Identify the theoretical framework and learning theories influencing the use of social skill interventions.
The presentation will briefly discuss the learning theories of Lev Vygotsky (social constructivism), Alfred Bandura (social cognition), and Premack and Woodruff (Theory of Mind or ToM). The presentation will define and discuss the Theory of Mind and align this principle with the ability to realize the perspective of another and respond empathetically. This portion of the presentation will be delivered via discussion but will also provide video examples of the Theory of Mind principle (the Sally/Anne marble test, video segments on ToM).
Learning objective addressed:
Evaluate the social validity, best practice, and effectiveness of using digital technology to teach social skills to children with ASD.
This presentation will provide a brief overview of the struggles in social interaction often demonstrated by individuals with autism (as framed by the DSM criterion in place at the time of the conference). The presentation will discuss why social skill proficiency is such a critical skill in academic, recreational, community, vocational, and residential environments (social validity). The effectiveness of social narratives will be discussed, including a brief review of the current literature and a discussion of the findings from the 2010 evidence-based practice section of National Professional Development Center on Autism Spectrum Disorders’ summary of social narratives (best practice).
A clinical case study will be presented, with a description of participant, setting, dependent variable (target skill or appropriate verbal and non-verbal social interactions), independent variable (intervention or social narrative), methodology, procedures, and results (effectiveness).
Learning objective addressed:
Identify ways in which digital technology can be used to teach social skills to children with ASD.
The presentation will discuss various ways of delivering social skill interventions, and will focus on social narratives, talking storybooks, digital storytelling, and/or photo albums as a means of providing social skill instruction.
Learning objective addressed:
Write a social narrative to meet the individualized social needs of a child with ASD.
Guidelines for writing a social narrative will be outlined: write in the first-person, state all behaviors in the positive (“I will use a quiet voice and calm body when I wait for my bus”, versus “I will not tantrum when my bus is late”), employ the present tense, accompany all text with corresponding photos, or images, and use vocabulary, language, and terminology commensurate with the individual’s receptive language abilities.
The various types of sentences employed in a social narrative will be discussed, along with examples of each: descriptive, perspective (aligned with the Theory of Mind principle), directive, affirmative, and control.
Learning objective addressed:
Identify several software programs and applications which can be used to write a social narrative (compatible for both PC and Mac users).
Lastly, vehicles for creating and delivering a digital social narrative will be discussed. These vehicles include software programs (iMovie, Powerpoint, Photostory), and applications (Pictello, Proloquo2go, iStory, Model Me Going Places 2, Stories 2 Learn, Quick Cues, etc.) Examples of social narratives created with several of these vehicles will be shown during the presentation, and a resource sheet of software programs, and applications will be distributed to attendees. Examples of software and applications for both PC and Apple users will be provided.
Examples of how social narratives and types of digital media can be implemented in academic, recreational, community, vocational, and residential settings will be embedded throughout the presentation.
Media will be used throughout the presentation, in the forms of video segments, digital social narratives, and demonstrations of software programs designed for both PC and MAC users, as well as applications (apps) designed to create social narratives.
Kathy Ralabate Doody, Ph.D.
assistant professor, State University of NY, Buffalo State
State University of New York, Buffalo State
Kathy Doody is a professor at SUNY, Buffalo State, working with students with ASD, their families, teachers and providers. Her interest in ASD originated from her 16-year-old son with moderate autism. She is continually inspired by him and the individuals she has known during her 15-year career.Dr. Doody’s areas of interest include ASD, behavior management, and low incidence disabilities. She was a special education teacher for 15 years, before completing her doctoral degree in special education/ASD. She provides consultation and teacher training to schools/agencies working with individuals with ASD. She is a member of the NYS Commissioner’s Advisory Panel for Special Education, advising the Governor, Legislature and Commissioner on special education matters.
