What is video self-modeling (VSM)?
What is the difficulty with sensory processing for children who have Asperger syndrome?
What is a problem for an Asperger child in school who is over-responsive to touch sensations?
What are the categories of Asperger students' understandings of friendship in this study?
Why do adolescents with Asperger syndrome masquerade?
What was done to the social story used to address Ben’s refusal to do his homework in favor of a preferred activity?
What are social stories and comic strip conversations and how are they helpful for an adolescent with Asperger syndrome?
What was the result of teaching the two males to offer objects during a social script?
What is the Picture Exchange Communication System (PECS)?
What are the intervention techniques used to change peer expectancies and increase the social interaction behaviors of children with autism?
What are suggestions to foster relevant skills in communication and social skills?
A. High school students with Asperger syndrome may be aware that they do not fit in and try to mask their deficits.
B. Social stories use a brief narrative that describes a situation, relevant social cues, and responses. Comic strip conversations promote social understanding by incorporating simple figures and other symbols in a comic strip format. An educator can draw or assist a student who illustrates a social situation in order to facilitate understanding.
C. For the child over-responsive to touch sensations, unexpected bumping by other students within cooperative learning activities, in lines, or during passing periods creates anxiety and irritation that can lead to a meltdown. The effective modulation of sensations that is required by increased sensory demands is difficult for the individual with AS in school, where sensation is not as familiar or readily changeable.
D. For children who have AS, the sensory input structures are usually intact; the difficulty with sensory processing occurs as the child tries to use that sensory input (i.e., process it) to respond to task and environmental demands.
E. Teaching them to offer the objects during a social script resulted in increased social initiations and interaction that generalized across persons and time but not across settings.
F. (1) understanding of concepts or language regardingfriendships, (2) description of what is not a friend, (3) description of what is a friend, (4) description of an acquaintance, and (5) using masquerading to cope with social deficits.
G. PECS is a structured behavioral intervention program designed to teach the use of visual-graphic symbols for communication.
H. Thinking about Ben's needs for additional input, the family recorded the story on videotape using animated voices. They added sounds effect, such as his dog barking, to affirm a point, or a favorite song in the background to emphasize responses. Because it increased the visual and auditory input, the story matched Ben's high thresholds and he was more successful at using his social story to guide him.
I. a specific application of video modeling that allows the child with Asperger to imitate targeted behaviors by observing herself or himself successfully performing a behavior.
J. Intervention techniques included (a) arranging the situation or contingencies to promote optimal peer effort, (b) promoting peer effort by teaching peers skills for initiating with and reinforcing children with autism, and (c) changing peer expectancies by teaching social skills to the children with autism
K. explicit verbal instructions on how to interpret other people’s social behavior should be taught and exercised in a rote fashion; individual with AS should be taught to monitor his/her own speech style; effort to develop individual’s skills with peers in terms of managing social situation; help to recognize and use range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means