Tanisha Vandenburg Jocelyn Filippelli Lauren Smith

PBL Case: Rajinder

Overview of case Sexuality Internet safety Interventions for social skills training Social stories Social scripts Power cards Video modelling Self-monitoring Social groups (PEERS) Rajinders intervention plan

O U T L I N E

OVERVIEW OF CASE: WHO IS RAJINDER?

Strengths & interests
Attends regular classes at his high school Articulate speech Age-level reading skills High abilities in math and science Strong eye-contact Desires to design computer games Loves Star Trek and playing computer games

Weaknesses & barriers

Speaks rapidly and without inflection Stands very close to others when speaking Poor group leisure skills Poor social skills Excessively social Few friends

*personal photo

OVERVIEW OF CASE
Concerns:
Poor social skills Lack of real friends Excessive and inappropriate sociability

Needed: A plan of action!

Support for him in the home, school and community Find appropriate interventions in the area

Sexuality

http://www.polyvore.com/clip_art_silhouette_man_woman/thing?id=12990813

SEXUALITY: WHAT IS THE ISSUE?

He is often excessively social with both familiar people and strangers (e.g., he has been known to touch peoples breasts and/or genitals and sometimes attempts to kiss strangers, even though he can tell you that these behaviours are inappropriate). Topography v. Function Complete a Functional Assessment
Hypothesis: attention

SEXUALITY: WHAT IS THE STRUGGLE FOR TEENS WITH ASD?

Adolescents with HFA (including AS): Display poorer social behaviours Have a poorer knowledge of privacy issues Have less sex education Display more inappropriate sexual behaviours Recommendation: A sex education program should be developed for individuals with ASD that occurs within a social skills framework
(Stokes & Kaur, 2005)

SEXUALITY: RESEARCH SUPPORT

Hnault, I., Forget, J., and Giroux, N. (2003). Le dveloppement dhabilets sexuelles adaptatives chez des individus atteints dAutisme de haut niveau or du syndrome dAsperger. Thse prsente come exigence partielle du doctorate en psychologie. Universit du Quebec Montral.

Purpose
To improve the social skills surrounding sexuality in teenagers with autism and aspergers

Method
12-week sexuality program Taught using role-playing, visual support, rehearsal & group sessions.

Results
Friendship & intimacy skills increased Frequency of inappropriate behaviour decreased Specifically targeted social skills increased 3 month follow-up showed maintenance of skills.

SEXUALITY: RESEARCH SUPPORT

SEXUALITY PROGRAM: A GOOD INTERVENTION FOR RAJINDER?

Not a good fit for Rajinder
Lack of strong evidence: unable to understand methodology of study Too focused on intimate relationships Rajinder needs to learn social skills that go beyond finding a romantic partner!

Internet safety

http://www.cartoonstock.com/directory/i/internet_safety.asp

INTERNET SAFETY: WHAT IS IT?

Two identified areas of concern:
Cyber bullying Privacy and information sharing online

INTERNET SAFETY: HOW IS IT APPLICABLE TO INDIVIDUALS WITH ASD?

Kowalski, R.M., & Fedina, C. (2011). Cyber bullying in ADHD and Asperger Syndrome populations. Research in Autism Spectrum Disorders. 5, 12011208.

Cyber-bullying
42 children/adolescents (10-20 y.o.) with ADHD and/or AS Participants and their parents reported on internet use and cyber-bullying Study participants reported a higher rates of victimization of both traditional and cyber bullying than typical peers in other studies. Parents were generally uninformed of bullying

INTERNET SAFETY: HOW IS IT APPLICABLE TO INDIVIDUALS WITH ASD?

McCarty, C., Prawitz, A.D., Derscheid, L.E., & Montgomery, B. (2011). Perceived safety and teen risk taking in online chat sites. Cyberpsychology, Behavior, and Social Networking. 14, 169-174.

Purpose:
To investigate privacy and information sharing online among teens To address the research gap in this area

Method:
2011 survey of 139 Grade 11 students
Risk-taking behavior
Revealing personal information Pursuing relationships with people initially met online

Results:
Factors that related to risky behavior:
Social discomfort Online friendliness Online vulnerability

Support of hypotheses:
Higher perception of safety was predictive of risky behaviour Increased hours spent online was predictive of risky behaviour.

INTERNET SAFETY: HOW IS IT APPLICABLE TO RAJINDER?

Rajinder is at risk for being (or becoming) a victim of cyber bullying Rajinder is at risk for engaging in risky online behaviour No empirically supported studies look at interventions designed specifically to address these issues However, can be addressed by more general social skills interventions.

Interventions for social skills training

WHY THE NEED FOR SOCIAL SKILLS TRAINING?

Individuals with ASD struggle with:
Acquiring and generalizing social skills Poor social communication Poor social awareness Poor social motivation Poor social cognition

Consequences:
Peer rejection Poor friendship quality Social neglect and isolation
http://www.virtualmedicalcentre.com/ treatment/social-skills-training-sst/139

SOCIAL SKILLS TRAINING IS IMPORTANT!

Having strong social skills improves one`s quality of life (Gantman, Kapp, Orenski & Laugeson, 2011) Having 1-2 close friends can positively impact adjustment, buffer the impact of stressful events, improve self-esteem, promote independence, and decrease anxiety and depressive symptoms (Laugeson, Frankel, Mogil & Dillon, 2009)

http://www.msnbc.msn.com/id/32494679/ns/health-childrens_health/t/friend-andrea-autistic-teens-quest-fit/

WHAT IS THE PARTICULAR STRUGGLE FOR ADOLESCENTS & YOUNG ADULTS WITH ASD?
Challenges for adolescents and young adults with ASD are exasperated because:
Greater complexity in relationships with peers Greater concern with defining and understanding ones identity Lack of availability and knowledge of services Greater social expectations

Consequences
http://www.myaspergers.net/social-skills-teaching-teenagers-with-autism/

Loneliness Depression, anxiety, social withdrawal Bullying and victimization

THE

QUESTION IS

How can adolescents and young adults with ASD learn these necessary social skills?

http://zacbrowser.blogspot.com/2009/04/teaching-teenagers-withautism-how-to.html

Social Stories

http://burroughs.mpls.k12.mn.us/social_stories

SOCIAL STORIES: WHAT ARE THEY?

Short stories that are individualized to the student that focus on a specific social situation (Scattone, Tingstrom & Wilcynski, 2006) Used to teach social skills strategies including: initiating, responding to and maintaining appropriate social interactions (Sansosti, PowellSmith, & Kincaid, 2004 p. 195) Specific format and guidelines for writing Social Stories
Important to consider the individuals perspective Suggested to use a combination of seven different sentence types Can be used with pictures or presented on a computer to take advantage of a students interest in computers

Can be combined with other strategies (e.g. verbal prompts, reinforcement etc.) (Scattone, Tingstrom & Wilcynski, 2006)

SOCIAL STORIES: WHY ARE THEY USED WITH INDIVIDUALS WITH ASD?
may not understand the unwritten rules of social conduct and engage in inappropriate behaviors (e.g., blurting out socially inappropriate comments) (Sansosti, Powell-Smith & Kincaid, 2004, p. 43).
May lead to ridicule and isolation from others

Social Stories present specific written information on appropriate social responses within a defined context (Sansosti, Powell-Smith & Kincaid, 2004, p. 43).

SOCIAL STORY EXAMPLE

http://www.autisminternetmodules.org/mod_view.php?nav_id=1149

http://snrmag.com/tag/visual-supports/

SOCIAL STORIES: RESEARCH SUPPORT

Scattone, D., Tingstrom, D., & Wilczynski, S. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories. Focus on Autism and Other Developmental Disabilities, 21, 211-222.

Purpose
To examine the use of Social Stories as a single intervention on the social interactions of children with ASD toward their peers.

Method
3 boys between 8-13 years with ASD Individualized social story created describing free time (i.e. lunch or recess) and appropriate initiations and responses to do during that time Teacher read the social story and the students answered written comprehension questions about the story Data recorded on percentage of intervals of appropriate social interactions (i.e. commenting or asking questions, engaging in the same activity, physical or gestural initiations or responses etc.) during 10 minute observations of free time

Results
1 out of 3 kids demonstrated a significant increase in appropriate social interactions Study showed limited effectiveness on increasing social behaviour

SOCIAL STORIES: RESEARCH SUPPORT

Sansosti F. J. & Powell, K. A. (2008). Using computer assisted social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162-178.
Purpose
To study the effectiveness of a combined intervention package including Social Stories and video modelling on the communication skills of children with ASD and AS.

Method
3 boys aged 3-10 with ASD or AS Social Stories and videos were constructed to address behaviours for each student and converted to a slideshow on Microsoft PowerPoint Students viewed video-modeled Social Story once per day before recess Observations were recorded for target behaviours (i.e. joining in and maintaining conversation) during recess

Results
Increase in specific social skills for 3 participants Modifications were needed for 2 of the participants (i.e. teacher and peer prompting) after improvements were followed by declines in social communication behaviours

SOCIAL STORIES: RESEARCH SUMMARY

While some studies show positive effects, overall the empirical evidence for the effectiveness of social stories is limited (Sansosti, Powell-Smith & Kincaid, 2004). It is recommended for social stories to be combined with other interventions (i.e. prompting, reinforcement) (Sansosti, Powell-Smith & Kincaid, 2004). Research on Social Stories has mainly involved elementary school age children with ASD.

SOCIAL STORIES: A GOOD INTERVENTION FOR RAJINDER?

May not be an age appropriate intervention to use with Rajinder. However, reading is a strength for Rajinder
written story format may be an effective learning style for him.

Rajinder finds computers intrinsically rewarding

computer based social stories may be motivating for him.

Possible social story topics for Rajinder include:

appropriate social behaviours conversation skills group leisure skills and sportsmanship skills

Social Scripts

http://connectability.ca/2010/09/23/listening-to-others/

SOCIAL SCRIPTS: WHAT ARE THEY?

Written language including statements and questions used to help students to communicate and participate more effectively in social contexts Can be written for a variety of different purposes and contexts (e.g. initiating conversations, answering questions) Scripts are gradually faded over time

SOCIAL SCRIPTS: RESEARCH SUPPORT

Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121132.
Purpose
Written script and script fading procedure to teach social initiations with peers to children with ASD.

Method
4 children with ASD aged 9-12 Intervention involved written scripts containing 10 statements and questions asked to peers while engaging in different art activities. Initially teachers manually guided the participants to say the statement or ask the questions. The teachers prompts were faded, then the script was faded.

Results
Social initiations increased when the script was introduced and then faded Initiations continued after 2 month follow up for 3 out of 4 children Peer initiations did not generalize to a new setting but prompts provided promoted transfer to a new setting, time, teacher and activity.

SOCIAL SCRIPTS: RESEARCH SUPPORT

Ganz, J.B., Kaylor, M., Bourgeois, B., & Hadden, K. (2008). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 79-94.
Purpose
Whether written scripts result in higher rates of context-appropriate conversation in elementary-age children with ASD

Method
3 children aged 7-12 with ASD Each child was paired with another peer and engaged and engaged in preferred and familiar activities (i.e. puzzles, reading, drawing) Written script was taught to each child with ASD until he/she could read it independently

Results
Increases in all 3 students scripted statements from baseline to intervention 1 student showed an increase in unscripted statements during intervention All 3 children showed decreases in repetitive speech in intervention

SOCIAL SCRIPTS: RESEARCH SUMMARY

Individuals with ASD may be able to respond easier to written or pictorial cues than verbal instructions (Hume, Loftin & Lantz, 2009; McCoy& Hermansen, 2007; Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L., 2010). Interactions with peers increase when children are taught social scripts through modelling, prompting and reinforcement (Ganz, Kaylor, Bourgeois, & Hadden, 2008). Scripts decrease the involvement of adults in social interactions (Krantz and McClannahan, 1993) Visuals are less invasive and socially stigmatizing than verbal prompts (Ganz, Kaylor, Bourgeois, & Hadden, 2008). Useful for teachers, social scripts can be implemented easily and quickly (Ganz, Kaylor, Bourgeois, & Hadden, 2008).

SOCIAL SCRIPTS: A GOOD INTERVENTION FOR RAJINDER?

Social Scripts can be used with Rajinder to help to facilitate conversation with his peers in high school Can be used in a specific situation such as initiating a conversation, finding a common interest, or expanding on conversations with peers

Power cards

http://www.mayer-johnson.com/power-cards-motivate-children-and-youth-with-asperger-syndrome-and-autism/

POWER CARDS: WHAT ARE THEY?

Visual supports that include a students special interest area to teach appropriate behavioural expectations of a social situation (Davis, Boon, Cihak & Fore, 2010) Two components:
Social script: a) explains a problem and a solution from the perspective of a students role model or hero and b) provides 3-5 step solution to the problem for the student to perform Power Card: small card with a summary of the solution to the problem with visuals

POWER CARDS: EXAMPLE

Will Smith is a cool guy who has made a lot of movies. It takes a lot of people doing many jobs to make a good movie. Sometimes Will or others make mistakes on the movie set. Will Smith stays calm when he or someone else makes a mistake. If he needs to, he asks for help. Will Smith knows that everyone make mistakes. Will would like everyone to remember to stay calm when mistakes happen, to ask for help if it is needed, and that EVERYONE makes mistakes!
Will Smith wants me to remember: Stay calm when I make a mistake Stay calm when someone else makes a mistake Ask for help when I make a mistake Everyone makes mistakes!
http://www.autisminternetmodules.or g/mod_view.php?nav_id=1150

POWER CARDS: WHY ARE THEY USED WITH INDIVIDUALS WITH ASD?
Social skills difficulties for individuals with AS may be further complicated by: normal speech with abnormal content, lack of facial expression or exaggerated expression, monotone voice, unusual posture, intense interest in one or two subjects, and obsession with facts (Church, Alisanski, & Amanullah, 2000, Wing, 2005 as cited in Davis, Boon, Cihak &, Fore, 2010 p. 12 ) Individuals with AS typically show intense focus on narrow areas of interest (Davis, Boon, Cihak & Fore, 2010 p. 13) Approaches involving special areas of interests seen as a strength based model of AS (Winter-Messiers et al., 2007) Power cards is a treatment approach that incorporates special interest areas

POWER CARDS: RESEARCH SUPPORT

Keeling, K., Myles, B. S., Gagnon, E., & Simpson, R. L. (2003). Using the Power Card strategy to teach sportsmanship skills to a child with autism. Focus on Autism and Other Developmental Disabilities, 18, 105111.

Purpose
The use of a Power Card strategy for teaching sportsmanship skills to a 10 year old girl with ASD

Materials/Procedure
Special interest area- Power Puff Girls used to personalize the Power Card and script and to be models for appropriate behaviour during games Script and card read aloud before games were played (i.e. bowling, board game and card game)

Results
Decrease in duration of whining and screaming behaviours when she lost a game with the use of the Power card strategy Anecdotal reports showed that the student generalized Power card strategy other settings (e.g. when she was frustrated during recess after losing games)

POWER CARDS: RESEARCH SUPPORT

Davis, K., Boon, R., Cihak, D. and Fore C. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus Autism and Other Developmental Disabilities, 1, 12-22.

Purpose
Studied the percentage of time high-school students with Aspergers Syndrome (AS) maintained a conversation with peers and tolerated their partners talking about their interests

Method
3 male students in high school with AS Behaviours targeted: talking about or listening while other peers talked about their interests Intervention: prompted to read Power Card script and card prior to conversation in a special education class Generalization: probed use of Power cards in a general education class with a different peers

Results
Mean percentage of time engaged in conversation centered on others interests increased for all three students Increase in percent of time engaged in conversation for 2 out of 3 students during generalization

POWER CARDS: RESEARCH SUMMARY

Research on Power Cards is limited- only two studies have examined the use of this strategy on students with ASD These two studies show that Power cards are useful for improving conversation skills by making use of individual special interest areas Further research on how this intervention may be useful for improving conversation skills for students in high school with AS is needed

POWER CARDS: A GOOD INTERVENTION FOR RAJINDER?

Rajinders special area of interest (i.e. Star Trek) could be used to assist with initiating conversation, finding out about others interests, increasing the length of time spent engaged in conversation with another peer. He could be involved in writing and designing the Power Card on the computer.

VIDEO MODELLING

http://www.karenglover.com/tag/video-marketing/

VIDEO MODELLING: WHAT IS IT?

Origins
Banduras social learning theory (Bandura, 1977)

What is it?
Videotapes of models engaging in specific scripted behaviours and actions to teach & demonstrate appropriate behaviour (Allen, Wallace, Renes, Bowen & Burke, 2010). Goal is for the individual watching to memorize, imitate, and generalize specific behaviours Used to teach (McCoy & Hermansen, 2007):
Social cues Sequences for completing tasks Specific communication/social behaviours
http://www.researchautism.net/videomodelling

VIDEO MODELLING: EXAMPLE

http://www.youtube.com/watch?v=Bmz_c3z3JUI&feature=related

VIDEO MODELLING: WHY IS IT USED WITH INDIVIDUALS WITH ASD?

Struggles individuals with ASD face:
Forming personal and professional relationships (Allen, Wallace, Renes, Bowen & Burke, 2010) Generalizing learning and skills across settings and people (Bellini & Akullian, 2007) Over-reliance on adult support and prompts (Hume, Loftin & Lantz, 2009) Over-selective attention (Bellini & Akullian, 2007) Repetitive and restrictive behaviour (Hume, Loftin & Lantz, 2009) Dealing with new situations (Hume, Loftin & Lantz, 2009) Processing complex information (Hume, Loftin & Lantz, 2009)

http://www.schoolaids.tv/home/2012/1/18/the-unknown-struggles-of-autism.html

VIDEO MODELLING: WHY IS IT USED WITH INDIVIDUALS WITH ASD?

How video modelling targets these struggles:
Promotes socially expressive behaviour (Charlop, Dennis, Carpenter, & Greenberg, 2010) Uses visually-cued instruction (Bellini & Akullian, 2007) Skills are generalizable (Bellini & Akullian, 2007) Promotes independence (Hume, Loftin & Lantz, 2009) Targets the relevant stimuli (Bellini & Akullian, 2007; Hume, Loftin & Lantz, 2009; Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L., 2010) Reduces social stress (Bellini & Akullian, 2007; Hume, Loftin & Lantz, 2009) Naturally reinforcing (increases motivation) (Bellini & Akullian, 2007; Hume, Loftin & Lantz, 2009)

http://yourkidsed.com.au/info/taxonomy/term/139?page=7

VIDEO MODELLING: RESEARCH SUPPORT

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video selfmodeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.

Purpose
To examine how effective video modelling is for children and adolescents with ASD by synthesizing the literature on it

Method
Located studies from 1980-2005; 2 authors determined eligibility 23 studies met the criteria (included 73 participants aged 3-20, studies conducted by 20 primary researchers across 4 countries)

Results
Video modelling met the criteria to be declared an evidence-based practice Video modelling is an effective intervention strategy for promoting skill acquisition (generalizable) as well as teaching social and communication skills, functional skills, and behavioural skills Video modelling was found to increase adaptive behaviour and decrease problem behaviour Video modelling is good for time-strapped interventionists

VIDEO MODELLING: RESEARCH SUPPORT

Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education & Treatment of Children (West Virginia University Press), 371-393.

Purpose
To teach socially expressive behaviours (including verbal comments, intonation, gestures, and facial expression) to children with autism using video modelling

Method
Participants
3 boys with autism (age 7-11) with deficits in socially expressive behaviour Created a video for each child: 3 scenarios repeated 3 times in random order

Procedure

Results
Video modelling promoted all three childrens socially expressive behaviour: All three rapidly acquired the target behaviour skills One video taught several skills at once All 3 children generalized the skills across people, settings and stimuli

VIDEO MODELLING: RESEARCH SUPPORT

Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education & Treatment of Children (West Virginia University Press), 339-349.

Purpose
How does video modelling influence skills acquisition of vocational skills for young adults with ASD?

Method
Participants
4 men with ASD (age 16-25)

Procedure
Walk-around Mascots: participants would be dressed as the mascot at a large retail store After baseline, they received video-modelling training

Results

http://www.walkaround.com/costumes/ rentals/cat/animals/photo/186

With the introduction of video modelling, multiple targeted skills increased markedly for each participant At one-month follow-up, all had retained their skills and were able to generalize Ranked the job as socially acceptable

VIDEO MODELLING: RESEARCH SUMMARY

It is an evidence-based practice It leads to rapid skills acquisition, generalization, and maintenance It increases independent functioning It is easy to implement; it is not time-consuming It promotes and increases adaptive behaviours It allows multiple behaviours to be targeted simultaneously It has been used for help develop these skills in individuals with ASD:
purchasing skills daily routine/living skills conversational skills vocational skills

VIDEO MODELLING: A GOOD INTERVENTION FOR RAJINDER

Video modelling can help him learn appropriate social skills
Conversation skills (verbal cues, appropriate ways to converse, how to stand and where to stand when talking to others) Relationships skills (how to make friends, appropriate boundaries)

May reduce the stress in learning appropriate social skills & help him focus on the relevant details in the environment to learn May help him generalize the skills he learns to different settings (school, home, clubs, employment) Will help him process complex information by using a means that he enjoys (visual stimuli via computer and movies)
High motivation, naturally reinforcing

May help to build skills necessary for employment

Limitations:
Age appropriateness may be a concern No actual videos have direct evidence

VIDEO MODELLING: A GOOD INTERVENTION FOR RAJINDER?

Ideas:
Make a video using peers Rajinder knows
Include interests of Rajinder (e.g. star trek) Play videos on his computer Targeted skills:
Vocational skills: How to act in a job interview, team work (i.e. group skills), how to talk to a boss, how to talk to coworkers

Model Me Conversation Cues DVD

Models nonverbal cues, how and when to start a conversation, maintain conversation, turn-taking in conversation, & more. For Ages 9-17

Model Me Friendship DVD

Models social skills involved in initiating and maintaining a friendship including: compromise, invite, handling rejection, team sports, empathy, and more. For Ages 9-17

www.modelmekids.com

www.modelmekids.com

Self-monitoring

http://www.pediastaff.com/blog/self-management-for-students-with-autism-spectrum-disorders-4117

SELF-MONITORING
Teaching a person to monitor their own behaviour systematically Using reactivity to create behaviour change (Cooper, et al., 2007) Most frequently used to increase on-task or academic behaviour, but there has been some research showing success using self-monitoring to address social behaviour

SELF-MONITORING: RESEARCH SUPPORT

Martella, R.C., Leonard, I.J., Marchand-Martella, N.E., & Agran, M. (1993). Selfmonitoring negative statements. Journal of Behavioral Education. 3, 77-86.

Purpose:
To investigate whether a self-monitoring strategy could reduce the number of negative statements during classroom activities

Method:
12y.o. student with mild mental retardation taught to recognize and track negative statements made. Reinforcement was received if # was lower than the declining criterion level.

Results: Negative statements decreased to near zero levels At 18 month follow-up, the student was in a less-restrictive classroom environment due to maintained behaviour change

SELF-MONITORING: RESEARCH SUPPORT

Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through selfmanagement. Journal of Applied Behavior Analysis. 25, 341-353.
Purpose:
To discover whether children with autism could self-manage their social behaviour, and if problem behaviours during conversations would decrease without direct intervention.

Method:
4 children w/ autism (6-11y.o.) taught to self-monitor answering questions Withdrawal design

Results:
Appropriate answering of questions increased in frequency Problem behaviours related to the social interactions decreased without any direct intervention.

SELF-MONITORING: RESEARCH SUPPORT

State, T., & Kern, L. (2012). A comparison of video feedback and in vivo selfmonitoring on the social interactions of an adolescent with Asperger Syndrome. Journal of Behavioral Education. 21, 18-33.
Purpose: To compare methods of self-monitoring to discover whether self-monitoring in-vivo or during video-feedback would be a more effective method. Method: 14 y.o. student with Aspergers Syndrome Reversal design In-vivo phase: wore watch that vibrated each minute, he would fill out a yes/no box Video feedback phase: He would be taped during the 15 minutes, and would later watch the film and fill out a checklist. Results: Improvement during both phases, but in-vivo was better!

SELF-MONITORING: A GOOD INTERVENTION FOR RAJINDER?

Could be a great component to other interventions (ie. targeted skills could come out of other social skill programs) Very age-appropriate

OTHER SOCIAL SKILLS PACKAGES

Hidden Curriculum (Myles & Simpson, 2001)
Uses various strategies to teach various unspoken social rules

http://www.aapcpublishing.net/book/view/116/the-hidden-curriculum-practicalsolutions-for-understanding-unstated-rules-in-social-situations-

OTHER SOCIAL SKILLS PACKAGES

Social Thinking Curriculum (Crooke et al., 2008).
Social cognition: teaching the why Developed by Michelle Garcia Winner, SLP Teaches about expected and unexpected behaviour

http://www.socialthinking.com.au/books-and-products/productcategory/superflex-curriculum-package

SOCIAL GROUPS: PEERS

http://www.semel.ucla.edu/peers

PEERS: WHAT IS IT?

PEERS is the Program for the Education and Enrichment of Relational Skills PEERS is a care-giver assisted, manualized social skills intervention that is aimed at improving the social skills and relationships of adolescents and young adults with ASD (Gantman, Kapp, Orenski & Laugeson, 2011) A unique program because:
It incorporates empirically supported strategies to teach individuals social skills: It is an evidence-based program

Created by Dr. Elizabeth Laugeson from UCLA

http://www.semel.ucla.edu/peers

PEERS: WHAT IS IT?

Involves:
14-16 week curriculum; 90-minute weekly sessions Teens in middle and high school (13-17) Young adults (18-24)

Prerequisites (for adult program)

Have friendship problems Young adults ages 18-24 (preferably attending school/college even part time) Young adults must be interested in the attending program Young adults must agree to participate in the program

http://www.cleveland.com/nation/index.ssf/2009/08/ autistic_teens_master_social_c.html

PEERS: WHAT IS IT?

Components of program:
Small-group format Evidence-based strategies
Didactic instruction Modelling Role-playing Behavioural rehearsal Coaching with performance feedback Weekly assignments and homework review Real-life practice

Concurrent sessions for parents/caregivers Content focus: Social etiquette and friendship skills

http://www.pepperdine.edu/voice/2008summer/features/conversation.htm

PEERS: WHAT IS IT?

http://www.semel.ucla.edu/peers

PEERS: WHAT IS IT?

http://www.youtube.com/watch?v=jbT_ODodzBM

PEERS: RESEARCH SUPPORT

Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596-606.

Purpose:
How does the PEERS intervention effect the social and friendship skills of adolescents with ASD versus a delayed-treatment control group?

Method:
Participants:
33 teens (13-17) diagnosed with ASD

Procedure:
Random assignment to treatment vs. delayed-treatment groups 12, 90-minute sessions, delivered 1x/week for 12 weeks

Results:
Teens in the treatment group demonstrated improved knowledge of rules of social etiquette for making and keeping friends; increase in social get-together; higher quality of friendships Parents reported significant improvement in the teens overall level of social skills

PEERS: RESEARCH SUPPORT

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2011). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 1-11.

Purpose
To replicate the previous study to examine the efficacy of the PEERS program; to extend the pervious study by examining durability

Method
Participants:
28 teens (12-17) diagnosed with ASD

Procedure:
Random assignment to treatment vs. delayed-treatment groups 14, 90-minute sessions, delivered 1x/week for 14 weeks

Results
Improvements in overall social skills; increased frequency of peer interactions; increased hosted get-togethers; decrease in autistic mannerisms Maintenance of improvements after 14-week follow-up

PEERS: RESEARCH SUPPORT

Mandelberg, J., Laugeson, E. A., Frankel, F., Gantman, A., & Bates, S. (2011). Long-term outcomes of a parent-assisted social skills intervention for adolescents with autism: The UCLA PEERS program. (In Progress)

Purpose:
Does PEERS have long-term positive social benefits for participants?

Method:
83 adolescents; families who completed the PEERS program 1-5 years prior were recruited through mail, phone and email. Data was collected through phone interviews and online questionnaires.

Results:
Preliminary results evaluated 34 of the 83 PEERS completers -> revealed maintenance of treatment gains at least 1 year later.

Conclusion:
Suggests PEERS is successful at maintaining treatment gains over time

PEERS: RESEARCH SUPPORT

Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2011). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 1-10.

Purpose
To examine the effectiveness of the PEERS program for young adults (18-23) with ASD

Method
Participants:
17 young adults aged 18-23 all diagnosed with ASD, Aspergers and/or PDD

Procedure:
Random assignment to treatment vs. delayed-treatment groups 14, 90-minute sessions, delivered 1x/week for 14 weeks

Results
Increases in social skills, decrease in autistic mannerisms, increase in empathy, decreases in self-reported loneliness

PEERS: RESEARCH SUMMARY

PEERS program has found increases in scores of social skills knowledge, friendship quality number of get-togethers hosted, as well as parent and teacher reported measures of social skills as compared to waitlisted control subjects

http://www.semel.ucla.edu/peers

PEERS: A GOOD INTERVENTION FOR RAJINDER

His social deficits result in struggles with friendships, relationships, and could interfere with vocational success He is at a transitional age, needing more than ever the skills to help him succeed more independently His lack of friendships results in loneliness PEERS provides a place to learn the needed social skills and friendship-building skills

PEERS is offered at Monarch House in Burnaby!

http://www.cbi.ca/web/monarchhouse/home

PEERS: A GOOD INTERVENTION FOR RAJINDER?

Remember this list? PEERS targets almost all of the skills Rajinder needs help learning! Topics covered/Targeted skills:
How to use appropriate conversational skills How to find common interests How to use the internet and electronics for safe, social communication How to choose appropriate friends How to determine appropriate levels of disclosure How to appropriately use humour How to enter and exit conversations between peers How to handle rejection, teasing, and bullying How to handle rumours and gossip How to organize and have get-togethers with friends How to be a good sport How to handle arguments and disagreements with friends How to change a bad reputation How to be respectful toward adults Dating etiquette/skills and sexuality

PEERS: A GOOD INTERVENTION FOR RAJINDER?

Our experience -How the class was set up -What happened in the session -What the participants were like

Rajinders Intervention Plan

RAJINDERS INTERVENTION PLAN

Justification for intervention: Why did we choose these interventions? PEERS Social scripts
E.g. computer use & job (interview) skills

Video modelling
E.g. friendship skills and transition issues

Self-monitoring

References

REFERENCES FOR SOCIAL SCRIPTS, POWER CARDS AND SOCIAL STORIES

Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15, 12 20. Davis, K., Boon, R., Cihak, D. and Fore C. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus Autism and Other Developmental Disabilities, 1, 12-22. Ganz, J.B., Kaylor, M., Bourgeois, B., & Hadden, K. (2008). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 79-94. Keeling, K., Myles, B. S., Gagnon, E., & Simpson, R. L. (2003). Using the Power Card strategy to teach sportsmanship skills to a child with autism. Focus on Autism and Other Developmental Disabilities, 18, 105111. Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121132. Sansosti, F. J., Powell-Smith, K. A., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 194204. Sansosti, F. J., & Powell-Smith, K. A. (2006). The effects of Social Stories on the social behavior of children with Aspergers Syndrome. Journal of Positive Behavior Interventions, 8(1), 4357. Sansosti F. J. & Powell, K. A. (2008). Using computer assisted social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162-178. Scattone, D., Tingstrom, D., & Wilczynski, S. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories. Focus on Autism and Other Developmental Disabilities, 21, 211-222. Tarnai, B. & Wolfe, P. S. (2007). Social stories for sexuality education for persons with autism/pervasive developmental disorder. Sexuality and Disability, 26, 29-36. Wing, L. (2005). Reflections on opening Pandoras box. Journal of Autism & Developmental Disorders, 35, 197 203.

REFERENCES FOR VIDEO MODELLING

Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus On Autism & Other Developmental Disabilities, 25(3), 186-192. Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education & Treatment of Children, 339-349. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287. Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education & Treatment of Children, 371-393. Eaves, L., & Ho, H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 739747. Haring, T, Kennedy, C, Adams, M., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using video modeling. Journal of Applied Behavioral Analysis, 20, 89-96. Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism & Developmental Disorders, 39(9), 1329-1338. McCoy, K. & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183-213. Mechling, L. C, Pridgen, L. S., & Cronin, B. A. (2005). Computer-based video Instruction to reach students with intellectual disabilities to verbally respond to questions and make purchases in fast food restaurants. Education and Training in Developmental Disabilities, 40{\).47-59. Rehfeldt, R.A., Dahman, D., Young, A., Cherry, H., & Davis, P. (2003). Teaching a simple meal preparation skill to adults with mod-erate and severe mental retardation using video modeling. Behavioral Intervention, 18, 209-218. Scattone, D. (2008). Enhancing the conversation skills of a boy with aspergers disorder through social stories and video modeling. Journal of Autism & Developmental Disorders, 38(2), 395-400. Sherer, M., Pierce, K., Paredes, S., Kisacky, K., Ingersoll, B., & Sch-reibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, self or other as a model? Behavior Modification, 25, 140158.

REFERENCES ON SOCIAL GROUPS (PEERS)

Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2011). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 1-10. Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2011). Evidencebased social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 1-11. Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596-606. Schtayermann, O. (2007). Peer victimization in adolescents and young adults diagnosed with Aspergers syndrome: a link to depressive symptomatology anxiety symptomatology and suicidal ideation. Issues in Comprehensive Pediatric Nursing, 30, 87-107. Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Aspergers syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37, 1960-1968.

REFERENCES FOR SEXUALITY, INTERNET SAFETY, AND SELFMONITORING

Crooke, P.J., Hendrix, R.E., & Rachman, J.Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger Syndrome (AS) and High Functioning Autism (HFA). Journal of Autism and Developmental Disabilities. 38,581- 591. Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis. (2nd Ed.) New Jersey: Pearson Education Inc. Hnault, I., Forget, J., and Giroux, N. (2003). Le dveloppement dhabilets sexuelles adaptatives chez des individus atteints dAutisme de haut niveau or du syndrome dAsperger. Thse prsente come exigence partielle du doctorate en psychologie. Universit du Quebec Montral. Hnault, I. (2006). Aspergers Syndrome & Sexuality: From adolescence through adulthood. London: Jessica Kingsley Publishers. Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis. 25, 341-353. Kowalski, R.M., & Fedina, C. (2011). Cyber bullying in ADHD and Asperger Syndrome populations. Research in Autism Spectrum Disorders. 5, 1201-1208. Martella, R.C., Leonard, I.J., Marchand-Martella, N.E., & Agran, M. (1993). Self-monitoring negative statements. Journal of Behavioral Education. 3, 77-86. McCarty, C., Prawitz, A.D., Derscheid, L.E., & Montgomery, B. (2011). Perceived safety and teen risk taking in online chat sites. Cyberpsychology, Behavior, and Social Networking. 14, 169-174. State, T., & Kern, L. (2012). A comparison of video feedback and in vivo self-monitoring on the social interactions of an adolescent with Asperger Syndrome. Journal of Behavioral Education. 21, 18-33. Stokes, M.A., & Kaur, A. (2005). High-functioning autism and sexuality. Autism. 9, 266-289.

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