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Building Social Relationships 2: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents on the Autism Spectrum 2nd Revised edition [Minkštas viršelis]

4.00/5 (14 ratings by Goodreads)
  • Formatas: Paperback / softback, 296 pages, aukštis x plotis: 229x152 mm, weight: 700 g
  • Išleidimo metai: 01-Mar-2016
  • Leidėjas: Autism Asperger Publishing Co,US
  • ISBN-10: 1942197160
  • ISBN-13: 9781942197164
Kitos knygos pagal šią temą:
Building Social Relationships 2: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents on the Autism Spectrum 2nd Revised editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 296 pages, aukštis x plotis: 229x152 mm, weight: 700 g
  • Išleidimo metai: 01-Mar-2016
  • Leidėjas: Autism Asperger Publishing Co,US
  • ISBN-10: 1942197160
  • ISBN-13: 9781942197164
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781942197164.html
Raktažodžiai:
Author Scott Bellini presents readers with a complete guide to his systematic method of teaching social interaction skills to children and adolescents with autism spectrum disorders. The author covers effective social skills programming for youth on the spectrum, the five basic tenets of social skills programming, the essence of social interaction skills, distinguishing between skill acquisition deficits and performance deficits, and many other related subjects. The author is a faculty member of Indiana University, Bloomington and the Director of the Social Skills Research Clinic. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as “where do we start” and “what strategies do we use?” This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following fives steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals – it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program.

Recenzijos

This sensitive, clear, and easy-to-read book provides a vast menu of choices to help people with autism spectrum challenges achieve social fluidity and success. Scott Bellini is a great example of learning from the best. His own positive attitude and great social skills are reflected in his approach to this vital information."

- Susan J. Moreno, President, MAAP Services for the Autism Spectrum





"Bellini offers parents and teachers a systematic approach to teaching social interaction skills to children and adolescents on teh autism spectrum in a world where too few of these young people are offered such help. As he points out, all too often our loved ones experience peer failure, rejection and bullying, as well as intense social anxiety and social isolation. This book fine-tunes the practical, systematic approach to improving their social skills that Bellini adovacated in the first edition, published almost a decade ago."

- Autism Eye 

Acknowledgments xi
Introduction The Second Edition of Building Social Relationships (BSR-II) 1(4)
What's New in Building Social Relationships, Second Edition?
2(1)
In Closing
3(2)
Chapter 1 Effective Social Skills Programming for Youth on the Autism Spectrum: From Hope to Reality 5(12)
What Are Social Interaction Skills?
6(2)
Why Teach Social Interaction Skills?
8(1)
The Need For Effective Social Skills Programming
9(1)
The Ingredients of Effective Programming
10(2)
The Building Social Relationships Program: A Systematic Five-Step Model for Social Skills Programming
12(3)
The Goal and Structure of the BSR-II Book
15(2)
Chapter 2 Five Basic Tenets of Social Skills Programming 17(6)
Tenet #1: Youth on the Autism Spectrum Want to Establish Meaningful Social Relationships
17(1)
Tenet #2: If We Want Youth on the Autism Spectrum to Be Successful Socially, We Must Teach Them the Skills to Be Successful
18(1)
Tenet #3: Successful Social Behaviors Are Not Always "Appropriate" Social Behaviors
19(1)
Tenet #4: Social Success Is Dependent On Our Ability to Adapt to Our Environment
19(1)
Tenet #5: Social Interaction Skills Are Not the Equivalent of Academic Skills
20(1)
Summary
21(2)
Chapter 3 The Essence of Social Interaction Skills: Thinking-Feeling-Doing 23(20)
Thinking
25(10)
Knowledge
25(2)
Social Problem Solving
27(2)
Perspective Taking and Theory of Mind
29(1)
Self-Awareness
30(1)
Observational Learning
31(1)
Attention
32(3)
Three Prerequisites to Successful Social Thinking
35(1)
Feeling
36(4)
Doing
40(2)
Summary
42(1)
Chapter 4 Common Social Skill Difficulties Associated With Children on the Autism Spectrum 43(10)
Difficulties With Nonverbal Communication
44(2)
Difficulties With Social Initiation
46(1)
Difficulties With Social Reciprocity and Terminating Interactions
47(2)
Detrimental Social Behaviors Associated With Difficulties With Perspective Taking and Self-Awareness
49(2)
Summary
51(2)
Chapter 5 Assess Social Functioning 53(26)
Three Types of Social Skills Assessment
54(13)
Type I Measures
56(6)
Type II Measures
62(4)
Type III Measures
66(1)
Linking Educational Goals and Intervention Objectives to Component Skills
67(10)
Educational Goals
68(1)
Establishing Criteria for Social Goals on the IEP
69(1)
Intervention Objectives in the Building Social Relationships Program
70(1)
Linking Objectives to Component Skills
71(1)
Selecting Component Skills
72(3)
Reframing Problems Into Teachable Skills
75(2)
Final Thoughts on Educational Goals and Intervention Objectives
77(1)
Summary
77(2)
Chapter 6 Distinguishing Between Skill Acquisition Deficits and Performance Deficits 79(16)
A Bridge to Intervention Strategies
81(1)
Skill Acquisition: From Novice to Mastery
82(3)
Factors Affecting Performance
85(1)
Factors Affecting Social Performance
86(5)
Motivation
87(1)
Sensory Sensitivities
87(1)
Anxiety
88(1)
Attention and Impulsivity
88(1)
Memory
89(1)
Self-Efficacy
90(1)
Movement Differences
90(1)
Distinguishing Between a Skill Acquisition Deficit and a Performance Deficit
91(3)
Performance Across Settings and People
91(1)
Independent Performance
92(1)
Fluency
92(1)
Reinforcement
93(1)
Environmental Modifications
93(1)
Summary
94(1)
Chapter 7 Selecting Intervention Strategies 95(8)
Questions to Answer When Selecting Intervention Strategies
95(1)
Matching Intervention Strategies With Type of Skill Deficit: Skill Acquisition Versus Performance Deficits
96(5)
Evidence-Based Versus Innovative Practices
96(2)
Social Accommodation Versus Social Assimilation
98(1)
Social Skills Versus Social Cognition
99(1)
Final Thoughts on the Selection of Intervention Strategies
99(2)
Summary
101(2)
Chapter 8 Strategies That Teach Social Skills 103(40)
Social Narratives
103(3)
Behavioral Rehearsal
106(3)
Video Modeling and Video Self-Modeling
109(8)
Why Video Modeling and Video Self-Modeling Are Effective for Children on the Autism Spectrum
110(1)
Two Categories of Video Self-Modeling
111(1)
Guidelines for Implementing Video Modeling Interventions
112(3)
Sample Video Self-Modeling Applications
115(2)
Priming Social Behavior
117(2)
Prompting Social Performance
119(7)
Types of Prompts
120(2)
Guidelines for Using Prompts
122(4)
Reinforcement/Contingency Strategies
126(5)
Basic Principles of Reinforcement
126(1)
Benefits of Delivering Reinforcement
127(2)
Group Contingency System
129(1)
Behavior Contract
130(1)
Peer-Mediated Interventions
131(3)
Guidelines for Selecting Peer Mentors
132(1)
Procedures for Implementing Peer-Mediated Intervention Programs
133(1)
Reciprocal Interaction Strategies
134(5)
Conversation Game
135(1)
Newspaper Reporter
136(1)
Improvisational Techniques
137(2)
Interaction/Conversation Planning
139(3)
Conversation Map
139(3)
Summary
142(1)
Chapter 9 Strategies That Teach or Activate Social Cognition 143(34)
Perspective-Taking Strategies
144(9)
Use of Pictures and Videos to Read Emotions
146(1)
Thought Bubble Activity
147(1)
If-Then Statement
147(1)
Interest Inventory
148(1)
Mind Reading Worksheets
149(1)
Mind Reading Computer Programs
150(1)
Modified False-Belief Tasks
151(2)
Social Problem Solving
153(7)
A Step-by-Step Process for Analyzing Social Situations
153(4)
Cognitive Flexibility and Consideration of Multiple Viewpoints
157(3)
Teaching Social Rules
160(3)
Coaching
162(1)
Self-Awareness Strategies
163(4)
Self-Monitoring, Self-Regulation, and Self-Evaluation
163(1)
Steps in Implementing a Self-Monitoring and Self-Evaluation Strategy
164(3)
Stop, Watch, and Follow Along
167(1)
Joint Attention Activities
168(4)
Point-it-Out
169(1)
Modified I-Spy
170(1)
"Yes or No"
170(2)
Divided Attention Activities
172(2)
Follow the Leader
174(1)
Summary
175(2)
Chapter 10 Supplemental Supports and Strategies to Improve Social Relationships 177(20)
Disability Awareness and Use of Peer Buddies to Enhance Social Performance in the Natural Environment
178(5)
Disability Awareness
178(3)
Using "Peer Buddies" in the School Setting
181(2)
Strategies to Enhance Self-Efficacy
183(2)
Facilitating an Interest in Popular Games and Activities
185(1)
Find Out What Games Are Popular
185(1)
Determine Who Will Teach the Game to the Child
185(1)
Invite Another Child to Play
186(1)
Increased Social Opportunities/Live Practice
186(2)
Considerations When Selecting Social Activities
187(1)
Environmental Modifications to Address Sensory Sensitivities
188(1)
Relaxation Techniques and Emotional Regulation
189(5)
Tension Release and Breathing
190(2)
Biofeedback
192(1)
Awareness Training
193(1)
Habit Reversal to Reduce Detrimental Social Behaviors
194(2)
Summary
196(1)
Chapter 11 Implementing the Social Skills Program 197(24)
Planning the Program (Before You Start)
197(9)
Selecting the Target Child
198(1)
Determining the Format of the Program
198(3)
Selecting Peer Mentors
201(1)
Assembling the Team
202(1)
Gathering Materials and Resources
203(1)
Determining Where the Sessions Will Take Place
204(1)
Determining the Schedule
205(1)
Structuring and Implementing the Program
206(4)
Using Play Materials
206(1)
Connecting Intervention Objectives and Component Skills
207(1)
Introducing the Skill
208(1)
Teaching the Skill
208(1)
Providing Parent/Teacher Training and Feedback
209(1)
Special Considerations for Conducting Group Training
210(3)
Structured Play Activity
210(1)
Rotating Focus of Prompts During Structured Play Activity
211(1)
Use of Reinforcement During Structure Play Activity
211(1)
Games and Activities During Structured Play Activity
212(1)
Collecting Data in Social Skill Groups
212(1)
Structure of Sessions
213(4)
Session Structure Plans
214(3)
Facilitating the Generalization of Skills
217(2)
Generalization Strategies From a Behavioral Perspective
217(1)
Generalization Strategies From a Cognitive Perspective
218(1)
Summary
219(2)
Chapter 12 Evaluating and Monitoring Progress 221(16)
Systematic Observation
222(4)
Types of Recording Systems
222(4)
Interviews
226(1)
Rating Scales
226(2)
Social Validity and Treatment Fidelity
228(2)
Social Validity
229(1)
Treatment Fidelity
229(1)
An Example of Measuring Outcomes and Reporting Results
230(5)
Objectives Measured in Our Building Social Relationships Program
232(1)
Reporting Progress to Parents and Teachers
233(2)
Summary
235(2)
Chapter 13 Final Words on Teaching Social Interaction Skills to Children and Adolescents on the Autism Spectrum 237(12)
Appendix 249
Scott Bellini, PhD is the Director of the Social Skills Research Clinic (SSRC), a university based center specializing in developing and empirically examining the outcomes of social skill interventions for youth on the autism spectrum. He is also a faculty member in the School Psychology program at Indiana University, Bloomington, USA. He is a licensed psychologist in the state of Indiana and an endorsed Health Services Provider in Psychology. He has published numerous research manuscripts on the topic of social functioning and social skill interventions for youth on the autism spectrum and has provided consultation and training to families and professionals in over 35 states. He is the author of the book, Building Social Relationships, which was named the Literary Work of the Year by the Autism Society of America.