, they don’t hesitate to say hello. This simple, yet important, act is a way for L.E.A.A.D™ members to model to other “typical” peers that a simple “hello” to a special education
not protecting those students who were called a “retard.” With a lot of time and
Dealing with the School Administration
effort, L.E.A.A.D™ had the code changed
As with all great things, our club has
economic status or intellectual ability.”
encountered challenges. Dealing with
When I first heard the news that the
the school administration was the
code’s wording was being changed I was
most difficult obstacle in starting my L.E.A.A.D™ club. Many administrators found the club “unnecessary.” I expected
to read “religion, sexual orientation, race,
overjoyed. I graduated from high school in June
this because, as a sophomore in high
2009. Graduation was the end of my term
school at the time, I was challenging their
as president of L.E.A.A.D for teens™,
ideas about human worth and potential.
but the beginning of so much more. I
While I thought, and still think to this day, gave a speech on L.E.A.A.D™ at the
student does not hurt.
that mopping floors and handling money
Autism Society National Conference in
L.E.A.A.D™ members are also encouraged
(the kinds of skills the school was teaching
St. Charles, Illinois, in July 2009 and am
to eat lunch with their new friends. A
my friends in special education) are
currently working with two other high
high school cafeteria can be an extremely
valuable, I felt that friendship and a sense
schools in my area to start their own
hostile environment. Sitting with a
of belonging were just as important. It was
friend at lunch lessens the anxiety
a challenge to meet with administrators
and makes everyone feel comfortable.
and just as difficult to face many negative
Acts such as these model respect and
attitudes and feelings of resentment.
inclusive thinking. Like many other clubs,
Despite the negativity, my L.E.A.A.D™
L.E.A.A.D™ participates in school events
members and I pushed on. To show the
like homecoming and winter carnival.
administration we were dedicated and
L.E.A.A.D™ also hosts several events
determined we collaborated with the
throughout the year. The first is Autism
school’s diversity club and Gay Straight
Awareness Day, which is held in April.
Alliance (GSA) to bring attention to
For this students purchase and wear
selective discrimination. What baffled
until a 9-year-old got the opportunity
puzzle piece ribbons, and L.E.A.A.D™
the students in these clubs was the
to experience what a true friend is.
members hand out information on ASD.
number of times the word “retard” was
Our former ideas of peer mentoring are
L.E.A.A.D also hosts a number of dances
used in a derogatory manner (not that
outdated and need a change. So, don’t
throughout the year for the special
there is an appropriate manner). In my
hesitate to take the L.E.A.A.D™!
L.E.A.A.D™ clubs. The L.E.A.A.D™ club in my high school is doing great and is in the hands of my younger sister, Amanda Pumilia, who couldn’t have made me more proud. Club members still have their challenges with the administration, but they work through them. I am going to college now to become a special education teacher, a dream I didn’t know I had
About the Author Erika Pumilia
Erika Pumilia is currently an 18-year-old freshman at SUNY Ulster Community College. She is studying childhood education with the hope of becoming a special education teacher. She is also currently planning another presentation for the Autism Society National Conference in Dallas, Texas, this year. 48 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 49
feature ]
Social Thinking and Social Skills in Girls
Social Thinking and Social Skills in Girls [
game is exactly the same, but the rules are hidden, vague and just plain confusing.
Typical Social Development Social development for neurotypical
For most girls and women, the activity of forming peer networks mostly made up of other females is considered a critical “lifeline.”
learners is intuitive at birth and usually manifests differently among the sexes with gender-driven and cultural nuances that develop over time. Anyone familiar with toddlers can give a multitude of examples of how boys, at times, play and think differently than girls. While girls and boys play together and co-exist
W e s t e r n c u lt u r e , e sp e c i a l ly w i t h i n t h e
developmental advances in emotional and
e n t e r ta i n m e n t an d
sexual development lead to different types
elec tronic world, h as a s i g n i f i can t say i n d e f i n i n g h o w P h oto co u r t e s y o f p h oto e d it i n c .
easily in their early childhood years,
f e m a l e s a r e s u pp o s e d t o l o o k , ta l k , ac t an d t h i n k .
of relationships between boys and girls starting roughly in third grade. In later elementary school, cliques begin to form that are increasingly defined as either girl or boy groups. By middle school, most, but certainly not all, kids hang out in gender-driven groups as boys and girls are actively noticing each other’s sexuality and recognizing the emerging feelings of
Teen girl harvests vegetables in school garden
having crushes and desiring a “boyfriend”
It’s a Girl Thing…Right? Social Thinking and Social Skills in Girls, Teens and Women with Social Learning Issues
or “girlfriend.” At this stage, most girls tend to create strong social-emotional support networks as they hang out in groups and explore their emerging feelings and emotions. As they develop a sense of belonging within a social group, they spend more time talking than playing and begin to practice relating to each other.
By Michelle Garcia Winner, M.A., CCC-SLP, Pamela Crooke, Ph.D., CCC-SLP, and Stephanie Madrigal, M.A. CCC-SLP
50 Autism Advocate
• FIRST EDITION 2010
members across the country is that
peers and may feel ultimately frustrated,
being part of a group provides a sense of
depressed and anxious about their lack
belonging, which also leads to a sense of
of ability to be accepted. A middle-school
self-validation. Audience members have
girl with Asperger Syndrome succinctly
also shared that group memberships have
summarized this by saying (in a somewhat
allowed them to learn another’s point of
exasperated voice), “You have to teach
view, tolerate when others did or said things
me how to get into a group. When the
with which they didn’t agree, advocate for
bell rings at school, all the girls pop into
themselves (in high school and beyond) and
groups as if it was magic.”
express their ideas in an acceptable way.
For many years, our clinic in San Jose,
Teenage females, for the most part,
Calif., has designed Social Thinking
do “hang out” differently than males.
groups for girls in middle and high school.
Their focus is sprinkled with comments
By the end of high school, however, we
that relate and connect to one another’s
often co-mingle the sexes in a group
thoughts and experiences on an emotional
setting similar to how neurotypical
level. Comments and questions lean
students group themselves on high school
towards expressing and knowing the
and college campuses. However, we also
thoughts and feelings related to an activity
find it is critical not to group students
or to their family and other existing or
based on their age and sex alone. In fact,
desired relationships. Sometime in the late- the range of differences in social learning teen and early adult years, women become
in this population is vast and not well
more likely to have friendships that are a
described by a person’s diagnostic label
mix between male and female. However,
or even intelligence or language level.
for the most part, women (married, single,
Instead, we use a scale to help determine
partnered) form emotional connections
the most appropriate Social Thinking
and seek support from other women over
group based on what we describe as a
the course of their lives.
“perspective-taking level.”
For most girls and women, the activity of forming peer networks mostly made
Social Learning Differences
In fact, these billion-dollar industries are often the “go-to” place for information
up of other females is considered a
For those girls born with social issues,
Social Thinking PerspectiveTaking Scale
about how teens and young women can survive and thrive in the social scene that
critical “lifeline.” For years, while giving
the inability to simply join a group in
The purpose of this scale is to determine
is life. Females, we are told, are from a different planet than males. Yet a recent
workshops on Social Thinking, we would
the early years may spiral over time into
where a person with social learning
bestselling book also tells us to Act like a Lady, Think like a Man. Huh? For females with
query the audience as to why people form
issues establishing and maintaining social
challenges functions without making
neurotypical development, the ability to sift through the forest of social suggestions
social groups (cliques) in middle school,
relationships on any level. However,
assumptions based on high-level language
comes from a combination of innate social sense and cultural learning over time. But
high school and even at worksites. The
the vast majority of our clients yearn
or cognition. Services are then tailored
what happens to those girls and women born with social learning challenges? The
overwhelming agreement from audience
to have social connections with select
to the individual’s social functioning. We
FIRST EDITION 2010 •
Autism Advocate 51
Social Thinking and Social Skills in Girls
Social Thinking and Social Skills in Girls [
believe that treatment for social skills
own thoughts and that we manipulate
many academic learning challenges.
has historically been “one size fits all” by
each others’ thoughts;
Many are considered “good students”
targeting superficial skills (e.g., greetings,
• Challenges with reading
politeness, etc.) for this population, which is especially problematic for those
comprehension of literature; • Predictable and related challenges with
the classroom or structured peer work groups. Most struggle to find a peer group with whom they can hang out;
expected to function independently and
reading comprehension and written
with nuance in the adult world.
expression, and may appear “odd and
• Having a social executive function
The scale summarized below is part of
awkward” socially when compared to
learning challenge in that they are
our clinical tool determining the level
their peers;
able to tell you the rules for a social
of the social mind, which in turn guides
• Very high intelligence, as well as
We teach that every one of us has to literally “work” at friendship.
even if they don’t participate well in
interaction, but can’t actually follow
when neurotypical peer behavior is the standard to achieve. This approach also prevents group members from forming their own true social relationships with
group placement and the intervention
provide unique scientific contributions
the rules as they get “flooded” by
approach used. It is designed for use with
to the world. However, are easily
too much social information that
children in third grade and up. This scale
recognized by their peers as having
must be processed and responded to
assigned peer buddies.
is not sex specific nor is it intended to be
social learning problems;
simultaneously;
Treatment groups for IIPTs are comprised
a developmental scale where children move “up” or between categories. Instead, improvement is noted within the category
• Failure to demonstrate social nuance or sophistication; • Poor social awareness of their own
as the individual makes gains. An article
behavior and how they are perceived
that describes this scale can be found
by others;
on our website (www.socialthinking.
• Generalized anxiety about the lack of
com/what-is-social-thinking/published-
predictability about the world around
articles/99-perspective-taking-across-
them; and
the-school-and-adult-years-for-personswith-social-cognitive-deficits). There are three broad categories that are represented on the scale, but for the purposes of this article, only the two categories that would benefit from a social cognitive approach will be described.
Emerging Perspective-Taker (EPT) Social challenges may include: • History of a language delay or disorder, but later active language users (may be less sophisticated than their same-aged
• Significant sensory integration issues that also require active therapy. This group benefits from a combination of relationship development, Applied Behavior Analysis and Social Thinking. The Social Thinking treatment should
• Acute awareness of how they are
Social challenges may include:
of 3-4 females who all have similar
perceived by peers, and most have
issues. The focus is not so much on how
some level of social anxiety; and
to use social skills when relating in the
• Likelihood to feel depression as they
mainstream classroom or during break,
age. While they look “neurotypical”
but instead on how to understand the
to adult eyes, peer groups notice the
thoughts and emotions of those sitting
differences in social fluency and tend
around the table in the moment. We
to more actively tease and bully this
work to make the implicit explicit. All
group.
are encouraged to learn about the social
Treatment is all about teaching the social
mind, the hidden social rules (“hidden
interpretation of nuances and increasingly
curriculum”), how our thoughts relate
sophisticated response patterns when
to the social skills we are expected to
relating to their peer group.
produce, and how those behaviors impact
Treatment for the IIPT Girl
focus heavily on sorting out and identifying Our sessions focus on developing the others’ thoughts and manipulations. connection between Social Thinking and
Impaired Interactive Perspective-Taker (IIPT)
others in the group who are not their
social skills, and how they link directly to emotional responses, emotional memory and the development (or lack thereof) of longer term relationships. We do not
P h oto co u r t e s y o f Tay lo r M o r r i s a n d ro bi n r i c e
]
Taylor Morris
My Social Wo r ld : Inside an A spie’ s Psych e
what people think and feel about us. We explore social behavioral nuances
By Taylor Morris
by having each person in the group
Just before class I hear a necklace jingle around the neck of a pretty girl. She is
actively study the impact they have on
gossiping with another pretty girl, who is twirling her pretty hair and talking about
others in the group. They form their
the awesome party where some other pretty girl ruined her dress with a beer stain.
own sense of a group, and from this they learn how it feels to be included.
At the other end of the class, I listen to yet another pretty girl complain to her pretty best friend about how her make-up wasn’t done just right — she is not pretty enough. Meanwhile I’m on my own, at my desk, looking at my calloused hands and unkempt
believe that girls in this group benefit
They often develop their first genuine
inspection and “looking neurotypical”
from being put in social groups with
group-based friendships. We teach that
social games. Their value, their conversations, their lives. How do they devote so
(from an adult’s perspective);
neurotypical peers to model “normal”
every one of us has to literally “work” at
much time and money to that? How do they know just what to say to get “groupies”
social behavior. In fact, this is an overly
friendship. Social Thinking groups are
to follow them?" I sigh and shake my head, thinking of how I don’t own a dress, how
thoughts are different from their own
simplistic model that assumes that
not social performances of practicing
• Very weak ability to read social cues;
thoughts and that we can manipulate
participants just need to “see it” to “do
and memorizing social skills in order to
• Very sluggish in understanding that
each others’ thoughts;
it,” and dismisses the normal feelings of
“look more normal”; they are experiential
embarrassment and social inadequacy
dynamic learning groups.
peers); • Very literal, struggle with paying attention in a group larger than themselves;
your thoughts are different from their 52 Autism Advocate
• FIRST EDITION 2010
• Blending in with peers on first
• Intellectually understanding that your
• Not as literal and not faced with as
nails thinking: "The jewelry, the hair, the clothes and the make–up — it’s all their
I wear the same earrings every day, and how I never seem to understand when they speak in what seems like code. With this, I’m once again reminded of how I’m an unwitting member of a social “game” I don't really know how to play. Having an Aspie continued on page 54
FIRST EDITION 2010 •
Autism Advocate 53
Social Thinking and Social Skills in Girls continued from page 53
mind is a hard-enough social challenge; add to that the complexities of a high school girl's social world and hierarchy and you have just added insult to injury. Over the years I have learned to associate the word “social” with scenes like these. I never have understood the social culture people practice. I just don’t have the ability
Social Thinking and Social Skills in Girls [
pushed us to teach them the process of females progress, combined with input
is heuristic, so I behave in accordance with what I see and directly experience. I can’t
friendship pyramid (see figure on next
"sense" whether or not I’m winning over a person. I have to wait and see how they
page) that helps to show the gradual
treat me in the weeks after I have met them. This creates a whole new challenge in
progression from “being friendly” to
meeting people and making friends, especially girlfriends.
having a friend. Given the Facebook
However, I have learned to use my style of mind to my advantage. For example, I use
phenomenon, where everyone on your
heuristics to decide which people I should and should not try to befriend. I know
list is called a “friend,” we feel the need to
from experience that girls who hang out in large groups of other girls tend to be
describe this process. The core components
a day than I do in a year, and those who match their entire outfit a bit too perfectly. This may seem ridiculous because everyone knows someone who wears a mountain
. Connection with this person is based on circumstances (class, club, stage in life, sport, job, family friend). May “hang out” with them a lot during that common time but connection may taper off as activity or event ends.
.
Level 3b. On Again-Off
Will spend time with this person outside of more structured times. Bonded friends “look out” for each other and spend time together often. It’s expected that both people will initiate planning time together.
`
Again Friend
Level 3a. Evolving Friendship
The base is the widest part of the pyramid.
exact kind of people I want to avoid. I know these “rules” in deciding who I will try
It represents something done regularly
.
A lot of friendships are these!
.
May begin to seek out this person to talk with, have lunch with or hang out at school. Will text, fB or call occasionally.
. May have short verbal exchanges on a regular basis because you share a class or work with him/her. May be a “friend” on Facebook but don’t really hang out with him/her. Someone with whom you use “small talk.”
interests and/or values, and a gut reaction
heuristics work well. Many of the people I have excluded often did end up being the
girls who became my best friends. They don’t judge me for being slightly different
Level 4. Bonded Friend
adulthood involve trust, shared experiences,
of make-up but is still very nice. Even so, over the years I have found that these
find my way through a social game. Using this method, I have successfully identified
Level 5.
Close Friend
of friendship in adolescence through
that you simply “like” this person.
to interact with are polarizing to an extent, but they are how I have used my mind to
. This is a VERY close friend with whom you may share deeper thoughts and conversations. Not EVERYONE has a close friend ALL of the time and we may only have 1 or 2 in our entire life. Spouses, partners and romantic connections are often these.
friendship. Based on how neurotypical from our students, we developed a
girls who wear shirts worth more then my earrings, girls who wear more make-up in
The Peer-A-Mid: The progression into the development of different types of friends
How do you get a friend? Our students
to “sense” like neurotypicals because my thoughts are literal, not intuitive. My mind
mean to me. Because of this, I know to not try to connect with them. Same goes for
From Friendly to Friendship:
Friendship Pyramid (aka “Peer-a-mid”)
`
]
Level 2. Acquaintance . Friendly to this person (look, smile, greet)
Level 1. Friendly – Greeting
with many people during any given day.
but don’t really know him/her or talk to him/ her. There should be many of these each day in school, work or community.
The narrower portions of the pyramid
and don't hold it against me for not having the best sense of style. They have judged
represent something done less frequently
day long, so I guess they don’t think I’m
Curious, Curiously Social: A Guidebook to
relationships. Guys also desire friendships
me by my character, and that is all I ever really wanted.
with fewer people. The evolution in
friendly. I didn’t know that.” This girl has
Social Thinking for Teens and Young Adults
and belonging to a social group, but do not
friendship ultimately leads to the top of
spent the last several months increasing
(Think Social Publishing, 2009).
necessarily use emotional vocabulary as
the number of people with whom she
At the end of the day, girls and young
a way to relate to one another. That said,
is friendly (the base of the peer-a-mid)
women need not only core social skills,
many of the same lessons that focus on the
by smiling, greeting and responding to
but an emotional understanding of their
thinking underlying the expression of the
peers over the course of the day. She now
peer group and their own emotional
skill are beneficial for both sexes. So while
states, “I think I’m ready to move up to
expectations for others. They need to know
we say, “Men are from Mars and women are
For example, there are explicit social
the next level.” A more detailed version of
how to communicate to peers in a way
from Venus,” in Social Thinking everyone
behaviors we use to move from being an
this information is available in our book
that uses their entire body as well as the
is learning thinking and skills for living
acquaintance to developing a friendship.
for teens and young adults called, Socially
emotional vocabulary of friendships and
together on the same planet.
About the Author Taylor Morris
Taylor Morris is a high school junior and an advocate for autism and Asperger's Syndrome. Diagnosed as on the spectrum at age 2, today she no longer has a diagnosis or receives any special services, though she loves having an “Aspie mind.” Find her videos at www.MeetTaylorMorris.com.
the pyramid and, ideally, one or two close friends in our lifetime. As we created these categories, we then began to define specific nuanced behaviors (social skills) students would use to advance from one level of the social relationship to the next.
The core components of friendship in adolescence through adulthood involve trust, shared experiences, interests and/or values, and a gut reaction that you simply “like” this person.
As these categories were developed and shared with our students, the treatment
About the Authors Michelle Garcia Winner, M.A., CCC-SLP, Pamela Crooke, Ph.D., CCC-SLP, and Stephanie Madrigal M.A.,CCC-SLP
sessions took a very different turn.
Michelle Garcia Winner, M.A., CCC-SLP, is a speech language pathologist who pioneered the concept of Social Thinking that she shares through her continued clinical work, international trainings and numerous publications.
Students began to set explicit goals for themselves. The first step was to
Pamela Crooke, Ph.D., CCC-SLP, is a speech language pathologist who is an active Social Thinking therapist as well as clinical faculty at San Jose State University. She published a study on the effectiveness of Social Thinking in 2008 and co-authors books with Michelle Garcia Winner.
recognize where they should place their peers on the peer-a-mid. A teen who
Stephanie Madrigal, M.A., CCC-SLP, is a speech language pathologist who has done clinical work with Michelle Garcia Winner for over 10 years, providing trainings and co-authoring books.
looked at the peer-a-mid for the first time said, “I don’t look or talk to anyone all 54 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 55
feature ]
Making Connections Online
I t was 2 0 0 4 . I was 1 7 y e a r s o l d an d i l lu s t r at i o n co u r t e s y o f i s to c k p h oto.co m
had b een t ryi n g to s u r v i v e h i g h sc h o o l .
By Alexander Plank
To say that making friends was incredibly difficult for me would have been an understatement. My grades were suffering, and I had been recently diagnosed as an autistic person.
Making Connections Online
Wrong Planet: A Web Community for Those on the Spectrum
I was depressed and my parents didn’t know what to do; they were beside themselves and were afraid that I wouldn’t even make it to graduation. Something was missing in my life and I needed to fill this void. In an effort to find support, I went online to meet other people like me. Unfortunately, at the time, the few autism communities available had at most a couple hundred active members. Consequently, I realized that I needed to create a new online community. I called it WrongPlanet.net because I felt as if I were
56 Autism Advocate
• FIRST EDITION 2010
FIRST EDITION 2010 •
Autism Advocate 57
]
Making Connections Online
Making Connections Online [
...I believed that I could foster a community of people who would not misinterpret my intentions because their brains would be wired similarly to mine.
Fostering a Community
large community of parents, professionals
reason for this is because the social facade
Here’s an example from my forum of
Back in 2004, I had the idea that I needed
and siblings of those on the spectrum.
that exists while interacting in person
someone introducing themselves to my
to find others who were like me because
What is even more interesting is the fact
is not required on the Internet. This
community:
these people wouldn’t just understand
that these different sub-communities
makes us much more comfortable sharing
Subject: I’m normal; everyone else is
where I was coming from, but would
are able to not only coexist together, but
personal details and makes it easier to
crazy.
understand me on a social level as well.
also to help each other by answering one
connect on a more intimate level. The
I just learned about asperger’s not 3
What I mean by this is that I believed that
another’s questions and giving each other
following Wrong Planet member writes
days ago, and have to say I’m shocked
I could foster a community of people who
insight into their different perspectives
about the stresses of direct conversations:
that everything that i know to be me is
would not misinterpret my intentions
and experiences.
from a different planet and had somehow,
Aspies [people with Asperger’s]
through some cosmic event, mistakenly
are usually very intelligent; they can
crashed into Earth. This feeling is
just lack an ability to formulate their
common among autistic people.
opinions and knowledge in a socially
because their brains would be wired
acceptable way. ...It is hard for us to
similarly to mine.
speak in person or on the phone even.
It turns out that the niche I had identified
We hear too much around us; we get
MySpace, Twitter) have allowed autistic
someone is expecting a response
in creating Wrong Planet filled a need
people and their families to communicate
immediately as this does not give me
for many others. After only 5 years, we
in ways that were not thought possible
time to process what they have said or to
now have a community of more than
even 10 years ago. Autistic people are
social, especially among our own kind. A lot of the problems we face in social
walked over in conversations or do the
interactions are the result of other people
opposite. Writing is just the preferred
misinterpreting our intentions. We
form of communication because it shows
frequently try to communicate with our
dedication to our thought. It also doesn’t
peers and can become very frustrated
allow you to interrupt and throw us off
when we can’t fit in. The following quote
course, or off what we meant to say.
from a Wrong Planet member sums up
~ Emoal6
Interacting Online The Internet and social media (Facebook,
confusion of real-time conversation. I become very anxious knowing that
translate my reply into something they
33,000 people who have cumulatively
less likely to feel inhibited when they are
posted more than two and a half million
sitting before a computer screen. The
can understand. ~ Aphonos
aspie symptoms. Certainly sheds light on why i stare at people (like Jane Goodall studying apes). Starting to understand the wrong planet concept. . . i live in the sticks where a few shots of whiskey and no one can tell who’s who anyway.
Facilitating Connections Among Parents As I mentioned earlier, parents play a large
messages.
In many ways, the autistic mind is
role on Wrong Planet. When a mother or
My website has grown to not only include
geared towards the types of interactions
father connects to WrongPlanet.net, they
that occur on the Internet. We can be
frequently read the posts of those on the
very literal, and the Internet requires
spectrum. I’ve heard from many parents
people to be literal. For instance, even a
who say that reading other autistics’ posts
neurotypical (a person who isn’t on the
gives them valuable insight into the mind
autism spectrum) will not know you’re
of their own children, who may or may not
being sarcastic on the Internet unless you
be speaking. I think this is an incredibly
individuals on the spectrum, but also a
these frustrations:
speech is caused by the stress and
i l lu s t r at i o n co u r t e s y o f i s to c k p h oto.co m
You see, autistic people can be very
I think that the child-like nature of my
explicitly say so; for example, through the use of an emoticon (or smiley). What’s great about interacting online is you can reach an entire “planet” of people with whom to interact. In essence, it has made the world even bigger and has allowed people like me to finally find other autistics with whom we can relate.
significant way to bridge the gap between an autistic person and their neurotypical parent. I’m amazed at how positive people can be when they find hope on the Internet in others’ success and knowledge. When parents initially learn about a child’s diagnosis, they’re very influenced by the message they hear first, which may not be a positive one. Parents who initially
What’s great about interacting online is you can reach an entire “planet” of people with whom to interact.
find a network of support are better able to help their child. If parents find a more negative environment first, they are less positive and often become depressed or start looking for someone to blame. The following parent writes about the support
58 Autism Advocate
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FIRST EDITION 2010 •
Autism Advocate 59
]
Making Connections Online
she received from fellow Wrong Planet members: When I first joined WrongPlanet, I was a
Making Connections Online [
How Wrong Planet Has Helped Me
and managed to graduate high school
I began speaking at conferences and
to give a talk about autism, so I flew out
without being single.
meeting others from my website in real
to Los Angeles in a luxury jet paid for
life. I started obtaining advertising
by UCLA and stayed in a fellow Wrong
revenue for my website, which had opened
Planet member’s mansion in Beverly Hills.
many doors to me. Business prospects
I biked around Hollywood and ran into
were growing and things were starting to
Steven Spielberg and Helen Hunt. Just
look up. Then something happened.
when it seemed things couldn’t get any
It was the second semester of my junior
better, the stock market crashed and the
year. I had been living in a house with
economy went down the tubes.
After creating Wrong Planet, I began to
College was tough for me, and I think I
feel less alone in the world. I wasn’t as
probably wouldn’t have survived it if I had
depressed and my grades improved from
been at it alone. Having the community
be able to reach his potential. I was
D’s and F’s to B’s and A’s. With the help
I created was helpful in not feeling so
scared that my former happy, sunny
of people on the dating section of my
isolated. I met an artist on my website who
child had disappeared, to be replaced
website, I was able to finally meet a girl
became my first long-term relationship.
mess. My first son had been diagnosed with Asperger’s and I didn’t know much about it. I was scared that he wouldn’t
by a very anxious, unhappy boy. I was suffering clinical depression and on
my girlfriend, and things had been going
anti-depressants.
great. I had switched my major to film
I came to WrongPlanet and immediately
and just purchased an expensive camera.
many members stepped in to mentor me
UCLA invited me to come to their campus
and my sons through.
I could no longer afford the lifestyle I had been enjoying when the economy was thriving. My girlfriend broke up with me, and I became seriously depressed.
We had therapy from an excellent clinic,
My grades started to suffer. It was now
but we wouldn’t have made such leaps
the last semester of my senior year. I
and bounds without WrongPlanet.
had to move out of my three-story house
started to get my finances in check and began to focus on how I could continue
- Smelena
and share a one-bedroom apartment. I
Finding Love
struggled to afford college on my own.
Autistic people from my website have also
But my website was like an old friend;
met and fallen in love. These are people
things began to improve because of all the
who may have never found anyone if they
social skills I had learned there. Like other
hadn’t been able to go online.
users who benefit from Wrong Planet,
Another great thing to hear about is
I too began to meet friends and started
divorced parents of autistics meeting each
seeing other girls.
other through the Internet and eventually
Although I had to take an extra semester
parents for my success and for believing in
to finish college, I created a documentary
me even when they were told I might not
about autism that got a lot of attention. I
graduate high school.
getting married. It’s hard for these divorced parents to find understanding partners, so it makes sense that they
running my popular website (which costs hundreds of dollars a month to finance) and still afford to pay my rent. With time, I finally graduated with a degree in film and now I feel I have my whole life ahead of me. The economy is starting to look up and, most importantly, Wrong Planet is growing strong. I have to thank my
i l lu st r at i o n co u r t e s y o f i sto c k p h oto.co m
would try to find a partner on an autism community site. According to Mandi: I met my fiancée on the internet. I kind of stumbled into my relationship. We started out as friends, just talking and learning more about each other and going on “friend dates.” If chemistry is good, both people will feel the same way. When you both know that you really like each other, then you know that there is something special. Both of you have to be completely open and willing to talk and listen to each
Autistic people from my website have also met and fallen in love. These are people who may have never found anyone if they hadn’t been able to go online.
About the Author Alexander Plank
other. When a relationship is real, it will
Alexander Plank, a 23-year-old with Asperger Syndrome, is the founder of Wrong Planet, a web community designed for individuals and parents/professionals of those with autism, Asperger Syndrome, ADHD, PDD, and other neurological differences. For more information, go to www.WrongPlanet.net or email Alex at alex@AlexPlank.com.
just flow together and happen naturally.
60 Autism Advocate
• FIRST EDITION 2010
But my website was like an old friend; things began to improve because of all the social skills I had learned there.
FIRST EDITION 2010 •
Autism Advocate 61
P h otos co u r t e s y o f K at h l e e n b l avat t
Perspectives Kristina and Kathleen in the car
Teaching Art to Developmentally Disabled Adults Promoting Social Bonding Through Creative Nurturing By Kathleen Blavatt
Sister Kraemar and Mark at Mark’s exhibit
“What was the date I started teaching you art?”
Social Interaction Through Art
My student, Mark Rimland, quickly responded, “March 14th,
In addition to teaching at the center, offering private classes has given me chance to help develop my
1991, you started at St, Madeleine Sophie’s Center, and on May
students’ skills and styles beyond the limitations of the traditional classroom. Also vital are a well-
2nd, 1991, you started teaching me privately.”
equipped studio and subject-matter and reference materials, which I provide in my private lessons.
I couldn’t remember exact dates the way Mark does, but the events leading up to that time were very memorable. I
In fact, this has become just as important as making the art itself. Developing social ability requires a community. My classes have been
as an illustrator and graphic artist when my director received
attended by a variety of students, both with and without disabilities, from
a phone call. Turning to me she said, “This would be the perfect
children to adults, all of them working at different skill levels. Over the
job for you.”
years we have shared many experiences together, forming bonds that
for developmentally disabled adults. I was a little apprehensive about the job. Although I had an extensive background in art, I had never worked with developmentally challenged adults. When I arrived at the center for the interview, I was expecting to see fairly dark, unsophisticated student art, but I was pleasantly surprised to find wonderful, colorful and whimsical work being created there. Equally as wonderful as the art were the students I met. Sister Maxine Kraemer, head of the center, casually interviewed me while giving me a tour of the classrooms and the campus. The lunch hour had begun, and the students were enjoying themselves in the nicely landscaped courtyards and the cafeteria. I was introduced to many adults in the program that day, but the one who stood out was Mark Rimland. Sister Kraemer described Mark as one of their star artists. As we spoke, a big smile came across his face. When we ended the tour, Sister Kraemer gave me a hug. On the drive home I laughed to myself, “I have never gotten a hug at an interview before.” I felt it was a positive sign. When I got home, a phone message was waiting for me. It was Sister Kraemer saying, “You have the teaching job.” I thought about that day’s visit to the school, and my mind kept coming back to Mark’s smile that lit up the room, and since that day, almost 20 years ago, that great smile has been the subject of many of my photos. I worked at St. Madeleine Sophie’s Center for five years. It put me on a fascinating career path. Besides teaching traditional art, I started the center’s computer art program and wrote an art book that was partly based on my teaching at the center. Following that, I wrote a computer art book. These projects provided a way to showcase the students’ artwork, abilities and talents. • FIRST EDITION 2010
Whenever I am instructing, I also try to encourage my students’ development in social interaction.
had been working in the San Diego Unified School District
The very next day, I had an interview for an art teacher position at St. Madeleine Sophie’s Center
62 Autism Advocate
Kristina focuses on her drawing.
have taken us beyond basic friendships. During personal crises we have supported one another, but much of our time is joyful. We have become an extended family.
In most cases, I encourage group classes because I feel the social interaction is important for personal and artistic development.
Mark Rimland, who I first met at my interview at St. Madeleine’s, has been one of my long-time, private students. He is a talented autistic savant. Mark’s father was the famous autism researcher and Autism Society founder, Dr. Bernard Rimland, and his mother Gloria has been a constant supporter of his artistic career. I have also taught Kristina Woodruff, a friend of Mark’s and a well-known art and music savant, for nearly 20 years. My studio classes usually enroll two to nine people at a time. In most cases, I encourage group classes because I feel the social interaction is important for personal and artistic development. Fellow students tend to inspire each other’s art. That is why Mark and Kristina have classes together. I also feel the creative process of making art should be a fulfilling experience. During class we listen to music. We also take breaks to do activities such as walking through the garden, stretching, playing with the cats, and looking through books and magazines. Sometimes we describe the sunsets to each other (I live near the beach) to inspire creativity, or we draw on the Etch a Sketch, dance and sing, and have playful conversation. Kristina ties many of her interests—like language, music and sounds, people she likes and other subjects—into both her conversations and art. She asks me things like, “What would Roy Orbison think of this painting?” Food also seems to be a favorite subject for my students. Kristina writes about certain foods and how they relate to music and colors. One time, my husband and I took Kristina to a buffet. When I
FIRST EDITION 2010 •
Autism Advocate 63
Perspectives Kristina playing guitar
looked at her plate and then noticed the food smears on her face, I realized that every food she had chosen was red: Jell-O, strawberries, spaghetti, cherry pie and punch. Kristina and I discussed this and together we decided that “red foods are good foods.”
Incorporating her ideas about relationships and social situations into her art seems to help Kristina understand them better.
Kathleen(center) with Mark Rimland (left) and his father Bernie Rimland
The theme also allowed her to tie her social experience together in a creative way. In a sketchbook done in comic book storyline style, Kristina once drew an image herself and me, changing our real-life proportions. Standing side by side I was a head taller than her and she was
Mark also loves food. It frequently pops up as subject matter in his art.
smaller, the size of a child. Incorporating her ideas about relationships and social situations into
Recently, he did a painting of werewolves eating hamburgers, french fries
her art seems to help Kristina understand them better. The alien space theme Kristina enjoys so
and milkshakes hanging from pine trees in a forest. Mark loves dogs and
much as subject matter helped lead her to cultivate a friendship with Ken Brewer, an artist who
cats too. His pets have been a major topic of conversation over the years.
has Asperger’s Syndrome.
So, it was no surprise when he did a painting of “raining cats and dogs” with his own additional twist. He threw in puppy rainbows, raining watermelons and puppy pasta.
In the spring of 1997 Ken was the featured artist in a digital savant art show in Ventura, California, along with Mark and Kristina. Kristina was especially excited about space subjects at the time because the Hale Bopp asteroid
I try to introduce my students to a variety of social situations and people,
was passing earth and could be seen easily. She had filled a whole sketchpad
tying it all together through art. Sometimes, we just hang out at coffee houses and sketch. We have
with Hale Bopp drawings. When we arrived at the gallery, Ken gave us a tour
even used coffee or tea rubbed on with our fingers to tint our drawings. Customers come over to
of his wonderful series of 3D computer art-rendered space scenes.
watch and then they begin to talk with us. Mark usually has his big smile on.
The conversation between Ken and Kristina as they looked at the art was
During my years of teaching, I have seen the importance of cultivating community that fosters social interaction through art training.
Forging Lasting Friendships
fairly simple and to the point: “aliens,” “space,” “UFOs.” From that moment they had bonded. Not
For years, Mark has been a regular at a coffee house in his neighborhood. He socializes there and
long after the show, Ken came to a house-warming party I had hosted in San Diego. At the end of
has achieved a bit of celebrity status, having had his artwork exhibited there and in other venues
the night, he said, “I was the most comfortable I’ve ever felt in a large crowd.” I think the community
in the community. A few years ago, Mark met Gregory Page at the coffee house. Gregory is a very
of easy-going friends and artists had put him at ease.
popular musician. They struck up a conversation that has led to an enduring friendship. Since that
During my years of teaching, I have seen the importance of cultivating community that fosters social
chance meeting, Gregory has used Mark’s art on his CD covers. He also wrote a song about Mark
interaction through art training. Witnessing people like Mark, Kristina and Ken grow socially while
titled “Dreamer.” And during his art classes with me, Mark did a painting of Gregory from a photo
the depth of their art improves has been gratifying.
I had taken. As Mark painted he listened to Gregory’s music, incorporating images from Gregory’s songs into the background behind the colorful portrait of Gregory. With their joint talents, they have been featured together at autism and art events. Their wonderful friendship and their work together has been an inspiration to many people in the San Diego community. Amazing to think it all started by socializing at a coffee house!
About the Author
Coffee houses have also become social places Kristina enjoys visiting. One of my favorite drawings
Kathleen Blavatt lives
by Kristina includes a coffee house. Every Halloween, she likes to draw a haunted house. Sometimes
in the community of
her images are houses and sometimes castles. But one year, it was a haunted coffee house! In the
Ocean Beach in San
picture the front of the shop had coffee cups hanging on the outside beams. Two silhouettes of
Diego, California. She
aliens and an adult holding a child’s hand stood in the warm yellow glow of the front door. Before
64 Autism Advocate
• FIRST EDITION 2010
is a teacher and runs
the coffee house, drinking a cup of coffee, was “The Phantom of the Opera.” The haunted coffee
a home-based graphics communications
house concept was a brilliant idea, showing Kristina’s ability to translate her visual thinking into art.
business. She is also a writer and fine artist.
FIRST EDITION 2010 •
Autism Advocate 65
What‘s new at the autism Society Autism Society News
Autism Society News [
News
News
News
Proposed Changes Affecting Autism Spectrum Disorders in DSM-V
April is National Autism Awareness Month
Recently, the American Psychiatric
since the 1970s. The U.S. recognizes April as a special opportunity for everyone to educate the
Association released some preliminary draft
public about autism and issues within the autism community.
changes to the Diagnostic and Statistical
Here are eight ways you can celebrate National Autism Awareness Month this year:
In order to highlight the growing need for concern and awareness about autism, the Autism Society has been celebrating National Autism Awareness Month
Manual of Mental Disorders (DSM-V) that may affect those diagnosed on the autism spectrum. There are several significant changes proposed that are now posted for public view: Asperger’s Syndrome and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) would both be subsumed into the Autistic Disorder category, meaning that they would no longer be considered a separate diagnosis from autism; and the inclusion of potential comorbidities with ADHD and other medical conditions. The Autism Society is currently investigating the implications this change could have for the service and support systems currently in place for those with autism spectrum disorders. We will also be holding a town
« put on the puzzle! Show your support for people with autism by wearing the Autism Awareness Puzzle Ribbon this month – as a pin on your shirt, a magnet on your car, a badge on your blog, or even your Facebook profile picture (www.autism-society. org/reus_badge) — and educate folks on the potential of people with autism! As always, wristbands, pins, magnets and more are available at www.autism-society.org/store.
« Host your own event. The Autism Society’s 1Power4Autism is the first grassroots fundraising Web site for the autism community. It gives you an opportunity to “turn on your power” by starting an event online and the tools you need to mobilize your friends and family. Learn more at www.1power4autism.org/. Or for more events in your area, please visit our event calendar (www.autism-society.org/site/calendar?view=MonthList).
« Get bouncing! After two successful years, the Autism Society and inflatable playground franchise Pump It Up are bouncing again with “Bounce for Autism”—a nationwide, community-based fundraising event that combines family fun with raising awareness and support for autism in locations that welcome children on the autism spectrum. To find an event near you, visit www.bounceforautism.org/.
« Spread awareness. The Autism Society has free download materials to help your family, your school, your church or other community organization learn more about people with autism. Our “Growing Up Together” pamphlets (for children and teens) teach typical kids how much fun they can have with their friends on the autism spectrum. Visit www.autism-society.org/shop_downloads for this and other great materials provided free of charge.
hall meeting at our National Conference
« Take action. Getting involved in advocacy efforts at the local, state and national levels
on Autism Spectrum Disorders in Dallas
is a crucial way to support legislation benefiting those with autism and their loved ones. Check out current national initiatives at www.autism-society.org/research_advo_action.
July 7-10, 2010 (learn more about the conference or register at www.autismsociety.org/conference). You can also give your feedback on the changes at the Web site (www.DSM5.org). Look for the diagnoses on the autism spectrum under “Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence.” These changes are not yet official—they are proposed for the update to the manual, which is expected to be published in May 2013. Whatever changes do go into effect surrounding autism spectrum disorders, the Autism Society will continue to work as we have always done to improve the lives of
« Become a member. A gift of only $25 gives you all the benefits of membership, including access to a community that provides comfort, support and essential information to families living with autism; the Autism Advocate magazine, a leading source of information on the latest issues in autism; and valuable resource information and advocacy for autism-related issues. With your help, we can achieve our mission of improving the lives of all affected by autism. Learn more about becoming a member at www.autism-society.org/join_home.
P h oto co u r t e s y o f 7S u m m itc h a l l e n g e .o rg
]
Autism Society Announces New Leaders in Chapter Relations and Business Development The Autism Society is pleased to welcome Mark C. Germano as our new Vice President of Business
• FIRST EDITION 2010
Mark C. Germano
Steven Oswald
Development. Mark was most recently National Campaign Director for the Autism Society. Bob Cassidy & Bob Dickie at Mt. Kilimanjaro summit
He has spent a 31-year career working for nonprofit organizations at the local, state and national levels. Mark has an MBA from Roosevelt University in Chicago, a master’s in
7 Summit Climbers Reach Top of Mount Kilimanjaro
educational psychology from the University of Wisconsin-Madison and a bachelor’s in
On January 26th, long-time Autism
We are also pleased to welcome Steven Oswald as the Autism Society’s Vice President of
Society supporters Robert Dickie III and
Chapter Relations. Steve has nearly 30 years’ experience in the nonprofit sector and has
Robert Cassidy reached the summit of
worked with organizations such as the Alzheimer’s Association, Huntington’s Disease
Mount Kilimanjaro. This is the first stop
Society of America, Juvenile Diabetes Research Foundation and Muscular Dystrophy
on their “7 Summit Challenge,” a quest
Association. You can reach Steve at soswald@autism-society.org.
psychology from Kent State University. He can be reached at mgermano@autism-society.org.
to climb the highest peaks on all seven continents to raise awareness and funds for three organizations that overcome
News
obstacles and challenges everyday for their communities: the Autism Society, the Alzheimer’s Association and the Lance Armstrong Foundation. To learn more, check out their blog or donate to the cause at www.7summitchallenge.org/, or send them your well-wishes via Facebook: http://tiny.cc/7summit.
You can start your own challenge... walk, run, or bike for autism!
Join with others to volunteer or support autism events being held in your area or across the nation. Together, through 1Power4Autism, everyone can make a difference!
« Learn the signs. Research indicates that early identification is associated with dramatically improved outcomes for individuals with autism. The earlier a child is diagnosed, the earlier the child can begin benefiting from one of the many specialized intervention approaches to treatment and education. The Centers for Disease Control and Prevention and the National Center for Birth Defects and Developmental Disabilities “Learn the Signs. Act Early.” campaign provides a number of informational materials on developmental milestones for parents, health-care providers, early childhood educators and others on their Web site: www.cdc.gov/ncbddd/actearly/index.html.
Visit www.autism-society.org/ site/1Power_LandingPage to turn on your power.
« donate. One in 110 children born in America today will have autism. Please support
Interagency Autism Coordinating Committee Releases Update to Strategic Plan for Autism Research The first update to the Interagency
autism research. The new objectives cover
Autism Coordinating Committee (IACC)
topics such as health disparities in early
strategic plan for autism research has
diagnosis, characterization of children
received unanimous approval from the
with reported regression, and the biology
19-member advisory group that drafted the
and treatment of co-occurring conditions.
recommendations. The IACC, created under
The additional chapter on infrastructure
the Combating Autism Act (CAA) of 2006,
development includes objectives aimed at
finalized the 2010 plan at their January 19th
enhancing the ASD research workforce, data
meeting. The document gives guidance on
sharing, surveillance programs, biological
what areas of research should be pursued to
specimen repositories, and communication
advance the understanding of autism. The
and implementation of research findings.
plan, which is updated annually, is an advisory
In addition, the updated plan more fully
tool for the Department of Health and Human
addresses the needs of people with ASD
Services and serves as a basis for partnerships
across the spectrum, from young children
with other agencies and organizations
to adults, and places new emphasis on both
involved in autism research and services.
non-verbal and cognitively impaired people
The 2010 plan adds 32 new research
the Autism Society’s mission of improving the lives of all affected by autism by texting AUTISM to 50555 to make a $10 donation.
people across the entire spectrum of autism. 66 Autism Advocate
News
with ASD.
objectives and contains an entirely new
The process that yielded these updates
chapter on infrastructure needed to support
encompassed a two-day scientific workshop FIRST EDITION 2010 •
Autism Advocate 67
News & Advocacy
Advocacy [
continued from page 67
ADVOCACY
ADVOCACY
where researchers, clinicians and personal
Health-Care Reform Bill Passes Both Houses
Advocating for Autism Inside and Outside the Beltway
to discuss gaps in the 2009 strategic plan, new research opportunities and
On Sunday, March 21st, the U.S. House of Representatives passed the Senate version
priorities. Participants considered public
of health-care reform. After more than a
comments and a portfolio analysis of the
year of debate, the bill passed 219 to 212 and
ASD research recently funded by federal
was signed into law. This bill, which passed
agencies and private organizations. The
the Senate in late December, includes the
workshop members then produced a set
following provisions for people with autism:
of recommendations for the update, which were translated by members of the IACC
]]
excluding coverage based on pre-existing
into edits to the plan and voted on by the full
The IACC is currently in the process of
]]
]]
launching plans for the 2011 update. For more information, visit http://tiny.cc/autismiacc. ]]
Donate! 1 in 110 children born in America today will have autism. Please help support the Autism Society’s mission of improving the lives of all affected by autism by texting AUTISM to 50555 to make a $10 donation.
Insurers would be prevented from
“The Autism Society is pleased that
selectively refusing to renew coverage;
Congress took a step in the right direction
Insurers would no longer be able to charge
late last night,” said Lee Grossman,
people different premiums based on their
President and CEO of the Autism Society,
health status, gender or occupation;
“but we have much more work to do to
A standardized annual out-of-pocket
ensure that families affected by autism
spending limit would be established so that
have access to appropriate services and
no family would face bankruptcy due to
supports.”
medical expenses; ]]
]]
Coverage of “behavioral health treatments,” such as ABA therapy, would be required.
conditions;
committee, which includes Autism Society President and CEO Lee Grossman.
]]
Annual and lifetime benefit caps would be
The full text of the bill and debate is available on GPO’S Federal Digital System
prohibited;
(FDsys) at www.gpo.gov/fdsys/search/
Mental health would be covered;
home.action.
important issues.
the first day, advocates received training on speaking with legislators and engaging with Congress and the media back at home, as well as a wealth of information about the Autism Treatment Acceleration Act,
For those who were unable to travel to Washington, D.C., for the Summit, they can still support advocacy efforts for autism. Please click on the links below to write to your legislators and ask them to support the following bills: ]]
Keeping All Students Safe Act and Toxic
]]
to the Hill the following day to meet with
Achieving a Better Life Experience Act (ABLE): http://tiny.cc/achievingabetterlife
Substances Control Act reform. Armed with this information, the advocates took
Autism Treatment and Acceleration Act (ATAA): http://tiny.cc/autismtreatmentact
Achieving a Better Life Experience Act,
]]
Keeping All Students Safe Act: http://tiny.cc/safestudentsact
ADVOCACY
Neurotoxic Chemicals Found in Biomonitoring Study on Developmental Disabilities Community The Learning and Developmental Disabilities Initiative (LDDI), a coalition of health and
ADVOCACY
hosted the 2010 Re-ACT Summit, with
affecting the entire autism community. On
“Habilitative” and “maintenance services” would be covered; and
Insurers would be prohibited from
legislators and urge them to support these
Capitol Hill to support important legislation
President Barack Obama delivers remarks on the health insurance reform bill. ]]
On February 24-25, the Autism Society advocates from across the country storming
P h oto co u r t e s y o f kco n n o r s
stakeholders selected by the IACC convened
P h oto by P e t e S o uz a
]
developmental disabilities organizations
“ Given the increasing rates of learning and developmental disabilities—particularly autism—we need to recognize that costs associated with special education, health care and long- term support services will also continue to grow.”
~ Jeff Sell, Autism Society Vice President of Public Policy
Keeping All Students Safe Act Passes in the House
classroom. It would apply to public schools,
incidents when restraint or seclusion
including the Autism Society, recently
private schools and preschools receiving
was used;
released the first-ever biomonitoring report
care and long- term support services will
80,000 chemicals available for use in the
On Wednesday, March 3, the Keeping All
federal education support. Specifically the
Call on states, within two years of
identifying toxic chemical pollution in
also continue to grow,” explained Jeff Sell,
U.S., the Environmental Protection Agency
Students Safe Act, formerly known as the
legislation would:
enactment, to establish their own policies,
people from the learning and developmental
Autism Society Vice President of Public
has been able to require safety testing of
Establish important minimum federal safety
procedures, and monitoring and enforcement
disability community. Mind, Disrupted:
Policy and father of teen sons with autism.
only 200. Since its passage, evidence has
in Schools Act, passed in the House of
standards in schools, similar to the protections
systems to meet these minimum standards;
How Toxic Chemicals May Affect How We
A total of 61 chemicals (out of 89 tested)
been accumulating that chemicals such
Representatives with strong bipartisan
already in place in hospitals and other non-
Encourage states to provide support and
Think and Who We Are examines 61 toxic
were found in the 12 participants, of which
as lead, mercury, bisphenol A (BPA) and
support. The bill, H.R. 4247, was introduced
medical community-based facilities;
training to better protect students, and
chemicals present in study participants
Mr. Sell was one. Each participant was found
PBDEs may harm the developing brain at
prevent the need for emergency behavioral
in the context of rising rates of autism,
to harbor at least 26 and as many as 38
levels much lower than those previously
interventions; and
attention-deficit hyperactivity disorder,
of the tested chemicals in his or her body.
considered safe. New legislation to bring
Increase transparency, oversight and
and other learning and developmental
There were 16 chemicals detected in every
the toxics law into the 21st century will be
enforcement tools to prevent future abuse.
disabilities.
participant.
introduced by Sen. Frank Lautenberg (D-NJ)
Preventing Harmful Restraint and Seclusion
by Chairman George Miller (D-CA) and
]]
]]
]]
]]
Limit physical restraint and locked seclusion,
Representative Cathy McMorris Rodgers
allowing these interventions only when there
(R-WA) on December 19, 2009.
is imminent danger of injury, and only when
Should the companion bill, S. 2860, pass
imposed by trained staff;
]]
and Rep. Bobby Rush (D-IL) this year.
Outlaw mechanical restraints, such as
Please encourage your Senators to co-
“Given the increasing rates of learning and
The Toxic Substances Control Act (TSCA) is
federal standards to protect students from
strapping kids to chairs, and prohibit
sponsor this important legislation. For
developmental disabilities—particularly
the primary federal law governing chemical
To read the full report, visit www.
the misuse of restraint and seclusion,
restraints that restrict breathing;
a sample email, go to http://tiny.cc/
autism—we need to recognize that costs
safety, and has never been significantly
minddisrupted.org.
keepingstudentssafeact.
associated with special education, health
amended since its adoption in 1976. Of the
in the Senate, it would establish the first
and ensure the safety of everyone in the 68 Autism Advocate
• FIRST EDITION 2010
]]
]]
Require schools to notify parents after
FIRST EDITION 2010 •
Autism Advocate 69
Conferences
Chapter News [
conferences
YAI Network’s Upcoming Annual Conference to Focus on Autism P h oto co u r t e s y o f H yat t R eg e n c y Da l l a s
YAI Network’s 31st Annual International Conference, “Decade of Decisions: Moving Forward in Developmental and Learning Disabilities,” will be held April 26-29, 2010, at The Hilton-New York in New York City. This year’s conference will focus on autism
Registration for the 41st National Conference and Exposition
SOCIE
41 ional ST
Natnference Co
n & Expositio
is open. This year all registrations will include full access to the recordings of all conference sessions as part of the registration fee. Register at www.autism-society.org/conference. Early bird registration ends on April 31. Almost half of the available booth space for the Society’s Expo, which will be held July 8-10, has sold, but excellent space locations remain available. If interested, please contact Meg at Ellacott@autism-society.org, view the full prospectus at www.autism-society.org/conference or call 302.260.9487 to learn more. Take action today to exhibit, sponsor or advertise during the most important and largest event in the ASD community. We expect close to 2,000 attendees at this conference, representing service providers, professionals, parents, individuals on the spectrum, state and federal government representatives, nonprofits supporting autism and others. The exhibit hall has over 140 booths representing the products, services and organizations of the autism community. For questions, please email conference@autism-society.org.
The New Social Story Book, on social skill
The Autism Society of Colorado’s (ASC’s)
development; Dr. Vincent Carbone, director
live theater fundraiser, Autism Chronicles:
of the Carbone Clinic, on “Methods to
The Gifts and Struggles of People with Autism
Increase Vocal Production in Children
and Their Families, drew 520 attendees
with Autism”; Tom Caffrey, on the verbal
on Sunday, Jan. 31st. Held in the Newman
Following the show, ASC held two
please contact Michael Zeitlin, ASC Board
behavior approach to teaching children with
Center for Performing Arts at the University
receptions— a VIP backstage event with
President, at michael@cherrycreekcpa.com
autism; Autism Society board member Dr.
of Denver, the performance weaves stories
champagne, wine and desserts with the
or Betty Lehman, ASC Executive Director, at betty@autismcolorado.org.
Advertising Opportunities
Contact Reem Nourallah at potompub@aol.com to double your exposure with a free insertion in our online edition.
70 Autism Advocate
• FIRST EDITION 2010
a phone survey with attendees about the
ASC owns Autism Chronicles and would like
production, from which they received
to encourage other Autism Society chapters
overwhelmingly positive comments about
to produce the show themselves. To assist
the show. Although many people found
other chapters, ASC is creating a training
it difficult to watch, the play asserted its
manual so that other chapters can produce
value to educating the general public about
it in their cities as a fundraiser.
autism.
For information on producing the show,
Stephen Shore, an author of Understanding
from literature written about one family’s
actors and Dr. Temple Grandin, and a milk
Autism For Dummies; and Dr. Sima Gerber,
journey through a lifetime of autism.
and cookies reception that included a book
associate professor of speech-language
Following the show, the chapter conducted
signing with Dr. Grandin.
pathology at Queens College. The YAI Network’s International Conference attracts an annual attendance
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of more than 3,000 people, and serves as
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a major forum for the exchange of ideas and the introduction of new models and strategies that have a positive impact in the field of developmental and learning
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on treatment and practices, new models
Nearly 30 million people in the world have autism.
Bob’s Red Mill
5
and strategies that enhance the lives of
Come join us on a bouncing, laughing,
Care Trak Inc. International
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jumping marathon in support of autism!
The Chicago School
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Pump It Up and the Autism Society
College Internship Program
47
invite you to start your team today
The Glenholme School
47
and register to have a blast and raise
The Hanen Centre
37
Heartspring
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disabilities. The focus of the conference is
people with developmental and learning The Autism Advocate is the largest, most read, comprehensive national magazine devoted to autism available today.
Attendees gather in the lobby before the show.
Speakers include Carol Gray, author of
members and individuals with disabilities.
Registration Now Open for Autism Society National Conference
Actors on stage at the beginning of the performance
Autism Society of Colorado Hosts Unique Live Theater Fundraiser
and is geared toward professionals, family
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chapter news
disabilities and their families. For information and registration, visit www. yai.org, e-mail awittenberg@yai.org or call 212-273-6472.
Image used for illustration purposes only. Model may not have autism.
conferences
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]
awareness of this worthy cause. For more information, visit www.bounceforautism.org.!
To start your team, visit bounceforautism.org Register today!
Autism Asperger Publishing
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The Help Group
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Kennedy Krieger Institute
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FIRST EDITION 2010 •
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Moving?
The next show is
Shrek 4 on Saturday, May 22nd.
For more information and to find a theater near you, visit www.autism-society.org/ sensoryfilms.
The Autism Society thanks AMC Entertainment Inc. for helping to improve the lives of all affected by autism!
AMC Entertainment, Inc. and the Autism Society have teamed up to bring families affected by autism and other disabilities a special opportunity to enjoy their favorite films in a safe and accepting environment on a monthly basis with the “Sensory Friendly Films� program.