The F.R.I.E.N.D. program is designed to improve social communication skills in individuals with ASDs. Guidelines for peer sensitivity, strategies parents and school communities can use to help individuals build social confidence and competence, will be presented. The F.R.I.E.N.D program has been successfully embedded in pre-employment and community settings. This program can be adapted to individuals of any age or skill level. Encouraging understanding of differences unique to ASDs, builds positive social interactions and quality of life for all participants.
The movement toward the educational inclusion of children with autism spectrum disorders has been encouraged by professionals who argue that exposure to typically developing children will enhance the competence of children with ASD. However, it is not enough to merely place a child with an ASD in the same classroom with typical peers. Without the implementation of a comprehensive social skills program, students with ASDs are vulnerable, neglected and rejected by their typical classmates. This rejection not only compromises their academic and social gains but can have detrimental long-term effects.
The F.R.I.E.N.D. program, Fostering Relationships in Early Network Development, provides an opportunity for students and adults on the autism spectrum to improve social communication skills in a natural setting, prompted by peers, parents, and educational staff. This program describes how to develop and implement a FRIEND group for students, which includes guidelines for peer sensitivity training. Encouraging a better understanding of a student's challenges through positive social interactions in the school helps support the creation of friendships and participation in the community. The FRIEND program can be adapted to students of any age or skill level.
Based on our partnership with a local school district, a district wide plan for program implementation will be shared. Preliminary research regarding peer sensitivity training in this district will be presented.
The F.R.I.E.N.D. program Includes strategies parents, educators and classmates can use to promote successful social interactions and build social confidence and competence in individuals with ASDs. While classmates are often willing to befriend and support an individual with an ASD, they need a certain amount of structure and encouragement to do so. Individuals who are taught to understand, socialize and communicate with individuals with an ASD are more likely to use those skills than a child or adult who is merely exposed to the individual. Developing a sense of competence in peers is essential.
The F.R.I.E.N.D. model has been successfully incorporated into SARRC’s pre-employment and vocational settings. While individuals with ASDs may have technical and academic skills for competence in the workplace, continued challenges in social communication may compromise successful employment. Research regarding individuals with high functioning autism and Asperger’s syndrome reveals that the amount of time spent with friends significantly predicts their quality of life.
Major Points:
Easy-to-use, comprehensive social skills program materials for students with ASDs and their neurotypical peers will be presented, which includes:
Peer sensitivity training for neurotypical peers
ASD awareness training for school staff
Tips for peers, parents and school staff to identify and create social communication skill learning opportunities
Ideas for creating a successful school collaboration
Strategies for expanding this program in the work setting
Resource information
Learning Objectives:
Participants will be able to facilitate opportunities for social communication and support for students with ASD and their peers in school, home and community.
Participants will be able to create appropriate structured activities and interactions in a group setting for individuals with ASDs and their typical peers across the spectrum and age span.
Participants will learn strategies that educators, parents and typical peers can use to improve social communication for individuals with ASDs.
Participants will learn how to teach and support social communication skills in a natural setting (e.g., recess, lunch and the work setting), using natural reinforces including the student's special interests and involving typical peers.
Learning Objectives:
- Participants will be able to facilitate opportunities for social communication and support for students with ASD and their peers in school,home and community.
- Participants will be able to create appropriate structured activities and interactions in a group setting for individuals with ASD and their typical peers across the spectrum and age span.
- Participants will learn strategies that educators,parents and typical peers can use to improve social communication for individuals with ASD.
- Participants will learn how to teach and support social communication skills in a natural setting (e.g.,recess and lunch), using natural reinforcers including the student's special interests and involving typical peers.
Content Area: Social Skills
Presenters:
Sharman Ober-Reynolds, MSN, RN, C-FNP
SARRC Research Coordinator
Southwest Autism Research & Resource Center
Ms. Ober-Reynolds coordinates research focusing on the genetic vulnerability of autism and the efficacy of novel psychopharmacological agents. Sharman received her MSN at UCLA where she worked as an adjunct professor. She co-wrote the F.R.I.E.N.D. Program and is the mother of three terrific sons, the oldest of which has autism
Sheri Dollin, M.Ed.
Director of Training and Education Programs
The Southwest Autism Research and Resource Center
Sheri S. Dollin, M.Ed., Southwest Autism Research & Resource Center Director of Training and Education, uses 30 years of experience to train and support schools and families.
She has written articles on a variety of topics on ASD and co-written the FRIEND Manual, a social inclusion/peer sensitivity training. Sheri provides paraprofessional training with Diane Twachtman-Cullen.
She has served as an adjunct professor, mediator, taught in early childhood programs and is currently on the Arizona Education Autism Steering Committee.
Ms. Dollin attended the University of Arizona. She received a Masters degree in Early Childhood Education from Wheelock College, Boston.