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Literature Review
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Crooke, P.J., Hendrix, R.E., & Rachman, J.Y. (2008) Brief report:
Measuring the effectiveness of teaching social thinking to
children with Asperger Syndrome and high functioning
Autism. Journal of Autism & Developmental Disorders, 38,
581-591.
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P.J. Crooke and R.E. Hendrix are affiliated with M.G. Winners
Center for Social Thinking in San Jose, California. J.Y. Rachman
is affiliated with Stone Oak Therapy Services and Learning
Institute located in San Antonio, Texas. All three authors are
professors of Speech, Language, and Hearing sciences at the
University of Arizona.
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According to this article, recent reports have suggested that a
social learning deficit, like those often experienced by
students with ASD, clearly has an impact on social skill
development and a possible effect on academic achievement.
The Social Thinking theory views social skills as dynamic and
situational, not as something that can be taught and then
replicated across many settings. Instead, the Social Thinking
theory suggests that social skills appear to evolve from
ones thinking about how one wants to be perceived.
According to the authors, social skills are the behavioral
output of our social minds. Through social thinking, students
can build stronger social minds.
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Davis, N., DeRosier, M., Matthews, R., McMillen, J.S., & Swick,
D.C. (2010, November 2). The efficacy of a social skills group
intervention for improving social behaviors in children with
high functioning autism and spectrum disorders. The Journal
of Autism & Development Disorders, 41, 1033-1043.
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functioning ASD. Overall, results indicated more positive
outcomes for families who participated in S.S.GRIN- HFA
versus those in the control group. They exhibited significantly
greater mastery of social skills, as measured by the ALQ,
compared to children in the control group.
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Higgins, K., Pierce, T., & Terpstra, J.E. (2002, Summer). Can I
play? Classroom-based interventions for teaching play skills
to children with autism. Focus on Autism and Other
Developmental Disabilities, 17(2), 119-128.
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There are many interventions and methods discussed in the
research related to teaching social and play skills to children
with ASD. Some strategies include teaching isolated play
skills in the context of pre-teaching, script training for play
skills, using peer models, and using pivotal response training.
One of the deficit areas for children with ASD includes the
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ability to engage in typical play individually or with peers. It is
within play that children practice a variety of roles, learn to
read, learn to follow, and experience acceptance. Childhood
play provides the opportunity to learn and practice the social
skills that are important for successful functioning within
school and society. Teachers who work with students that
have ASD should know the many methods to teach play. The
method selected for use with a specific child will be
dependent on the individual childs developmental level,
language ability, motivational level, availability of peers,
educational setting, and type of play to be taught.
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Social skills consist of the ability to relate to others in a
reciprocally reinforcing manner, and the ability to adapt social
behaviors to different contexts. Inadequate social skills
impede development by increasing behavior problems that
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result from not having appropriate social skills, increasing the
likelihood for maladaptive behavior later in life, and
decreasing the positive developmental support and learning
opportunities found successful in peer relationships. Peermediated strategies for social skill instruction typically
involve the use of socially competent peers to model and
reinforce appropriate social behavior. These peers can model
and reinforce appropriate, expected behaviors. However,
children with ASD who are in an integrated classroom without
any specific intervention to promote socialization are unlikely
to attend to their peer models.
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Social development appears to begin prior to birth and
emerges in the early days of life as babies actively pursue
social learning through their daily experiences. Social
manipulation and the ability to think socially appear to be
critical not only for social participation but also for
understanding aspects of play, problem solving,
understanding communicative intentions, written expression
and reading comprehension. Children with typical
development acquire social skills and communication
relatively easily; however, those with social learning
difficulties do not intuitively understand and use these
concepts without great effort and direct teaching. The deeper
study of how we learn socially and then develop related
treatment strategies for those who lack in social skill
development has recently taken on new urgency with the
increasing numbers of students with diagnoses such as ASD,
PDD-NOS, and Non-Verbal Learning Disability, who may
exhibit social skill deficits.
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Bibliography
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Mancil, G.R., Ogilive, C., & Whitby, P.J.S. (2012, November 1).
A framework for teaching social skills to students with
Asperger Syndrome in the general education classroom. The
Journal of Developmental Disabilities, 18 (1), 62- 72.
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Social thinking is the user-friendly term for social cognition.
It develops in children starting at birth, and for most people it
is intuitively learned. A milestone during development is
called joint attention, when babies learn to look at peoples
eyes and follow what they are looking at to figure out what
they are thinking about. Joint attention leads to
communication development, plays skills, cooperation,
sharing, and working as a group. Social thinking requires
students to learn to think about their play, school, social
relationships, and the community. These skills are also often
deficits for children with ASD. Social thinking helps the
students who did not have their social thinking develop
intuitively. When people learn how to think differently and
flexibly, they can think anywhere. This is different from
simply teaching a social skill. Individuals who are taught only
a social skill, not the thinking behind it, will only perform that
skill in the environment in which they learned it.
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This study focused on the social behavior of children and
adolescents with Autism Spectrum Disorder. Social behaviors
included initiating conversation, maintaining conversation
and demonstrating empathy. A social skill intervention was
implemented for participants. Over the course of the
intervention, students spent more time interacting with
peers, increased their abilities to maintain conversations, and
spent marginally less time interacting with a leader or an
adult. This study also used behavioral coding to assess the
changes in social behavior over the course of the
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intervention.
Bibliography Liebe Lieberman, R.G. & Yoder, P. (2012, June). Play and
Information:
communication in children with Autism Spectrum Disorder.
Journal of Early Intervention, 34 (2), 82-103.
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turns. Students with ASD often demonstrate deficient play
skills and delayed communication skills. To address these
deficiencies, the authors suggest intervention work within the
context of play routines and play skills. To develop play, a
child must be aware of people and events in their
environment to observe and later imitate.
Students with ASD may be less able to notice and learn from
events occurring around them. Therefore, they are less likely
to develop the play skills required to later develop the
communication skills and other social behaviors such as
initiations of conversation and joint attention. Interventions
may be required to teach students with ASD certain play
skills. Intervention curricula should address coordinated
attention to object and person, since it is an integral step in
development of play.
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Students diagnosed with having ASD often exhibit difficulties
in motor planning, expressive and receptive communication,
imitation, fine motor, and gross motor movements, all of
which are needed for play. Children with ASD often exhibit
some kind of play, but the type and quality varies from those
of students who are typically developing.
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Past studies have found that children with ASD have less
frequent spontaneous pretend play. Instead, their behaviors
are repetitive, stereotypic, and lack variety. Pretend play is
classified into two categories: functional and symbolic.
Symbolic play usually develops for children around 24 months
of age. However, students with ASD can experience
impairments with their symbolic play development. This
article examines three different theories explaining cognitive
impairments in autism looking for a reason why students with
ASD experience difficulties with play. The three theories
include: Theory of Mind, executive function deficit, and
weak central coherence.
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