The Autism Society Event and Education Recordings Archive

1. Participants will understand current intervention approaches designed to improve the social skills and social competence of young children diagnosed with ASD.

2. Participants will understand the developmental and functional importance of play and social competence.

3. Participants will have adequate knowledge to develop or refine a community-based social skills group for young children diagnosed with ASD. 

This presentation will describe current best practices related to the promotion of social competence in the young child diagnosed with ASD. Evidence provided in the literature and practical clinical experience working with young children, families and communities supports a play-based approach (Dawson & Galpert, 1990; Legoff & Sherman, 2006). The social skills group to be presented blends essential aspects of social-emotional, cognitive, sensory, developmental, educational, behavioral, play-based and contextual intervention approaches within a fun and effective group intervention model that promotes skills necessary for social competence and satisfying relationships. This presentation will briefly review current findings in the literature applicable to young children and social skill development (Baranek, 2002; Barry, Klinger, Lee, Palardy, Gilmore, & Bodin, 2003; Gevers, Clifford, Mager, & Boer, 2006; Greene, 2004; Greenspan & Wieder, 1997; Hwang & Hughes, 2000; McEachie, Smith, & Lovaas, 1993; Reynhout & Carter, 2006; Rogers & DiLalla, 1991; Watling, 2004; Weider & Greenspan, 2005). The presentation will also describe the relationships between social skills, social competence and the typical social needs of individuals diagnosed with ASD. 

The presenters will describe social skills groups that have been operating since 2004 based on principles of evidence-based practice. This presentation will describe key aspects that promote success for young children with ASD as they develop and refine a personal repertoire of social skills needed for participation within desired environments. Some of these key aspects are described in the following statements that reflect the basic tenets of effective social skill groups: (a) all children are capable of learning the skills needed to socialize and play with others; (b) children learn and demonstrate functional social skills when provided with a “just right” environment, consisting of appropriate experiences and activities that encourage socialization and playfulness; (c) social competence develops in the young child through play, practice/repetition and positive experiences with others (including parents/caregivers); (d) error-less play is important in promoting social skills and provides experiences that are process-oriented, not product oriented; (e) children learn from others – everyone in the environment must model the behaviors expected; and (f) a structured, positive and fun environment designed with an understanding of each child’s strengths is best suited to promote social skill development.

As described above, a positive and strengths-based approach to developing social competence in the young child significantly advances the ability of individuals diagnosed with ASD to meaningfully participate within school, home and community environments. Play is an important aspect of an effective social skills group. As children utilize appropriate play skills, there are corresponding and related advances in development, learning and social interaction. Through this presentation, participants will understand the role of play as a primary intervention technique in advancing social competence. Suggestions and access to written materials for developing or refining a play-based social skills group within community settings for the young child diagnosed with ASD will be provided during this presentation.

The presenters have significant clinical experience as occupational therapists providing services to children diagnosed with ASD. The presentation will utilize multimedia PowerPoint technology to meet the learning objectives outlined and demonstrate methods of incorporating effective intervention strategies within a group setting to develop social skills and social competence for young children diagnosed with ASD.