Autism Society records most keynote and concurrent sessions at their annual conferences. You can see and hear those recordings by purchasing full online access, or individual recordings.
Registered attendees have free access, please select the button above for the file you would like to access.
Purchase AccessTechniques from various curriculums are combined to teach social communication to all children regardless of their social abilities.
Preschool children classified as having Social Pragmatic Communication Disorder, Autism Spectrum Disorder, or PDD-NOS face social challenges daily.
For these children to have as much social success as possible in their integrated preschool program, these students require both embedded and explicit social skill instruction.
Since many students on the spectrum have a difficult time generalizing skills across different settings, social skills instruction must be integrated into different settings throughout a child’s entire school day.
Learning social skills in isolation for a small part of the day, without a chance to practice skills in real-life situations with peers, is not an effective way for most children on the spectrum to learn social skills.
An integrated classroom where social skills are practiced throughout the day, as well as taught explicitly, offers many types of opportunity for the practice and generalization of these skills.
The various curriculums discussed in this session are combined to teach social communication to all children regardless of their social abilities. Some of these curriculums include, Social Thinking ™, The Hidden Curriculum ™, and The Pyramid Model.
These curriculums and strategies work together to provide both explicit instruction and reinforcing embedded instructional opportunities that tie into literacy, communication, self-help, and other academic activities that are most likely already taking place in an integrated prekindergarten classroom with classified as well as typical students.
We know that social communication is a barrier for many on the spectrum, regardless of age. By providing the necessary social skills instruction in an integrated setting, at an early age, we can help to ensure that our students on the spectrum become successful learners, right along side their peers.
Objectives:
Participants describe how they can embed a social skills lesson into a children’s book that is already in use in their classroom.
Participants explain what positive social changes occur in a classroom if routines and clear expectations are taught and practiced daily.
Participants explain how to redirect a student using positive prompting and social referencing.
Learning Objectives:
Track: Life Stage 1 - Birth to 5
Content Area: Academic Success
Michelle DeFelice Haverly, MS Ed
UPK
Whispering Pines Preschool - Schoharie Site