How To Teach Social Skills With Peers│Autism│By A BCBA

How To Teach Social Skills With Peers│Autism│By A BCBA

We just arrived here at sky Zone as you
can see we just rolled over in a limo one of the goals in the limo is to try
to it’s almost like a closed laboratory where we can really work with the kids
to increase those social interactions at a place like sky Zone the kids are
bouncing around so it’s a little more difficult to work on some of those
social skills however in a limo we have a confined space we have our kids we
have our trained CA’S so it gives us a little better of an opportunity to work
on those social skills with our learners so for example today what we did was we
played a game of uno so we had a verbal and a nonverbal learner so what we did
was we tried to use nonverbal cues with that non-vocal learner in order to point
over to let the other learners know into their next turn try to incorporate them
in handing and passing off the cards with our vocal learners we just try to
increase their spontaneous communication and get them to interact even with our
non vocal learners also good job sing Erin thank you thank you ultimately the goal is to get the peers
to interact we want peer interaction amongst each other but initially it’s
okay for our staff to kind of prop them and get them to that space and then
ultimately we will see an increase in those spontaneous peer-to-peer social
interactions the two learners that we have in the limo have been clients at
BDA for a while and have participated in our community-based learning programs
for a while they go to sky Zone they also go to some of our other activities
as well Cyril was the gentleman that was sitting in the back who shared that
great rap with us I don’t know if you get a chance to see that but it was
fantastic and even gave us a rap in British which was even more spectacular
shut down fussing weaken the shut down and shut down fashion we can be shut
down shut down shut down no Cyril has come a long way this is a learner who
when we first started working with them was completely nonverbal this was a
learner who would not exit his bed in order for us to do anything with them so
and this was about maybe two years ago so you can see how far he’s come this
learner again would not believe his bed in order for us to do any type of
therapy with them initially we were just trying to get some type of stimulus
control just trying to have him sit up in the bed that was the goal clinician
would come positively pair and just get this young man and just trying to sit up
in the bed okay we’ll say give me some mink every name that’s how many pieces
of pizza you start off with okay there you see I don’t know if everyone’s gonna
be there today I’m not sure but if you tell me Gilmer isabela marker you know I
want you to take some time and meet these people get the kids names and
remember here we are two and a half years later and this young man is riding
in the back of a limousine singing songs wrapping and communicating with others where’s x4 Samira s good job Samira was
the young lady who was also in a limo with us this evening
she is non-vocal but she’s come a long way also he was working with her for two
years she used to have a lot of accidents in the community so what we
did was we worked on functional communication training in order to man
to use the bathroom so she will communicate with us now for her use the
bathroom which has increased her provided her additional opportunities to
go out into the community initially when we first started working out with with
her in a community we really only take her out for maybe what we don’t want me
to be once a week and then for shorter periods of time but now she goes out
into the community frequently because we have been able to decrease that
challenging behavior it’s your turn you have read earth 7 right thank you
and you point to say Road let him know it’s his turn say room 1 Oh hold on Shiro let’s get it off get it
together this way you can get it personal climb through the back stop have a good night lose the drive safe

7 thoughts on “How To Teach Social Skills With Peers│Autism│By A BCBA

  1. This looks great guys. People often question how to get two learners to engage when one is not vocal, or they are so different. This is a perfect example

  2. It's absolutely amazing to see how many skill building activities can be incorporated into a limo drive and social outing. The ability to incorporate prompting, FCT, and reinforcement into activities among peers can be so effective and valuable to the learner. On the surface, it may appear that we are simply playing with our learners, but the purposeful inclusion of such techniques makes a lasting impact on our learners that will hopefully generalize across settings, people, and behaviors. It just goes to show that with patience, dedication, and effective implementation of these techniques that we positively shape social skill repertoires in all types of learners.

  3. I remember when you first came up.with this idea Brett. Your first priority was for the dignity of the Learners. It wasn't a matter of making money but making a difference! It has envolved into the most unique succesdful Social Skills Program! We need to teach social skills in every environment that the Learner enters. Teaching our Learners in natural, everyday settings solves the generalization problem. By giving the Learner everyday settings such as restaurants, the mall, the movies they learn how to be in the "real world."

  4. This looks great. Thank you so much for creating stimulating and fun situations where people can develop and learn in a non-classroom environment and taking into consideration trying to reduce any stress in these situations.

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