Chapter 7: Social Challenges of Children and Youth with Autism Spectrum Disorders
Chapter Summary
Social functioning impairments are fundamental characteristics of individuals with autism. Four
common social skills deficits include nonverbal communication, social initiation, social reciprocity, and
social cognition. Within the social cognition domain, individuals with ASD typically have difficulties in
three specific processes-knowledge (know-how), perspective taking, and self-awareness.
Social skills deficits fall under two categories; performance deficits or skill acquisition deficits. It
is important to determine what type of skill deficit an individual has in order to match an appropriate
intervention strategy.
Social skills training programs must be socially valid. Gresham’s (2002) classification system
divides assessment methods into three levels of social validity. Type I measures are interviews and rating
scales. This level is considered to be the most socially valid as it measures the opinions of the
stakeholders. Type II measures involve the direct assessment of the child’s social skills. These measures
are important to progress monitoring and research. Type III measures are the least socially valid, and
consist primarily of role-playing and asking the individual questions involving social cognition. Social
skills programs must be socially acceptable to ensure consumer’s interest and investment in the
intervention.
Numerous meta-analyses have attempted to identify components of effective social skills and
offer recommendations for social skills programs. Research suggests that training may help children with
ASD improve communication and social skills. It is recommended that social activities be structured and
enjoyable, and provide ample opportunities for positive social exchanges.
Chapter Objectives
1. Increase knowledge of common social skills deficits.
3. Increase awareness of skill acquisition versus performance deficits.
5. Increase knowledge of social skills assessment techniques.
Chapter Focus Questions
1. What are common social skills deficits in individuals with ASD?
2. Why is it important to teach social skills to individuals with ASD?
3. How are social skills and social competence evaluated?
Chapter Key Terms
Child-specific interventions
Responsivity to multiples cues
Cognitive printing strategies
Scripting
Collateral skills interventions
Self-management
Establishing operations (EOS)
Self-monitoring
Functional behavior assessment (FBA)
Skill acquisition deficit
Generalization
Social acceptability
Initiation
Social anxiety
Meta-analysis
Social cognition
Motivation
Social competence
Peer-mediated intervention (PMI)
Social skills
Performance deficit
Social problem solving (SPS)
Pivotal response training (PRT)
Social Stories
Priming
Social validity
Prompts
Video Modeling
Reciprocity
Instructional Strategies/Activities
Strategy
Rationale
Description/Steps
Modifications/
Alternative Options
Social Assessment
Activity
Real world practice
may enhance
students’
understanding of
concepts
1. Have students observe
people interacting
socially in their natural
environment (e.g.,
youngsters on the
Allow students to
work individually
Have students also
observe a student with
playground or at lunch,
adults shopping or at
work, etc.)
2. Have students keep notes
on the number of social
exchanges and the types
of behavior used in each
social exchange (e.g.,
touch, facial expression,
verbal communication,
etc.)
3. Have students share their
observations with the
class
4. Discuss how these
observations may be
different had the
individual had ASD
ASD and compare
their social behaviors
with someone of the
same age and gender;
discuss
Social Stories
Activity
Hands-on practice
may enhance student
understanding of
concepts
1. Have students create a
Social Story for each of
the following situations
(students may choose to
use pictures/drawings,
words, or a combination):
a. Going on a field trip
with General
Education (any grade)
b. Going on vacation
with family
c. Using appropriate
words rather than
hitting when upset
d. Importance of
brushing ones teeth
after eating
2. Have students share their
stories with the class
Assign small groups
of students a specific
situation and have
them share their story
with the class
Case Study Review
Relating concepts to
understanding of key
concepts
1. Have students review one
elsewhere in the
textbook, listing social
issues or deficits
2. Ask students to identify
and discuss the use of
issue identified in terms
Allow students to
3. Have students share their
discussions
Literature Review
Examining current
literature may expand
students’ learning of
concepts
1. Have students review the
literature on one or more
of the social strategies
presented in Chapter 9
and discuss their findings
with the class
Allow students to
work alone or in small
groups.
Suggested Chapter Readings/Resources
Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice Hill.
Elliot, S. & Gresham, F. (1991). Social skills interaction guide. Circle Pines, MN: American
Guidance.
Chapter 7: Social Challenges of Children and Youth with Autism Spectrum Disorder
Guided Notes
Outline
• Social Skills & Social Competence
• Common Social Skills Deficits
Social Skills & Social Competence
• Social _______________ = learned behaviors that allow one to interact in a positive way with
others
• Social _______________ = the perception of others regarding one’s social skills
Common Social Skills Deficits
• Nonverbal Communication
• Social Initiation
• Social _______________
Social Skills Assessment
• The purpose of the assessment is to identify _______________ skills for intervention and to
_______________ effects of the intervention
Assessing Social Competence & Social Skills
• Assessment of Social Competence:
− _______________
− Rating Scales
• Assessment of Social Skills:
− _______________ Observation: observing and recording the student’s behavior in real
world settings
− _______________ Observation: observing the student’s behavior in an environment that
has been set up to facilitate particular social behaviors (e.g., structured play groups)
Social Validity
• Social Validity = the importance or _______________ of the objectives, intervention strategies,
and intervention results
Functional Behavior Assessment and Social Skills
• Purpose of FBA is to determine the maintaining _______________ and _______________
variables associated with problem behavior
Social Skills Training: Skill Acquisition
• Social Stories
• Video-Modeling and Video Self Modeling
• Social Problem Solving
Social Skills Training: Performance
• Priming
• Prompting
• Self-Monitoring