social stories

Getting Along

Primary

Pam Britton Reese Nena C. Challenner Challenner

Skil Skilll Areas: Areas: So Soci cial al Skill Skills/ s/La Langu nguag age e Ages:

3 thru 8

Grades:

Pre K thru 3

Copyright © 1999 LinguiSystems, Inc. All of our products are copyrighted to protect the fine work of our authors. Copying this entire book for any reason is prohibited. You may, may, however, however, copy the worksheets as needed for your own use with students.

LinguiSystems, Inc. 3100 4th Avenue East Moline, IL 61 61244-9700 1-800 PRO IDEA

1-800-776-4332

FAX: E-mail: Web: TDD:

1-800-577-4555 ser [email protected] www.linguisystems.com 1-800-933-8331 (for those with hearing impairments)

Any other reproduction or distribution of these worksheets is not allowed, including copying this book to use as another primary source or “master” copy. copy.

Printed in the U.S.A. U.S.A. ISBN 0-7606-0300-6

About the Authors Pam Britton Reese, Reese , M.A., CCC-SLP, owns a private practice, CommunicAid Plus, where she provides speech and language services to children and adults. adults. She is also an educatio educational nal consultant consulta nt to public public and private private schools. schools. Pam has over over 9 years years experience in the schools as a speech-language pathologist and teacher of the hearing-impa hearing-impaired. ired. She has worke worked d with young young children with autism and PDD since 1995. Auti Autism sm & PDD: Social Skills Lessons is Lessons is her first publication with LinguiSystems.

Nena C. Chal Challenn lenner er,, B.S., is a PPCD (Preschool Program for Children with Disabilities) Disabilities) Instructor and Inclusion Inclusion Specialist. Specialist. She has been a teacher for over 15 years and has taught preschool through second second grade. grade. She has worked worked with with children with autism autism and PDD since 1995. Auti Autism sm & PDD: Social Skills Skills Lessons is Lessons is her first publication with LinguiSystems.

Acknowledgments Thanks to my husband, Joe, for his support and enthusiasm, and to my children, Kate, Matthew, and Sam for their patience and understanding – PBR Thanks to my parents, parents, Glen A. Zachary and Betty Y. Zachary Zachary,, for their love and encouragement that will be with me always, and to my husband, Phillip, and my son, Ryan, for their patience and support throughout the writing of this book – NCC And thanks to Amy Ballard for sharing her artistic ability on our very first social lesson, to Julie Nelson for sharing her wide expertise on children’s behavior, and to Judy Walling, Special Education Director, Midlothian ISD, for expanding the world of children with special needs.

Dedication To Shawn, for showing us a way to teach children with autism

Illustrations by Eulala Conner Page Layout by Christine Buysse

Table of Contents Introduction . . . . . . . . . . . . . . . . . . . 5

Eating Asking for More Food . . . . . . . . . 37 Eating Eat ing Slo Slowly wly . . . . . . . . . . . . . . . 38 Using a Napkin . . . . . . . . . . . . . . 39 Chewin Che wing g Food Food . . . . . . . . . . . . . . 40 Taking Only Only One . . . . . . . . . . . . . 41 Drinki Dri nking ng fro from m My Gl Glas ass s . . . . . . . 42 Chew Ch ewin ing g Gum Gum . . . . . . . . . . . . . . 43 Eating Eat ing Off the Flo Floor or . . . . . . . . . . 44

Social Interactions Saying Sayi ng “Hi” “Hi” . . . . . . . . . . . . . . . . . . 9 When I Talk to People People . . . . . . . . . 10 Introd Int roduci ucing ng Mysel Myselff . . . . . . . . . . . 11 Mr.. and Mrs. Mr Mrs. . . . . . . . . . . . . . . . . 12 Receiving Receiv ing a Complim Compliment ent . . . . . . . 13 Let Others Others Talk . . . . . . . . . . . . . . 14 Sayi Sa ying ng Goo Goodd-by bye e at Scho School ol . . . . 15 Getting Getti ng Attention Attention . . . . . . . . . . . . . 16 Hearing “No” . . . . . . . . . . . . . . . . 17 Saying Sayi ng “I’m “I’m Sorry” . . . . . . . . . . . . 18 Requesting Request ing . . . . . . . . . . . . . . . . . 19 Saying Sayi ng “Please “Please”” and “Thank “Th ank You” . . . . . . . . . . . . . . . 20 Comply Com plying ing wit with h a Req Request uest . . . . . 21 Asking Ask ing to to Use the the Bathro Bathroom om . . . . 22 Shutti Shu tting ng the the Bathro Bathroom om Door Door . . . . 23 Shari Sh aring ng . . . . . . . . . . . . . . . . . . . 24 Showing Showi ng Affection Affection . . . . . . . . . . . . 25 Holding Holdi ng a Door . . . . . . . . . . . . . . 26 Answer Ans wering ing the the Phone Phone . . . . . . . . . 27 Answer Ans wering ing the Doo Doorr . . . . . . . . . . 28 Getting Getti ng Picture Picture Taken . . . . . . . . . 29 Interacting Inter acting with a Baby Baby . . . . . . . . 30 Playin Pla ying g a Board Board Game Game . . . . . . . . 31 Kee eepi ping ng My My Shirt Shirt Dow Down n . . . . . . . 32 Keepi Ke eping ng My My Cloth Clothes es On On . . . . . . . 33 Other Oth er Peop People’ le’s s Glass Glasses es . . . . . . . 34 Other Pe People’ ople’s s Watches Watches . . . . . . . 35 Saying Sayi ng Nice Things . . . . . . . . . . . 36

My Body Using Usi ng a Tis Tissue sue . . . . . . . . . . . . . . 45 Fing Fi nger ers s in in My No Nose se . . . . . . . . . . 46 Fingers Finger s in My Mouth Mouth . . . . . . . . . . 47 Sticki Sti cking ng Out Out My Tongu ongue e . . . . . . . 48 Picture Index . . . . . . . . . . . . . . . . . 49 Tracking Multiple Behaviors . . . . . 50 Tracking Multiple Behaviors (Example) . . . . . . . . . . . . . . . . . 51 Initial Behavior Analysis . . . . . . . . 52 Initial Behavior Analysis (Example) . . . . . . . . . . . . . . . . . 53 Record of Progress . . . . . . . . . . . . 54 Record of Progress (Example) . . . 55 Tracking Form for Lessons Individual . . . . . . . . . . . . . . . . . 56 Tracking Form for Lessons Group . . . . . . . . . . . . . . . . . . . . 58 Overview of Lessons Lessons . . . . . . . . . . . . 60 References and Resources . . . . . . 62

Getting Along Autism & PDD: Social Skills Lessons

3

Copyright © 1999 LinguiSystems, Inc.

Introduction A few years ago, we were working together to facilitate the inclusion of a five-year-old boy with autism into a kindergarten/ kindergarten/first first-grad -grade e classroom. classroom. Comm Communicat unication ion with the the child was was a problem. problem. Althou Although gh the classroom had been structured to aid his inclusion, inappropriate behaviors repeatedly set him back both academically and socially. socially. Some of his typical behaviors were climbing on desktops, darting, squirting glue on tables, dumping toys, and pulling on electrical cords. We learned of Carol Gray’s success with stories describing social situations to teach children with autism. autis m. The format format of Gray’ Gray’s s stories in in The New Social Story Book (1994) seemed perfect for our student. Howev However, er, due to the the child’s young young age, we soon found found that those stories were too long. Shorter sentences and stories stories plus the addition of pictures pictures were critical to his comprehension. So we began writing one-page lessons with each sentence supported by one or more pictures. Our lessons targeted typical needs of preschool and early primary students. Our lessons were so successful that we began using them with other children with autism and PDD. As parents began to see how the lessons worked at school, they requested lessons concerning behaviors at home home and in the community community.. In addition, the lessons lessons were used successfully successfully with children with other disabilities and with typically-developing children. Auti Autism sm & PDD: Social Skills Skills Lessons is the culmination of the work we did with teachers and families over the last few years.

About the Books The lessons are grouped into five separate books: • • • • •

School Home Community Getting Al Along Behavior

In each book, book, we have have included included two two types of lessons lessons:: instru instructiona ctionall and behaviora behavioral. l. The instructio instructional nal lessons are intended to teach young children what they need to do or say in social situations that are often overwhelming to children with autism (e.g., Receiving a Compliment , Getting Along book, page 13). The instructional lessons lessons can be used as part of a social skills skills curriculum with with small groups of children or individuals. individuals. The behavioral lessons lessons target specific social problems that need to be stopped. stopp ed. They are best best used with an individual individual child child (e.g., (e.g., Running Away (Darting), (Darting) , Behavior book, page 27). The lessons are not intended to be used in the order presented, but chosen according to the needs of a particular child. The Getting Along book Along book focuses on social skills needed in many different settings throughout life. These are the the “basic” “basic” socia sociall skills. skills. Educat Educators ors and parents parents will find that that these lessons lessons apply to home, home, community,, and school. One possible plan for use is outlined on the next community next page.


5


Introduction , continued 1. Educator Educator and and parents parents collabor collaborate ate in in choosing choosing the skill(s skill(s)) that are important important for the child. child. Many behaviors occur more often in one setting (e.g., school) but require review in both settings (e.g., school and home). home). Good communicat communication ion between between school school and home is critical. critical. 2. Educa Educator tor initia initiates tes teachi teaching ng the the skill skill at at school. school. 3. A copy copy of the the lesso lesson n is then then sent sent home home.. 4. Pa Parent rent reads reads the lesson lesson with with the child child over over sever several al days. days. 5. Educa Educator tor and and parent parent conf confer er regardin regarding g mastery mastery..

Make the Lessons Fit the Child No two children are the same! Although the lessons are ready for for use as they appear in the books, books, it will undoubtedly be necessary necessary to make changes in some lessons to to fit the child. For example, example, some children may not understand that the the generic child used in the the lessons refers refers to them. For these children, attach a photograph of the child child in the upper right-hand corner of the lesson. As you read the story, story, point to the photograph and say say the child’s child’s name in place of any pronouns. Continue to use the lesson as written. In time, some children may learn to to accept the the use of the generic child. Editing may also be needed if the the chosen lesson does not exactly match what the child is doing. For example, in the Squirting Glue lesson Glue lesson (Behavior book, page 15), we show the child squirting glue on tables. If the child is squirting glue on the floor or on other children, you you will need to change the lesson. Cross out the text text and rewrite rewrite the sentence following following the format format of the original sentence. Blank lines have been inserted in the text in some lessons to help you individualize them for each child.. There are child are empty spaces spaces above above the lines lines for for additional additional pictures pictures if needed. needed. The picture picture index index in the back of each book contains pictures pictures that may may be copied and substituted. substituted. If you can’t can’t find the picture you need in the index, feel free to substitute or add photographs, your own line drawings, copies of pictures from another lesson in one of the other books, Boardmaker Boardmaker Software Software (1995), or other computer-generated clip art.

Using the Lessons Identify the skill to Identify to be taught. taught. No child child will need need every every lesson. lesson. Search for for the source source of the problem. problem. Is it sensory? Is it a communication communication breakdown? Is the child sick? sick? Some problems can be solved by ignoring the behavior or changing something something in the environment. Limit the number of lessons lessons presented presen ted at one one time. time. Start with with one or two. two. Wa Wait it until until they are learned befo before re introducin introducing g more. more. Choose the appropria Choose appropriate te lesson lesson and mak make e two copies copies.. Change the story story as needed. needed. Place one one copy copy of the lesson lesson in a notebook for for the child. As skills are presented and learned, the notebook can can be used for reviewing lessons with the child and for sharing the lessons with other teachers, parents, and caregivers. The second copy copy is to be used for direct instruction with the child child as follows: follows: 1. Identi Identify fy the the time time and and place place the the social social situ situati ation on occur occurs. s. The Tracking Multiple Behaviors form, Behaviors form, page 50, and/or the Initial Behavior Analysis form, page 52, will help you. Getting Along Autism & PDD: Social Skills Lessons

6


Introduction , continued 2. When teaching teaching a new skill, skill, the social social lesson should should immediately immediately precede precede the targeted targeted situation situation.. For example, if the child is having a problem completing seatwork, read I Finish My Work (School Work (School book, page 14) just before you hand out the work. 3. Presen Presentt the less lesson. on. Sit with with the the child child oneone-onon-one one in in a quiet quiet area area and and read read the less lesson on aloud aloud.. Poin ointt to the pictures pictures for for emphasis. emphasis. Read the lesson lesson again. again. 4. Allow Allow the child child to to keep keep the lesson. lesson. This allow allows s the child child to to review review the the lesson lesson repeatedl repeatedly y as the the new skill is learned. Don’t worry if this copy is damaged or discarded by by the child since since you have have another copy in the child’s notebook. 5. Docume Document nt the the lesson( lesson(s) s) ta taught ught usin using g the Record of Progress , page 54, and/or the tracking forms on pages 56-59. These records can serve as documentation for for IEP objectives objectives and behavioral intervention.

Special Considerations Pronouns can be difficult for for some children with autism. We have have used “I” extensiv extensively ely throughout the books as a way way to help teach the pronoun. If pronoun use prevents prevents comprehension of the lesson, substitute the child’s name in the text text and/or use the child’s photograph in place of the “I” symbol. Be sure to use words that the child is familiar familiar with (e.g., (e.g., gym vs. vs. P.E.; jungle gym vs. vs. monkey bars). The lesson and pictures on one page may may be overwhelming for for some children. You can use a blank sheet of paper to mask the rest of the lesson as you read each line. The lessons can also be used to to make make a small small book. book. Cut apart apart the sentenc sentences es and accom accompanyi panying ng pictures pictures.. Place each each sentence/pictures in the the center of a separate separate sheet of paper. paper. Staple the pages together to make a book. These lessons can easily be adapted to the child’s child’s language and comprehension level. level. If necessary, necessary, delete words to shorten sentences. Some children may may also need few fewer er pictures per sentence. We have even even used lessons with no text for behavior (e.g., bite/time-out) and instruction (e.g., work/computer). Adul Ad ult: t: “I “Iff I bi bite te (p (poi oint nt), ), ti time me ou outt (p (poi oint nt). ).””

Adul Ad ult: t: “I “Iff I fi fini nish sh wo work rk (p (poi oint nt), ), co comp mput uter er (p (poi oint nt). ).””

These lessons do not offer a solution to the myriad of challenges presented by young children with autism and PDD. PDD. They have, have, however, however, proved proved to be a useful tool for many families, teachers, teachers, and speech-language pathologists to teach children with autism and PDD to understand the social world in which they live. live. We hope that you you will find these social skills lessons as effective effective as we have. have. Pam and Nena Getting Along Autism & PDD: Social Skills Lessons

7


Saying



Hi



People walk by me.

People smile at me.

I smile at people.

The people say, “Hi, ______________, how are you?” (child’s name)

I say, “______________.” (child’s response)

Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

9


When I Talk to People

Sometimes I talk to people.

I look at their faces.

Their eyes look at me.

I listen and look.

I look at people’s faces when I talk to them.


10


Introducing Myself

I meet a new person.

The person says, “What is your name?”

I say, “My name is ______________.” (child’s name)

I say, “What is your name?”

The person says, “My name is ______________.” (name)


11


Mr. and Mrs.

I talk to a man.

I say, “Mr. ______________.” (man’s last name)

I talk to a woman.

I say, “Mrs. ______________.” (woman’s last name)

A man is Mr.

A woman is Mrs. or Miss. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

12


Receiving a Compliment

Someone might say, “You look nice.” Thank you!

I say, “Thank you.”

Someone might say, “I like your shoes.” Thank you!

I say, “Thank you.”

Someone might say, “Your haircut is cute.” Thank you!

I say, “Thank you.” Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

13


Let Others Talk

I see people.

They can talk to ______________. (person)

I stand by ______________. (person)

I keep my hands down.

I will try to wait quietly.


14


Saying Good-bye at School

________ ____ ________ ______ __ takes me me to school. school. (person) Good-bye.

I say, “Good-bye.”

________ ____ ________ ______ __ says says,, “Good-bye.” “Good-bye.” (person)

I work at school.

I will see __________ ______________ ____ later later.* .* (person)

*Draw in clock hands to show the appropriate time.


15


Getting Attention

I want to talk to ______________. (person)

I stand quietly.

I look.

1 I can touch ______________’s arm one time. (person)

I wait for my turn.


16


Hearing



No



No.

Sometimes Some times ______ __________ ________ ____ tells me, “No.” “No.” (person)

I stop what I am doing.

I listen.

________ ____ ________ ______ __ tells me me what to to do. (person) No.

When _______________ says, “No,” I stop. (person)


17


Saying



I’m Sorry



Sometimes I make a friend cry.

My friend is sad.

I feel bad inside. I'm sorry.

I say, “I’m sorry.”

I do not want my friend to cry.


18


Requesting

I want a _______________. (thing)

I do not scream. Please.

I say, “I want _______________, please.” (thing)

________ ____ ________ _______ ___ gives me ____ ________ ________ _______. ___. (person)

(thing)

Thank you!

I say, “Thank you!”

________ ____ ________ _______ ___ is happy. happy. (person)


19


Saying



Please



and



Thank You



I ask for _______________. (thing) Please.

I say, “Please.”

I get the _______________. (thing) Thank you!

I say, “Thank you!”


20


Complying with a Request

________ ____ ________ _______ ___ asks me me to help. help. (person)

I listen. Okay!

I say, “Okay!”

I help.

________ ____ ________ _______ ___ is happy happy with me. me. (person)

I am happy when I help. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

21


Asking to Use the Bathroom

I need to go to the bathroom. Help.

I ask for help.

I go to _______________. (person)

I say, “I need to go to the bathroom.*”

________ ____ ________ _______ ___ helps me. (person)

*If necessary, substitute a term the child is more familiar with. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

22


Shutting the Bathroom Door

I go to the bathroom by myself.

I go in the bathroom.

I shut the door.

I use the bathroom. I flush.

I wash my hands.

Then I open the door. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

23


Sharing

I have lots of toys.

I like to play with my _______________. (toy)

My friend wants to play with my _______________. (toy)

I can have my ________________. (toy)

My friend can have my _______________. (toy)

We can share the _______________. (toy)


24


Showing Affection

I love _______________. I am happy happy.. (person)

I put my arms around _______________. (person)

I squeeze a little. It’s a hug.

I give a kiss.

I put my lips together together.. I touch my lips on _______________’s _______________’s face. (person)

________ ____ ________ _______ ___ is happy. happy. (person)


25


Holding a Door

________ ____ ________ _______ ___ is holding holding some bags. bags. (person)

_______________ ________ _______ cannot open the the door. door. (person)

I can open the door.

I can hold the door open.

I help _______________. (person)


26


Answering the Phone Ring, ring

The phone rings.

I can pick it up.

I put it near my ear and mouth. Hello.

I say, “Hello.”

I hear talking.

I give the phone to _______________. (person)


27


Answering the Door

I hear the doorbell ring.

I tell ________________. (person)

I do not open the door. door. This is important.

_______________ opens the door. (person)

_______________ is happy that I did not open the door. (person)


28


Getting Picture Taken

I get my picture taken.

I look at the camera.

I smile at the camera.

“Click!” All done!

Now I can move.


29


Interacting with a Baby

I like little babies.

I see a baby.

I say, “Can I see the baby?”

I talk quietly.

I do not touch the baby.

I talk to the baby. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

30


Playing a Board Game

I play a game with _______________. (person)

My turn. I roll the die. I move my token.

_______________’s ________ _______’s turn. I wait. (person)

Now it is my turn again.

I play play a game. We take turns. turns.


31


Keeping My Shirt Down

I wear a shirt.

I wear pants.

My shirt covers my stomach.

I do not show my stomach.

I keep my shirt down.


32


Keeping My Clothes On

I wear clothes all day.

I wake up. I put put on clothes.

I keep my shirt on. I keep my pants on.

I keep my shoes and socks on.

I wear clothes all day.


33


Other People’s Glasses

Some people wear glasses.

Glasses help people see.

I look at the people’s faces.

It is okay for people to wear glasses.

I keep my hands down.

I can look at glasses. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

34


Other People’s Watches

I like watches.

Watches show people the time.

Sometimes I can look at watches.

Sometimes I can look at my watch.

I do not grab people’s watches.

I keep my hands down. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

35


Saying Nice Things

I say nice things to people.

I do not say mean words.

I do not say, “_______________.” (mean words*)

I can say nice words.

I can say, “You are my friend!”

*Write in any mean/hateful words the child says. Getting Along – Social Interactions Autism & PDD: Social Skills Lessons

36


Asking for More Food

I eat my food.

I want more food. Please.

I say, “Please, I want more food.”

I ask for more food with words.

This makes _________ _____________ ______ __ happ happyy. (person)

Getting Along – Eating Autism & PDD: Social Skills Lessons

37


Eating Slowly

I take a little bite of food.

I put my fork down.

I chew the food slowly.

I swallow.

I pick up my fork and take a little bite.

I put my fork down while I chew. Getting Along – Eating Autism & PDD: Social Skills Lessons

38


Using a Napkin

I eat food.

A napkin is on my lap.

I wipe my mouth with the napkin.

I put the napkin back in my lap.

I eat more food.

I wipe my mouth with the napkin. Getting Along – Eating Autism & PDD: Social Skills Lessons

39


Chewing Food

I chew food when I eat.

I keep my lips together.

My mouth does not make noises.

This makes _______________ happy. (person)

I chew food with my mouth closed.


40


Taking Only One

________ ____ ________ _______ ___ has cook cookies. ies. (person)

_______________ ________ _______ says, “Would “Would you you like a cookie?” cookie?” (person)

1 I can have one cookie.

I eat my cookie slowly.

1 Sometimes I can have one more cookie.


41


Drinking from My Glass

I see a glass.

It is not my glass.

I do not drink from the glass.

I can ask for a glass.

I only drink from my own glass.


42


Chewing Gum

I like to chew gum.

I can put the gum in the trash.

If I swallow gum, it might hurt me.

Gum on the floor sticks to my shoes.

I put the gum in the trash.


43


Eating Off the Floor

I see food on the floor.

Food on the floor is dirty.

Dirty food is yucky.

I do not eat food off the floor.

I throw dirty food away.

________ ____ ________ _______ ___ gives me more more food. food. (person)


44


Using a Tissue

I have a cold.

My nose runs.

I wipe it with a tissue.

My face is clean. I am happy happy..

I throw the tissue away.

Getting Along – My Body Autism & PDD: Social Skills Lessons

45


Fingers in My Nose

I do not put my fingers in my nose.

I get a tissue for my nose.

I blow my nose in a tissue.

I wipe my nose with a tissue.

I put the tissue in the trash.


46


Fingers in My Mouth

I do not put my fingers in my mouth.

My fingers may be dirty.

Food goes in my mouth.

Drinks go in my mouth.

I do not put fingers in my mouth.


47


Sticking Out My Tongue

Sometimes I stick out my tongue.

________ ____ ________ _______ ___ does not not like it. (person)

I lick ice cream with my tongue.

I lick a sucker with my tongue.

I do not stick out my tongue.

My tongue stays in my mouth. Getting Along – My Body Autism & PDD: Social Skills Lessons

48


Picture Index

People

Things


49


Tracking Multiple Behaviors Child Ch ild’’s Na Name me __ ____ _____ _____ _____ _____ ____ _____ _____ _____ _____ ____ __

Behavior

Behavior

Behavior

Time 1

Time 1

Time 1

Location

Location

Date Da te ___ _____ _____ _____ _____ _____ ____ _____ _____ _____ _____ __

Location

Behavior

Time 1

Behavior

Location

Time 1

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence

Time 2

Time 2

Time 2

Time 2

Time 2

Location

Location

Location

Location

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence

Time 3

Time 3

Time 3

Time 3

Time 3

Location

Location

Location

Location

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence

Time 4

Time 4

Time 4

Time 4

Time 4

Location

Location

Location

Location

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence

Autism & PDD: Social Skills Lessons

50


Tracking Multiple Behaviors Example W._____ Child Ch ild’’s Na Name me ____ __Danny _____ _____ _____ ____ _____ _____ _____ _____ ____ __

Date Da te _____ ___3/19 _____ _____ _____ _____ ____ _____ _____ _____ _____ __

Behavior

Behavior

Behavior

Biting Self

Biting Others

Scratching Others Hitting Others

Time 1

Time 1

Time 1

Location circle time

9:35

Antecedent

Location block center

10:05

10:50

Behavior

Location in line

Behavior

Time 1

Location

11:15

snack table

Antecedent

Antecedent

Antecedent

wanted adult to sit by him

another student was talking to him

another student bumped his arm

Consequence

Consequence

Consequence

Consequence

5 min. min. timetime-out out

redirected

time-out

apology/moved to another chair

Time 2

Time 2

Location

10:15

house center

?

Location

Antecedent

Antecedent

Time 2

Location

Time 2

Location

Time 1

Location

Antecedent

Consequence

Time 2

Location

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Time 3

Time 3

Time 3

friend had doll he wanted

Consequence

Consequence redirected

Time 3

Location

Time 3

Location

Location

Location

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence

Time 4

Time 4

Time 4

Time 4

Time 4

Location

Location

Location

Location

Location

Antecedent

Antecedent

Antecedent

Antecedent

Antecedent

Consequence

Consequence

Consequence

Consequence

Consequence


51


Initial Behavior Analysis* Child Ch ild’’s Na Name me __ ____ _____ _____ _____ _____ ____ _____ _____ _____ _____ ____ __

Date Da te ___ _____ _____ _____ _____ _____ ____ _____ _____ _____ _____ __

Setti Se tting ng ___ _____ ____ _____ _____ _____ _____ ____ _____ _____ _____ _____ ____ ____ __

Activ Ac tivity ity __ ____ _____ _____ _____ _____ ____ _____ _____ _____ ____ _

Name of Person Completing Form ____________________________________ _____________________________________________ ___________ __ What happened just before before the behavior occurred? ________ _______________ ______________ ______________ ___________ ____ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ Describe the behav behavior ior.. _______ _______________ _______________ ______________ ______________ _______________ _______________ ____________ _____ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ What was the consequence of the behavior? ___________________________________ ______________________________________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ Date/Time

Location

No. of of Occurrences

Consequences

Comments:: ________ Comments _______________ ______________ ______________ _______________ _______________ ______________ ______________ ______________ _______ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ * This form can be used for observing the same behavior several times in one day or for observation over several days.


52


Initial Behavior Analysis * Example Child Ch ild’’s Na Name me __ ____ _____ _____ _____ ____ _____ _____ _____ _____ ____ __ Cindy B._____

3/15 – 3/19 Date Da te _____ ___ _____ _____ _____ _____ ____ _____ _____ _____ _____ __

Setti Se tting ng ___ _____ kindergarten ____ _____ _____ _____ _____ classroom ____ _____ _____ _____ _____ ____ ____ __

story time Activ Ac tivity ity __ ____ _____ _____ _____ _____ ____ _____ _____ _____ ____ _

Name of Person Completing Form ____________________________________ _____________________________________________ ___________ __ children______________ sat on floor to hear What happened just before before the behavior occurred? _______________ ________ ______________ ___________ ____ teacher read story _______ ______________ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ repeatedly fell backward onto other_______________ children _______________ Describe the behav behavior ior.. _______________ _______ _______________ ______________ ______________ ____________ _____ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ removed to sit in chair at desk during What was the consequence of the behavior? ______________________________________ ___________________________________ ___ _______ ______________ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ story after several requests to stop ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ Date/Time

Location

No. of of Occurrences

Consequences

3/15

book center

|||

redirected 2x, moved to chair

3/16

book center

||||


3/17

book center

|||


3/18

book center

|||

redirected 2x, moved to chair**

3/19

book center

||


Comments:: _______________ Comments ________ ______________ _______________ ______________ ______________ ______________ _______ ** 3/18 –______________ After being put in_______________ chair, she screamed and was removed to hallway. ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ * This form can be used for observing the same behavior several times in one day or for observation over several days.


53


Record of Progress Child’s Child ’s Name _____ ___________ ____________ ____________ ____________ ____________ ________ ___ Behavior _________________________________________ Social Skill Lesson _________________________________ Date Social Skill Lesson Initiated _____________________ ______________________ _

Intervention Chart Baseline __________ (average # of occurrences in one day from Initial Behavior Analysis ) Lesson Read? Yes

How often does the behavior occur?

No

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10

Comments:: ________ Comments _______________ ______________ ______________ _______________ _______________ ______________ ______________ _____________ ______ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ Autism & PDD: Social Skills Lessons

54


Record of Progress Example Child’s Child ’s Name ___________ _____ ____________ ____________ ____________ ________ ___ Cindy B. ____________ falling back on other children during story time Behavior _________________________________________ Social Skill Lesson _________________________________ Falling on Friends (Behavior) 3/18 Date Social Skill Lesson Initiated ______________________ _____________________ _

Intervention Chart Baseline __________ (average # of occurrences in one day from Initial Behavior Analysis ) 3x/day Lesson Read? Yes

How often does the behavior occur?

No

Day 1

X

0

Day 2

X

0

Day 3

X



Day 4

X

0

Day 5

X

0

Day 6

X

0

Day 7

X





0

Day 8 Day 9 Day 10

Comments:: ________ Comments _______________ ______________ ______________ _______________ _______________ ______________ ______________ _____________ ______ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ ______________ _______ ______________ _______________ _______________ ______________ ______________ ______________ _______________ _______________ __________ ___ Autism & PDD: Social Skills Lessons

55


Tracking Form for Lessons – Individual

Getting Along

Child’s Name ____________________________

Social Interactions



Requesting Date _______________ _____________________________________ _____________________________________  Saying “Please “ and “Thank You” Date _______________ _____________________________________ _____________________________________  Complying with a Request Date _______________ _____________________________________ _____________________________________  Asking to Use the Bathroom Date _______________ _____________________________________ _____________________________________  Shutting the Bathroom Door Date _______________ _____________________________________ _____________________________________  Sharing Date _______________ _____________________________________ _____________________________________  Showing Affection Date _______________ _____________________________________ _____________________________________  Holding a Door Date _______________ _____________________________________ _____________________________________  Answering the Phone Date _______________ _____________________________________ _____________________________________  Answering the Door Date _______________ _____________________________________ _____________________________________



Saying “Hi” Date _______________ _____________________________________ _____________________________________  When I Talk to People Date _______________ _____________________________________ _____________________________________  Introducing Myself Date _______________ _____________________________________ _____________________________________  Mr. and Mrs. Date _______________ _____________________________________ _____________________________________  Receiving a Compliment Date _______________ _____________________________________ _____________________________________  Let Others Talk Date _______________ _____________________________________ _____________________________________  Saying Good-bye at School Date _______________ _____________________________________ _____________________________________  Getting Attention Date _______________ _____________________________________ _____________________________________  Hearing “No” Date _______________ _____________________________________ _____________________________________  Saying “I’m Sorry” Date _______________ _____________________________________ _____________________________________


56


Tracking Form for Lessons – Individual , continued

Getting Along

Child’s Name ____________________________

Social Interactions, continued



Using a Napkin Date _______________ _____________________________________ _____________________________________  Chewing Food Date _______________ _____________________________________ _____________________________________  Taking Only One Date _______________ _____________________________________ _____________________________________  Drinking from My Glass Date _______________ _____________________________________ _____________________________________  Chewing Gum Date _______________ _____________________________________ _____________________________________  Eating Off the Floor Date _______________ _____________________________________ _____________________________________



Getting Picture Taken Date _______________ _____________________________________ _____________________________________  Interacti Interacting ng with a Baby Date _______________ _____________________________________ _____________________________________  Playing a Board Game Date _______________ _____________________________________ _____________________________________  Keeping My Shirt Down Date _______________ _____________________________________ _____________________________________  Keeping My Clothes On Date _______________ _____________________________________ _____________________________________  Other People’s Glasses Date _______________ _____________________________________ _____________________________________  Other People’s Watches Date _______________ _____________________________________ _____________________________________  Saying Nice Things Date _______________ _____________________________________ _____________________________________

My Body 

Using a Tissue Date _______________ _____________________________________ _____________________________________  Fingers in My Nose Date _______________ _____________________________________ _____________________________________  Fingers in My Mouth Date _______________ _____________________________________ _____________________________________  Sticking Out My Tongue Tongue Date _______________ _____________________________________ _____________________________________

Eating 

Asking for More Food Date _______________ _____________________________________ _____________________________________  Eating Slowly Date _______________ _____________________________________ _____________________________________ Autism & PDD: Social Skills Lessons

57


Tracking Form for Lessons – Group

Getting Along

Names:

Social Interactions Saying “Hi” When I Talk to People Introducing Myself Mr. and Mrs. Receiving a Compliment Let Others Talk Saying Good-bye at School Getting Attention Hearing “No” Saying “I’m Sorry” Requesting Saying “Please” and “Thank You” Complying with a Request Asking to Use the Bathroom Shutting the Bathroom Door Sharing Showing Affection Holding a Door Answering the Phone Answering the Door Getting Picture Taken Interacting with a Baby Playing a Board Game Keeping My Shirt Down Keeping My Clothes On Other People’s Glasses Other People’s Watches Saying Nice Things


58


Tracking Form for Lessons – Group , continued

Getting Along

Names:

Eating Asking for More Food Eating Slowly Using a Napkin Chewing Food Taking Only One Drinking from My Glass Chewing Gum Eating Off the Floor

My Body Using a Tissue Fingers in My Nose Fingers in My Mouth Sticking Out My Tongue


59


Overview of Lessons Getting Along Social Interactions Sayin Sa ying g “Hi” “Hi” . . . . . . . . . . . . . . I When Whe n I Talk Talk to to Peop People le . . . . . . I Introducing Intro ducing Mysel Myselff . . . . . . . . . I Mr.. an Mr and d Mrs Mrs.. . . . . . . . . . . . . . I Receivi Rec eiving ng a Com Compli plimen mentt . . . . I Let Others Others Talk Talk . . . . . . . . . . . B Saying Sayi ng Good-bye Good-bye at School School . . . B Gettin Get ting g Atten Attentio tion n . .. . .. .. .B Hearing Hear ing “No “No”” . . . . . . . . . . . . B Sayin Sa ying g “I’m “I’m Sor Sorry” ry” . . . . . . . I/B Request Requ esting ing . . . . . . . . . . . . . . I Saying Sayin g “Please” “Please” and “Thank You” . . . . . . . . . . . . . I Complying Comply ing with with a Request Request . . . I/B Asking to Use Use the Bathr Bathroom oom . . . I Shutting Shutt ing the the Bathroo Bathroom m Door Door . . . I Sharing Sha ring . . . . . . . . . . . . . . . I/B Showing Sho wing Aff Affect ection ion . . . . . . . . . I Holdi Hol ding ng a Do Door or . . . . . . . . . . . I Answering Answ ering the Phone Phone . . . . . . . I Answering Answ ering the the Door . . . . . . . . I Getting Picture Taken Taken . . . . . . . I Intera Int eracti cting ng with with a Baby Baby . . . . . I Playing Playi ng a Board Board Game . . . . . . I Keepi Ke eping ng My My Shirt Shirt Down Down . . . . B Keepi Ke eping ng My My Clothe Clothes s On . . . . B Other Oth er Peop People’ le’s s Glasse Glasses s . . .. B Other People’ People’s s Watche Watches s ....B Sayin Sa ying g Nice Nice Thing Things s . . . . . .. .I Eating Asking for More Food Food . . . . . I/B Eating Slowly . . . . . . . . . . . . B Using Usin g a Napki Napkin n . . .. . .. . .. .I Chewing Chewin g Food Food . . . . . . . . . . . . I Taking Only Only One . . . . . . . . . I/B Drinkin Drin king g from from My My Glass Glass . . . I/B Chewin Che wing g Gum Gum . . . . . . . . . . I/ I/B B Eating Eat ing Off Off the the Floor Floor . . . . . . . B My Body Using a Tissue . . . . . . . . . . . . I Fingers Fing ers in My My Nose Nose . . . . . . . B Fingers Finger s in My Mouth Mouth . . . . . . . B Sticki Sti cking ng Out My My Tong Tongue ue . . . . B

Behavior * School Behavior Behavior Note My Parent Talks to My Teacher Tearing Climbing on Furniture Toys Stay at School Falling on Friends Squirting Glue Dumping Dumpin g Toys Toys Counting Backpack I Like My Things Mouth Noises Cursing Stealing Money Home Behavior Drawing on the Wall VCR Buttons VCR Tapes Electrical Cords Running Away (Darting) Shoelaces Sharing Furniture What Goes in the Toilet? Flushing the Toilet Hurting Self/Others Grabbing Someone’s Chin Pinching Hitting Biting Scratching Kicking Pulling Hair Choking Pushing Throwing Head Butting Spitting Breaking Breaki ng Toys Toys Biting Myself Pulling Out Own Hair Overeating Hurting Animals

I = Instructional B = Behavioral


Home Daily Routines Morning Mor ning Rou Routin tine e . . .. . .. . . .I Gettin Get ting g Dress Dressed ed . . . . . . . . . . I Wearing Wea ring Different Different Clothes Clothes . . . B Mealtime: Mealt ime: I Eat My My Own Fo Food od . . . . . . . . . . . . . B Tryin rying g New New Food Food . . . . . . . . I/B Going Goi ng to to Bed . . . . . . . . . . . I/B Week We ekend end Mor Morning ning . . . . . . . I/B Cleaning Cleani ng My Room Room . . . . . . . I/B After-scho After -school ol Day-care Day-care . . . . . I/B Self-Care Brushin Bru shing g Teet eeth h . . .. . .. . . .. I Shampooing Shamp ooing Hair Hair . . . . . . . . . . I Clipping Clippin g Fingernails Fingernails . . . . . . . . I Bath Bat h Time Time . . . . . . . . . . . . . . . I Using Usi ng the the Toile Toilett . . . . . . . . . . . I Taking Medicine Medicine . . . . . . . . . . . I Appliances/Safety Answer Ans wering ing Mach Machine ine . . . . . . . B The Vacu acuum um Clean Cleaner er . . . . . . B Electr Ele ctrica icall Outlet Outlets s . . .. . .. . .B Hot and Cold Wat Water er . . . . . . . . I Hot Iron Iron . . . . . . . . . . . . . . . . . I Hot Sto Stove ve . . . . . . . . . . . . . . . I The Microw Microwave ave . . . . . . . . . . . B Wearing Wea ring My Seat Seat Belt . . . . . . B Sittin Sit ting g in the Bac Back k Seat Seat . . . . B Family Relations Getting Getti ng Help . . . . . . . . . . . . I/B Others Other s Talking on on the Phone Phone . . B Favorit Fa vorite e TV Show . . . . . . . . . B Watching Wa tching One TV TV . . . . . . . . . B Sharing the TV . . . . . . . . . . . B Sharing Sha ring the Com Comput puter er . . . . . B Pets . . . . . . . . . . . . . . . . . . . . I Peop eople le Go Aw Away ay . . . . . . . . . . I The Bab Baby-s y-sitt itter er . . . . . . . . . . . I Special Occasions Not Going Going on a Trip Trip . . . . . . . . I Staying Sta ying Away Away from from Home Home . . . . I Time-o Tim e-out ut . . . . . . . . . . . . . . . B Sick Sic k Sibling Sibling Sta Stays ys Home Home . . . . I Havin Ha ving g Compan Company y . . .. . .. . .B My Birthday Birthday . . . . . . . . . . . . . . I The Sprinkler Sprinkler . . . . . . . . . . . . . I

* All lessons are behavioral. 60


Overview of Lessons, continued Community*

School Routine Activities First Day Day of School School . . . . . . . . . . . . . . . . . . . . . . I Riding the Bus to School School . . . . . . . . . . . . . . . . . I Saying Sayi ng the Pledge Pledge of Allegian Allegiance ce . . . . . . . . . . . . I Using a Schedule Schedule . . . . . . . . . . . . . . . . . . . . . . . I Using a Work Table . . . . . . . . . . . . . . . . . . . . . I I Finish My Work Work . . . . . . . . . . . . . . . . . . . . . . . I Listening Listen ing to My Teacher Read a Story . . . . . . . I Listening Listen ing to Fri Friends ends Read Read Books Books . . . . . . . . . . . I Recess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Cafete Caf eteria: ria: Cho Choosi osing ng Food Food . . . . . . . . . . . . . . . I/B Cafeteria: Carrying My Tray Tray . . . . . . . . . . . . . . . .I Cafete Caf eteria: ria: I Eat My My Own Food Food . . . . . . . . . . . . . . B Cafeteri Caf eteria: a: Wa Waiting iting with Friends Friends . . . . . . . . . . . . . . B Nap Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Using Math Math Manipulat Manipulatives ives . . . . . . . . . . . . . . . I/B Using Markers . . . . . . . . . . . . . . . . . . . . . . . . I/B Using the the Computer Computer . . . . . . . . . . . . . . . . . . . I/B Cleaning Cleanin g Up the Room Room . . . . . . . . . . . . . . . . . I/B Extra-Curricular Extra-Curricu lar Activities Transi ransitions tions . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Gym Class Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Going to to Speech Speech . . . . . . . . . . . . . . . . . . . . . . . I Library Libra ry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Social Skills Quiet Voice . . . . . . . . . . . . . . . . . . . . . . . . . . I/B Raising My Hand . . . . . . . . . . . . . . . . . . . . . . I/B Waiting Wai ting for for Help . . . . . . . . . . . . . . . . . . . . . . I/B Walking Wal king in Line Line . . . . . . . . . . . . . . . . . . . . . . . I/B Special Days Going to to an Event Event . . . . . . . . . . . . . . . . . . . . . . I Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Somebody Somebo dy Different Different Picks Picks Me Me Up . . . . . . . . . . . I Holidays Holida ys Away Away from School . . . . . . . . . . . . . . . I My Teacher Teacher Is Is Sick . . . . . . . . . . . . . . . . . . . . . . I Fire Drill Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I Tornado Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . I Self-Care Dirty Hands Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . I Washing Was hing Hands Hands . . . . . . . . . . . . . . . . . . . . . . . . I Using the the Rest Room Room . . . . . . . . . . . . . . . . . . . . I Covering Cov ering My My Cough and Sneeze Sneeze . . . . . . . . . . . I Wearing a Helmet . . . . . . . . . . . . . . . . . . . . . . .I Going to the School Nurse . . . . . . . . . . . . . . . . .I Getting My Temperature Taken . . . . . . . . . . . . . . .I .I

Community Services Community The Haircut The Dentist A Cavity The Check-up Immunizations Shopping The Car Wash The Post Office New Shoes New Clothes The Libr Library: ary: Cho Choosi osing ng Books Books The Libr Library: ary: Sto Story ry Tim Time e The Video Store The Restaurant Fast Food Drive-Thru Food Social Activities Visiting a Friend’ Friend’s s House The Birthday Party The Movie Theater The Skating Rink The Swimming Pool The Zoo The Park The Picnic Taking a Vacation Camping Fishing Soccer Practice The Soccer Game The T-Ball Game The Parade The Clown Fireworks Transportation The Airplane The Boat Ride The Bus Ride The Elevator The Escalator Safety Crossing the Street I Can’t Find My Parent

I = Instructional B = Behavioral


* All lessons are instructional. 61


References and Resources Frith, U. Aut Autism: ism: Explai Explaining ning the Enigma . Oxf Oxford ord,, Engl England: and: Bla Blackw ckwell ell,, 1989. 1989. Grandin, T. Thinking in Pictures . Ne New w York: York: Dou Doubl bleda eday y, 1995. Gray, C. Gray, C. (ed.). The Morning News . News Newslette letterr availab available le by subscriptio subscription n through Jenison Jenison Public Publi c Schools, Jenison, Jenison, MI. (T (To o order, order, call 616-457-8955.) 616-457-8955.) Gray, C. The New Social Story Book . Arli Arlingt ngton, on, TX: Fut Future ure Horiz Horizons ons,, 1994. 1994. Harrington, K. For Parents and Professionals: Professionals: Autism . E. Mo Moliline ne,, IL: IL: Li Lingu nguiS iSyst ystem ems, s, Inc. Inc.,, 1998. Hodgdon, L.A. Visual Strategie Strategies s for Improvin Improving g Communication Communication.. Volume 1: Pract Practical ical Supports for School and Home . Troy roy,, MI: MI: Quirk Roberts Publ Publishing ishing,, 1995. 1995. Koski, P.S. Autism & PDD: Picture Stories and Language Activities . E. Moline, IL IL: LinguiSystems, Inc., 1998. Mayer-Johnson, R. Boardmaker Boardmaker Sof Softw tware are.. Sol Solana ana Beach, Beach, CA: Ma Maye yer-J r-Johns ohnson, on, 1995. 1995. Richard, G.J. The Source for Autism . E. Mol Moline ine,, IL: Lin Lingui guiSys System tems, s, Inc Inc., ., 1997 1997.. Rollins, P., P., Wambacq, I., Dowell, D., D., Mathews, L., and Reese, P. P. “An Intervention Technique Technique for Children with Autistic Autistic Spectrum Disorder: Joint Attention Routines.” Routines.” Journal of Communication Disorders , Vol. 31, 1998, 1998, pp. pp. 181-19 181-193. 3.

1-04-10 Autism & PDD: Social Skills Lessons

62


social stories

Recommend Documents