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Social Skills Success for Students With Asperger Syndrome and High-Functioning Autism

First Edition
By: Richard L. Simpson, Ellen McGinnis-Smith

Provide students the social skills instruction they need to succeed in school and in life! Use these evidence-based strategies to build multi-faceted intervention and support plans.

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Product Details

Grade Level: PreK-12
ISBN: 9781544320502
Published By: Corwin
Year: 2018
Page Count: 232
Publication date: May 28, 2018

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Description

Provide students the social skills instruction they need to succeed in school and in life!

Students on the autism spectrum have so much to offer our schools and communities, but they often aren’t provided with sufficient opportunity to develop to their full potential. This practical resource offers down-to-earth methods and strategies backed by evidence for enhancing the social skills of children and adolescents who have Asperger Disorder and other forms of high-functioning autism. Case studies, vignettes, classroom materials, checklists, and templates will help you:

Deliver interventions that model desirable behaviors and provide opportunities for students to practice
Support students in navigating social situations, forming relationships with peers and adults, and following rules and routines
Develop, implement, and evaluate social skills intervention and support programs

Educators and specialists will appreciate how this practical and friendly resource approaches each student as a unique learner and offers ways to build multi-faceted social skill intervention and support plans for each one.

“Packed with practical, research-based activities, this book is the answer for teachers and parents. Educators will find value in the detailed processes and activities as well as the ready-to-use materials.”
—Renee Bernhardt, Supervisor of Special Education
Cherokee County School District, Canton, GA

“This is an up-to-date, practical, and practitioner-friendly resource for developing, implementing, and evaluating social skill intervention and support programs.”
—Debi Gartland, Professor of Special Education
Towson University

Key features

Addresses a great need--teaching social skills so that students can be successful in school--in both general and special education classrooms
Provides authentic examples
Details various evidence-based intervention approaches rather than just one (not a one-size-fits-all approach)
Offers both the theoretical background and the practical information needed by special educators

Author(s)

Richard L. Simpson

Richard L. Simpson was Professor Emeritus at the University of Kansas. He was a member of the Department of Special Education faculty for over 40 years. While at the University of Kansas he directed numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism spectrum disorders and other disabilities and coordinated a variety of federal grant programs related to students with autism spectrum disorders and other disabilities. He also worked as a special education teacher, school psychologist and coordinator of a community mental health outreach program. Rich authored numerous books, articles, and texts on a variety of topics connected to students with disabilities. Rich was the former senior editor of the professional journal Focus on Autism and Other Developmental Disabilities. His awards include the Council for Exceptional Children Research Award, Midwest Symposium for Leadership in Behavior Disorders Leadership Award, Autism Society of Kansas Leadership Award, and numerous University of Kansas awards and distinguished roles, including the Gene A. Budig Endowed Teaching Professorship of Special Education.

Ellen McGinnis-Smith

Ellen McGinnis-Smith earned her Ph.D. in Special Education at the University of Iowa and certification as a school administrator from Drake University. She has been a teacher of special education at both the elementary and secondary levels for eleven years primarily in the area of behavioral disorders. Dr. McGinnis-Smith served as an educational consultant at Child Psychiatry, University of Iowa as well as in the public schools. She was principal of Orchard Place, a residential and day treatment center, in Des Moines, Iowa for 10 years and served as Director of Special Education for Des Moines Public Schools. She recently retired as a mental health and dispute resolution consultant for the Iowa Department of Education. Dr. McGinnis-Smith is the author of the Skillstreaming social skills programs. She and her husband, Carl Smith (also a special educator), have two adult children.

Table of Contents

Preface

Publisher’s Acknowledgments

About the Authors

Chapter 1. Understanding Asperger Syndrome and High-Functioning Autism

Autism Spectrum Disorders

Children and Youth With Asperger Disorder and Other Types of High-Functioning Autism

Social Skill and Social Interaction

Physical and Motor Skill Challenges

Case Example: Stanley

Prevalence

Summary Considerations

References

Chapter 2. Social Challenges and Foundations for Successful Outcomes

Justification for Social Skill Instruction

Challenges to Social Skill Instruction

Strategies for Teaching Social Skills to Children and Youth With HF/AD

A Foundation for Social Skill Instruction

Social Skill Instructional Targets

Summary Considerations

References

Chapter 3. Social Skill and Support Methods for Learners With Asperger Disorder and High-Functioning Autism

Fundamental Instructional Methods for Children With High-Functioning Autism

Social Skill Instructional Steps for Building Social Skill Capacity and Social Interaction Competency

Summary Considerations

References

Examples: Social Skill Instructional Targets, Skill Development Steps, and Evaluation

Chapter 4. Sample Social Skill Development Program

Case Example: Jackson

Category 1: Fundamental Social Interaction, Social Relationship, and Collaboration Skill Sample Program

Category 2: Self-Advocacy, Self-Management, and Personal Accountability Sample Program

Category 3: School-Related Social Skills Sample Program

Summary Considerations

References

Chapter 5. Generalizing Social Skills: Challenges and Strategies

Planning for Skill Generalization and Transfer

Planning for Skill Generalization: Role-Playing and Practice

Planning for Skill Generalization: Coaching and Performance Feedback

Planning for Skill Generalization: Practice and Skill Rehearsal in Everyday Settings

Summary Considerations

References

Chapter 6. Supports for Structuring, Organizing, and Managing Social Learning

Supporting and Supporting and Promoting Acquisition and Performance of New Social Skills and Developing Social Interaction Competence

Environmental Modifications and Structuring Procedures

Social Skill Instructional Support Methods

Summary Considerations

References

Chapter 7. Peer Supports

Creating a Foundation of Social Acceptance and Positive Attitudes

Positive Experiences

Peer Recruitment

Using Peers to Create and Display Appropriate Models of Target Skills

Peer Involvement in Role-Play and Practice

Peer Involvement in Coaching and Performance Feedback

Peer Involvement in Assisting Learners to Practice, Rehearse, and Generalize Social Skills in Natural Settings

Summary Considerations

References

Chapter 8. Parent and Family Involvement and Support

Communication and Collaboration

Facilitating Ongoing Communication, Information Exchange, and Collaborative Relationships

Building Partnership and Skill Development and Support Relationships With Parents and Families

Selecting Levels and Types of Parent/Family Involvement

Summary Considerations

References

Index

Reviews

“This book provides teachers and related service personnel with an up-to-date, practical, and practitioner-friendly resource for developing, implementing, and evaluating social skill intervention and support programs for students with Asperger Disorder and High-Functioning Autism. It is a great tool to increase teacher knowledge and parent awareness.”

Debi Gartland, Professor of Special Education, Towson University
Towson University

“Packed with practical, research-based activities to support students with High Functioning Autism or Asperger Disorder, this book is the answer for teachers and parents. It provides an understanding of Asperger Disorder and High Functioning Autism with steps to improve students’ social and learning outcomes. Educators will find value in the detailed processes and activities as well as the ready-to-use materials.”

Renee Bernhardt, Supervisor of Special Education, Cherokee County School District
Cherokee County School District

Other Titles in: Special Education | Autism Spectrum Disorders | Teaching Methods & Learning Styles

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