How To Teach Social Skills and Plan For Peer Social Interactions
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c2006. By Janine Peck Stichter and Maureen A. Conroy. This guide was written to help educators assess the peer-related social skills of students with autism spectrum disorder (ASD) and create a social skills curriculum that will aid students in the development of social competence. Part one explores the functional assessment of peer-related social skills, including the following four-step process: assessing the form of a student's social skills (i.e. initiation and response behaviors); assessing the function or purpose of a student's social behaviors; assessing the social contexts in which a student's social behavior occurs; and assessing a student's physical environments. Strategies are also presented to help teachers identify specific target skills for instruction. Part two of the guide focuses on determining the type and delivery method of social skills instruction. According to the authors, an effective model for achieving this is one that is comprised of the following key components: using integrated environments to promote peer-based social competence; utilizing social reading techniques; adapting the environment to promote social competence; using coaching methods; and matching instruction to context. The guide concludes with a list of core strategies for effective social skills programming and sample assessments. (Booklet; 45 pages.) This book is a title in the series PRO-ED Series On Autism Spectrum Disorders. ©2007-2008. Autism Society of North Carolina.

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