1. Part 4: Systematic, Planful Instruction, Including the Development of Social Interactions

2. Assessment: Understand and Use “Picture of the Child” as the Foundation Generalization: Activities and Opportunities 1)Address sensory and biological needs 2)Provide appropriate reinforcement 3)Opportunities to communicate and functional communication systems 4)Concrete supports to assist with participation and understanding 5)Address task demands 6)Systematic, planful instruction 7)Data driven decision making 8)Appropriate level of instruction Comprehensive Program of Instruction:

3. Systematic Planful Teaching

4.  focus attention  prompt/shape  practice  reinforce effort  natural rewards consistency  instruction broken down into small steps (matched to learner)  continuous review and adaptation  generalization Jordan prompting

7. Jordan doing a simple task Ren

8. For Students with ASD and Visual Impairment

9.  Opening and closing a conversation  Initiating peer interaction and joining play  Decoding facial expressions and body language  Observing and mimicking appropriate social behavior in specific situations  Predicting and understanding the emotions and reactions of others

10. Social skill deficits may be separated into four broad categories of social functioning: nonverbal communication, social initiation, social reciprocity, and social cognition.

11.  Range of Typical Expectations  Strengths and weaknesses  Establish baseline of performance

12. Autism Spectrum Disorders and Visual Impairments: Page 131

13. 1. Match social interaction instruction to students’ needs and settings. 2. Prioritize 3. Task analyze social interaction skills 4. Provide opportunities as well as evidence- based instruction 5. Provide instruction and data analysis 6. Use reinforcement

14. The key to long term results!

15. Area of Concern: 1. Play 2. Conversations 3. Inappropriate Social Interactions Possible Strategy: 1. PRT 2. Social Narratives 3. Problem Solving Strategies 4. Incredible 5-Point Scale

16. Social narratives can be used:  after a social "error" has occurred (e.g., saying something rude to a classmate, hitting, yelling)  prior to a transition or new experience (getting a haircut, changing schools, going to the Dr.'s office, etc.)  as an intervention to reduce existing recurring behaviors (nose picking, blurting out in class, etc.) The use of social narratives strategies by the individual must be taught through direct instruction

17. http://www.txautism.net/docs/Guide/ Interventions/SocialNarratives.pdf

18. Six Steps of Analyzing Social Situations 1. Describe the social scenario, setting, behavior, or problem (What's happening or what has happened?). 2. Recognize the feelings/thoughts of participants (How does he/she/you feel? What is he/she thinking?). 3. Understand the feeling of participants (Why is he/she/you feeling/thinking that way? Ask child to provide evidence). 4. Predict the consequences (What do you think will happen next? What will be the consequences of this behavior?). 5. Select alternative behaviors (What could he/she/you have done differently). 6. Predict the consequence for alternative behaviors. Bellini, 2006, p. 157

20. The Incredible 5-Point Scale: A 5 Is Against the Law! Social Boundaries:

21.  Autism Spectrum Disorder and Visual Impairments: Meeting Students Learning Needs  The Incredible 5- Point Scale  Do-Watch-Listen-Say  Navigating the Social World  STAR Curriculum  Model Me Kids Video  Autism Asperger Publishing Company  Social Thinking  National Professional Development Center on ASD - http://autismpdc.fpg.unc.edu/ http://autismpdc.fpg.unc.edu/