This program represents the evolution of work done to address social skill instruction in a regular elementary public school with a growing Autism Spectrum Disorders (ASD) population.  Utilizing basic social skills curricula, school based technology and creatively approaching instructional materials, this team makes it work for their students, peers, and staff. 

Social skill instruction, in order to be meaningful and promote generalization, needs to happen throughout the school day with a variety of social partners.  Specific strategies will be presented identifying different approaches to include typical children in the social skills process. The design and development of buddy clubs as well as an after school social skills club will be addressed and explained in detail.  Strategies for identifying prime instructional time are considered as well as matching specific learning activities to students’ identified social needs are essentials that set-up the program for success. Adaptations of current researched based social skills programs will be presented, identifying the key components and supporting each of the key components with teacher-made adaptations using visual supports, assistive technology and video modeling.

Selection of a social skills curriculum can be overwhelming with so many choices.  Strategically approaching a packaged curriculum with the knowledge base to adapt and make it work for all students is a critical skill.  Considering the nature and needs of all students in the classroom, provides a catalyst for creativity to adapt materials and make a prepackaged program your own. Current research supports the use of visual supports, role playing, computer based instruction and video modeling. Strategies will be presented to incorporate these best-practice methodologies into social skills teaching sessions. Stretching a classroom budget by adapting materials, identifying multiple uses for materials and creating low/no cost materials creates an efficient and cost effective approach.

As technology in schools improves, so do opportunities for learners with ASD.  Readily available technology is put to the test to create interactive learning modules that appeal to the strengths of students with autism (visual, predictable).  The use of available technology also allowed the program to evolve as students progressed.  This provides continued student engagement and higher skill development.  Maximizing the use of Power Point, clip art, and digital photography are essential to keeping pace with growing instructional demands.  Power Point modules will be demonstrated.