Social Skills Success for Students with Autism Asperger's: Helping Adolescents on the Spectrum to Fit In

258 Pages·2011·1.39 MB·English

by  Fred Frankel and Jeffrey J. Wood

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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
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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
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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
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childandadolescentdevelopmentaldisabilitiesandmentalhealth,including
aschool-basedstudyofcognitivebehavioraltherapyforanxietyproblems.
HeiscurrentlyprincipalinvestigatoroftheNICHD-fundedmultisitestudy
ofcognitivebehavioraltherapyforanxietyinadolescentswithautism.He
haspublishedoverthirtypeer-reviewedstudiesonanxiety,autism,depres-
sion,anddisruptivebehaviordisorders.Woodhasauthoredoneotherbook:
ChildAnxietyDisorders(withBryceMcLeod).
iv AbouttheAuthors
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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
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Jossey-BassTeacher
Jossey-Bass Teacher provides educators with practical knowledge and
toolstocreateapositiveandlifelongimpactonstudentlearning.Weoffer
classroom-testedand research-basedteachingresourcesfor a variety of
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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