ASD-S3: Demonstrates the ability to consistently use various visual strategies including environmental structuring, schedules, visual cues and social stories to communicate social information and expectations that support the student's learning as directed by licensed staff.

Summary

Individuals with ASD have a tremendous amount of difficulty processing social information, but they are capable of improving their social understanding and skills when: they are given direct instruction; environments are structured and predictable; visual strategies are provided to increase understanding of social expectations and interactions, and strategies are in place that promote generalization of newly learned social skills.

This unit included information designed to increase understanding of why individuals with ASD experience deficits in interpreting social information. It outlined strategies that can be used to facilitate social understanding and improve social skills. Some of the key points covered in the information presented in this unit include:

• Many individuals with ASD have impaired ability to infer another person’s thoughts, feelings, beliefs, desires, and intentions (theory of mind).
• Many individuals with ASD are good at tasks that require attention to detail but poor at grasping the overall meaning (weak central coherence).
• Many individuals with ASD have impaired joint attention skills, which impacts their ability to engage in reciprocal social interaction with others or follow the focus of others.
• Many individuals with ASD do not look to other people for information or imitate them about how to proceed when uncertain.
• Students with ASD function best in environments and activities that are structured and predictable.
• Visual strategies are a critical component in programs for students with ASD.
• Strategies can be used to improve a student's social understanding; provide concrete structures in which students can be taught to interpret social situations; and assist them in sharing their perspectives, learning new social concepts and behaviors, solving problems, making decisions, and improving their understanding of their emotions.

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Information for this unit was gathered, in part, from the following resources:

“SOCCSS” section includes material adapted and reprinted with permission from Myles, B., Trautman, M. L.,& Schelvan, R. L. (2004). The hidden curriculum: Practical solutions for understanding understated rules in social situations (pp. 20–23). Shawnee Mission, KS: Autism Asperger Publishing Company. http://www.asperger.net

“Comic Strip Conversations” section includes material adapted and reprinted with permission from Gray, C. (1994). Comic strip conversations (pp. 7–12). Arlington, TX: Future Education. http://www.thegraycenter.org

“Power Card” section includes material adapted and reprinted with permission from Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger Syndrome and autism (pp. 21, 44-45). Shawnee Mission, KS: Autism Asperger Publishing Company. http://www.asperger.net

“The Incredible 5-Point Scale” section includes material adapted and reprinted with permission from Buron, K., & Curtis, M. (2003). The Incredible 5-Point Scale: Assisting students with Autism Spectrum Disorders in understanding social interactions and controlling their emotional responses (pp. 1-3, 42-43). Shawnee Mission, KS: Autism Asperger Publishing Company. http://www.asperger.net

"Theory of Mind" section includes material adapted and reprinted with permission from Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide (pp. 2-12). Chichester, West Sussex, England: John Wiley & Sons Limited.

“Emotional Referencing” section includes material reprinted with permission from Gutstein, S. (2004). Why “referencing” matters. Connections Center Newsletter, March 29-April 3, 2004. http://www.rdiconnect.com

“Central Coherence” section includes material adapted and reprinted with permission from Happe, F. (1998). Autism: An introduction to psychological theory (pp. 116–129). Cambridge, MA: Harvard University Press. Permission granted by Taylor & Francis Group.

Frith, U. (1991). Autism and Asperger Syndrome. New York: Cambridge University Press.

Gray, C. (2004). Social Stories™ 10.0. Jenison Autism Journal, 15(4), 2–10. Jenison, MI: Jenison Public Schools. http://www.thegraycenter.org

Hodgdon, L. A. (1995). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: Quirk Roberts Publishing.

Janzen, J. E. (1996). Understanding the nature of autism: A practical guide. San Antonio, TX: Therapy Skill Builders.

Moore, S. T. (2002). Asperger Syndrome and the elementary school experience: Practical solutions for academic and social difficulties. Shawnee Mission, KS: Autism Asperger Publishing Company.

Myles, B., & Adreon, D. (2001). Asperger Syndrome and adolescence: Practical solutions for school success. Shawnee Mission, KS: Autism Asperger Publishing Company.

Myles, B., & Southwick, J. (1999). Asperger Syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission KS: Autism Asperger Publishing Company.

National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press, Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education.

Twachtman-Cullen, D. (2000). How to be a para pro: A comprehensive training manual for paraprofessionals. Hgganum, CT: Starfish Specialty Press.

Quill, K. A. (2000). Do-watch-listen-say: Social and communication intervention for children with autism (pp. 123–128). Baltimore: Paul H. Brookes Publishing Company.

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