Social skills are especially difficult for teens on the autism spectrum, but many of these skills can be learned, and with practice, can become habit. Social skills are critical to make friends, get a job, and to live a fulfilling life. Research from Harvard University says social skills are the top factor for getting a job.
Share the following book excerpt with your son or daughter to give them a head start in mastering these important social skills.
When a child with Aspergers or High-Functioning Autism demonstrates challenging behaviors, we tend to blame the child’s autism. However, these challenging behaviors are not a byproduct of autism, rather learned due to ineffective means to get needs met—especially when there are barriers to communication.
Bottom line: if an individual does not have a way to communicate appropriately, he or she will find a way to communicate in another way (e.g. screaming or hitting).
Keeping in mind the ABCs of behavior from our previous post, let’s discuss the key to changing behavior.
Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.
Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.
ASTEP offers an important list of resources for college students with Aspergers, who are looking for employment or internship opportunities. Read through the summaries of what each organization offers, and click on the names listed to go to their websites. You can find the original post on ASTEP here.
Career Opportunities for Students with Disabilities is a professional association comprised of more than 600 colleges and universities, and over 500 major national employers. COSD’s mission is to improve the employment rate of college students and recent graduates with disabilities on a national basis, by forming collaborative relationships between campus’ Disabilities Services and Career Services offices, and assisting employers in providing internships, recruiting, and hiring college graduates with disabilities.
Though it can be inspirational to hear that a celebrity has Asperger’s, it tends to be more annoying than anything else. Especially in the cases where someone admits it and was diagnosed long ago, but hasn’t come out and said it until now.
There are a lot of breakthroughs being made in autism research, and psychologists are starting to understand it more and more. I feel it’s become “mainstream”, even. The diagnosis rate is going up, and people are either getting diagnosed as adults or coming out and saying they’ve had it all their lives.
Colleague and friend Andrew Nelson, a coordinator in the West Virginia Autism Training Center’s Family Focus Positive Behavior Support program, supports individuals with ASD in their transition to college as part of his day-to-day duties. In his work, Andrew began to notice similar questions and issues were being raised by various students. Many of the questions were about basic procedures of higher education, such as how one applies to and gets into a university. Other questions – like “Do I have to do my own laundry?” – were about campus living.
To help answer these questions, Andrew went straight to the experts: college students on the spectrum!
In his video interview with three Marshall University students, Andrew explores in brief the topics of: college admission, financial aid, effective support strategies, independent living, and the importance of building on-campus relationships.
Dr. Temple Grandin once told my son Sam: “when you’re looking for employment, you must show your work“. Indeed! For someone diagnosed with High Functioning Autism or Aspergers Syndrome, you must rely on the merit of your work, because oftentimes challenging social cues can override a large portion of the interviewing process.
Asperger Syndrome Training and Employment Partnership provides a very good checklist to review before you go through the interview process.
While we, and the world in which we live, is always changing our Asperger child struggles with this uncertainty. How do we, as the parent help buffer the certainty of change with the challenge it brings to those living on the spectrum? This is a good question that affects many families, and poses discussion!
Though we cannot control the world nor the small corner in which we live, we can somewhat control the space in which we call home.
While the word “punish” often conjures up bad thoughts for parents and professionals, punishment and reinforcement are key when looking at behavior change through ABA. Punishment in ABA decreases the chances that a particular behavior will occur again, as opposed to reinforcement which increases the likelihood of behavior.
Let’s look at the behavior analytic definitions of punishment specifically:
Positive punishers may occur naturally in one’s environment. A child pets a strange dog and gets bit on the finger causing pain. After this occurs, the child does not pet strange dogs. That is considered a positive punisher because the bite/pain (presented stimulus) decreased petting strange dogs (outcome).
A parent can use positive punishment as well: siblings are fighting; mom yells “stop it right now!” and the kid’s reaction is to end the fighting. Mom provides the stimulus of yelling, which decreases future occurrence of fighting.
A negative punisher would be when the removal of a toy ends the fighting between two children. This removal decreases chance of it happening in future.
“Time out” is also considered a negative punishment. When used correctly, it removes all reinforcement from the immediate environment resulting in a decrease in future occurrence of the punished behavior.
Hillary Adams and Jackie Clark presented “Bridging the Gap: Supporting Students with ASD as they Transition from College to the Workforce” at the 2014 Autism Society conference held in Indianapolis, Indiana. Representing the West Virginia Autism Training Center, Adams and Clark provided several tips and considerations for those who are about to graduate and those who support them.