ERIC Number: ED414697
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Social Skills for Students with Autism. Second Edition. CEC Mini-Library: Working with Behavioral Disorders.
Simpson, Richard L.; Myles, Brenda Smith; Sasso, Gary M.; Kamps, Debra M.
This booklet identifies and discusses methods and procedures to facilitate appropriate social interactions between children and youth with autism and classroom teachers and other school personnel. It is designed to provide information and techniques that are useful in developing social interaction programs. An overview of four approaches commonly used to promote social development in children and youth with autism is provided. In the first approach, direct skill instruction, a practitioner first identifies social skills that need to be developed, then determines the steps required to build those skills and provides practice in a variety of settings. The second approach, antecedent prompting procedures, calls for a teacher to prompt the child to engage in some kind of interactive behavior, which, when it occurs, is responded to positively by classmates and the teacher. In the third approach, peer initiation strategies, socially competent peers are taught how to initiate and encourage social interactions with children with autism in natural settings. The final approach, peer tutoring, has socially competent peers learn to use effective teaching techniques and positive reinforcement to teach academic subjects to classmates with autism. The booklet also includes a brief historical review of research findings on social interaction instruction. (Contains 94 references.) (CR)
Descriptors: Autism, Classroom Techniques, Educational Strategies, Elementary Secondary Education, Interpersonal Communication, Interpersonal Competence, Peer Teaching, Positive Reinforcement, Prompting, Skill Development, Social Development, Tutoring
Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-15859.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Council for Exceptional Children, Reston, VA.