Social Skills Success for Students with Autism / Asperger's: Helping Adolescents on the Spectrum to Fit In PDF
Preview Social Skills Success for Students with Autism / Asperger's: Helping Adolescents on the Spectrum to Fit In
Frankel c09.tex V2-09/02/2011 10:24am Page122 Frankel f02.tex V2-09/08/2011 5:00pm Pagei Social Skills Success for Students with Autism/Asperger’s Helping Adolescents on the Spectrum to Fit In FredFrankel JeffreyJ.Wood Frankel f02.tex V2-09/08/2011 5:00pm Pageii Copyright©2011byJohnWiley&Sons,Inc.Allrightsreserved. PublishedbyJossey-Bass AWileyImprint 989MarketStreet,SanFrancisco,CA94103–1741—www.josseybass.com Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorbyany means,electronic,mechanical,photocopying,recording,scanning,orotherwise,exceptaspermittedunderSection 107or108ofthe1976UnitedStatesCopyrightAct,withouteitherthepriorwrittenpermissionofthepublisher,or authorizationthroughpaymentoftheappropriateper-copyfeetotheCopyrightClearanceCenter,Inc.,222 RosewoodDrive,Danvers,MA01923,978–750–8400,fax978–646–8600,orontheWebatwww.copyright.com. 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LibraryofCongressCataloging-in-PublicationData Frankel,Fred,1946- Socialskillssuccessforstudentswithautism/Asperger’s:helpingadolescentsonthespectrumtofitin/Fred Frankel,JeffreyJ.Wood.—1sted. Includesbibliographicalreferencesandindex. ISBN978-0-470-95238-2(pbk.) ISBN9781118108598(ebk.) ISBN9781118108604(ebk.) ISBN9781118108611(ebk.) 1. Youthwithautismspectrumdisorders—Education.2. Youthwithautismspectrumdisorders—Behavior modification.3. Socialskillsinadolescence.I.Wood,JeffreyJ.,1972-II.Title. LC4717.F4652012 371.94—dc23 PrintedintheUnitedStatesofAmerica FIRSTEDITION PBPrinting10 9 8 7 6 5 4 3 2 1 Frankel f03.tex V2-09/06/2011 4:08pm Pageiii ABOUTTHEAUTHORS FREDFRANKEL,Ph.D.,isprofessorofmedicalpsychologyintheDepart- mentofPsychiatryandBiobehavioralSciencesattheUCLASemelInstitute forNeuroscienceandHumanBehavior.Heisthefounderanddirectorof theUCLAParentingandChildren’sFriendshipProgram.Frankelhasbeen principalinvestigatorontwostudiesofsocialskillstrainingfundedbythe NationalInstituteofMentalHealth(NIMH)—onegrantforstudentswith attentiondeficithyperactivitydisorder(ADHD)andthesecondforchildren withautismspectrumdisorders.Hehasalsobeenco–principalinvestigator onagrantfundedbytheCentersforDiseaseControlinvestigatingsocial skillstrainingfor childrenwithfetalalcoholspectrumdisorders(FASD) andanNIMH-fundedinterdisciplinarytraininggrantforresearchinchild- hoodpsychosis.Heiscurrentlyaco-investigatorintheCenterforAutism InterventionResearchNetwork,fundedbytheNationalInstitutesofHealth, andapediatricoverweightpreventiongrantfundedby theDrownFoun- dation.Hehaspublishedoverfifty-threepeer-reviewedstudiesonautism, ADHD,developmentaldisabilities,FASD,andchildhoodobesity.Frankel hasauthoredthreebooks:Children’sFriendshipTraining(withBobMyatt), SocialSkillsforTeenagerswithDevelopmentalandAutismSpectrumDisor- ders:ThePEERSTreatmentManual(withElizabethLaugeson),andFriends Forever:HowParentsCanHelpTheirKidsMakeandKeepGoodFriends (Jossey-Bass,2010). JEFFREYJ.WOOD,Ph.D.,isassociateprofessorofeducationandpsy- chiatry and biobehavioral sciences at UCLA. He developed and directs theUCLABehavioralInterventionsfor Anxietyin ChildrenwithAutism (BIACA)researchandtreatmentprogram.Hehasbeenprincipalinvesti- gatoronthreeNIH-fundedstudiesofcognitivebehavioraltherapy:onefor typicalstudentswithanxietydisordersandtheothertwoforchildrenand adolescentswithautismspectrumdisorders,andprincipalinvestigatoron threestudiesfundedbyCureAutismNow,AutismSpeaks,andtheOrga- nizationforAutismResearchinvestigatingcognitivebehavioraltherapyfor childrenandadolescentswithautismspectrumdisordersinschoolandclinic settings.HehassponsoredfourNIMH-fundedtraininggrantsforresearchon iii Frankel f03.tex V2-09/06/2011 4:08pm Pageiv childandadolescentdevelopmentaldisabilitiesandmentalhealth,including aschool-basedstudyofcognitivebehavioraltherapyforanxietyproblems. HeiscurrentlyprincipalinvestigatoroftheNICHD-fundedmultisitestudy ofcognitivebehavioraltherapyforanxietyinadolescentswithautism.He haspublishedoverthirtypeer-reviewedstudiesonanxiety,autism,depres- sion,anddisruptivebehaviordisorders.Woodhasauthoredoneotherbook: ChildAnxietyDisorders(withBryceMcLeod). iv AbouttheAuthors Frankel f04.tex V2-09/06/2011 4:50pm Pagev ACKNOWLEDGMENTS FredFrankel:IthankBruceKravetzofPalmsMiddleSchool,LosAngeles, and CynthiaWhitham,L.C.S.W., for theirhelp in theearly drafts of this book.IalsoacknowledgetheinvaluableassistanceofThomasDase,assis- tantsuperintendentofeducationservicesoftheCulverCityUnifiedSchool District,forhishelpandsupportinimplementingmysocialskillsprogramin hisschooldistrict,andMurielIfekwunigweandstaffattheElRinconSchool FamilyCenter. IthankthefollowingstaffofJossey-Bassforhelpingtomakethisbook areality:MarjorieMcAneny,senioreditor;TracyGallagher,senioreditorial assistant;Robin Lloyd,productioneditor;BeverlyMiller,copyeditor;and DimiBerkner,seniormarketingmanager. Jeffrey J. Wood:Ithankmy long-timecollaborator,BryceMcLeodat VirginiaCommonwealthUniversity,forhisextraordinaryinsightsonanx- ietyissuesandourever-fascinatingscholarlydialogueduringthewriting ofthisbook.IamalsogratefultoJeffreyJacobsandMurielIfekwunigwe attheUCLAUniversityLabSchoolandAngelaChiuintheUCLADepart- mentofPsychology,withwhomIcollaboratedonaclinicaltrialofcognitive behavioraltherapyforyouthwithanxietyinaschoolsetting. v Frankel f01.tex V2-09/06/2011 4:16pm Pagevi Jossey-BassTeacher Jossey-Bass Teacher provides educators with practical knowledge and toolstocreateapositiveandlifelongimpactonstudentlearning.Weoffer classroom-testedand research-basedteachingresourcesfor a variety of gradelevelsandsubjectareas.Whetheryouareanaspiring,new,orveteran teacher,wewanttohelpyoumakeeveryteachingdayyourbest. Fromready-to-useclassroomactivitiestothelatestteachingframework, ourvalue-packedbooksprovideinsightful,practical,andcomprehensive materials on the topics that mattermost to K–12 teachers.We hope to becomeyourtrustedsourceforthebestideasfromthemostexperienced andrespectedexpertsinthefield. CONTENTS AbouttheAuthors...................................................iii Acknowledgments.....................................................v Introduction..................................................... 1 OurApproachtoSocialSkillsTraining............................3 TheKnowledgeBaseBehindThisBook............................4 Children’sFriendshipTraining/PEERS........................4 Cognitive-BehavioralStrategiesforEmotional Self-Regulation....................................................6 ThePurposeofThisBook............................................7 HowtoUseThisBook................................................8 PARTI: BASICINFORMATIONABOUTTEENSWITH AUTISMSPECTRUMDISORDER 11 Chapter1:WhatIsAutismSpectrumDisorder?............... 13 ChallengesFacingNeurotypicalTeens............................14 BecomingIndependentfromParents.........................14 PreparingforaVocationorCareer............................15 AdjustingtothePhysicalandPsychosexual ChangesofPuberty.............................................16 DevelopingValuesandIdentity...............................16 EstablishingEffectiveRelationshipswithPeers..............16 SymptomsofAutismSpectrumDisorders........................18 MisleadingAspectsofCommunication.......................18 DeficitsinExpressionandCommunication..................19 EasilyCorrectedDeficitsinUnderstandingOthers.........22 CopingwithAnxiety-ProducingSituations...................24 Chapter2:MakingInclusionMoreSuccessfulfor StudentswithAutism........................................... 27 HistoryoftheInclusionMovement................................28 ParentViewsAboutInclusion......................................29 vii TypesofEducationalPlacement...................................29 TraditionalTeacherRolesinPartiallyandFullyIncluded Classrooms...........................................................32 ResearchFindingsonInclusion....................................32 SocialIntegrationintoSchoolLife............................33 MainstreamSuccessofStudentsonthe AutismSpectrum................................................34 ApproachesforSocialInclusionwithNeurotypicalTeens......35 TeenAltruism........................................................37 Chapter3:ClassroomManagementandSocial SkillsGroups..................................................... 43 ClassroomManagementforStudentswithAutism SpectrumDisorders.................................................44 SegregatedStudents............................................44 PartiallyIncludedStudents....................................45 FullyIncludedStudents........................................46 ConsequencesforMisbehavior................................47 OrganizingSocialSkillsGroupsforTweensandTeens.........48 HowtoOrganizeGroupsatSchool...........................49 HowtoHaveTeensTaketheClass...........................49 HowtoEngageTeensinClassDiscussions..................50 HaveSomeFunActivities......................................50 Have‘‘Real-Life’’Homework...................................50 InvolvingParentsinSocialSkillsTraining.......................51 PARTII: INTERVENTIONSFORBASICSOCIALSKILLS 53 Chapter4:HelpingStudentsExpandTheirInterests.......... 55 ProblemsinConversationVersusProblemsinInterests........56 SociallyFunctionalInterests.......................................57 InterferenceDuetoAnxiety........................................58 BuildingonCurrentInterests......................................58 AssessingStudentInterests........................................59 LessonstoExpandInterests........................................62 viii Contents
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