Autism Seminar Notes Part 10

Three classifications

  • Socially Avoidant
  • Socially Indifferent
  • Socially Awkward 

 

 

Socially Avoidant:

  • Minimal interaction
  • Turning or walking away
  • Fear of unexpected touch
  • Maybe hypersensitive to another’s voice or smells 

 

 

Socially Indifferent: 

  • Doesn’t seek interaction with others
  • Interaction increases when “wants and needs” are necessary
  • Will initiate rather than respond 

 

 

Socially Awkward:

  • Most common category
  • Want to experience social engagement but lack the skills
  • History of being excluded or left out
  • Lack reciprocity in social interaction
  • Poor conversation skills

 

 

Social-Emotional Issue #1:

BEHAVIOR:

  • Unsafe use of playground equipment
  • “Aggressive” with peers
  • Disrupts others’ games 

 

Why is this occurring? 

  • Sensory seeking
  • Difficulty controlling body movements
  • Poor modulation
  • Lack of social skills for play 

 

Solutions: 

  • Practice safe use of equipment
  • Provide and review a written list of playground rules
  • Pair student with a peer model
  • Review playground performance and offer immediate feedback 
  • Alert the playground supervisor of the student with special needs
  • Be aware of signs and signals of over-arousal 
  • Student may need additional adult supervision 

 

 

Social-Emotional Issue #2

BEHAVIOR: Making rude or inappropriate comments

Why is this occurring? 

  • Decreased perspective-taking
  • Deficits in verbal communication  (receptive and expressive) 
  • Difficulty with social pragmatics 
  • Challenges reading nonverbal signals from others 

 

Solutions:

  • Prepare other students for their reaction (ignore or model appropriate behavior) 
  • Identify the pattern and be prepared to help the student 
  • Make your immediate feedback and be specific 
  • Practice the social interaction 

 

Social-Emotional Issue #3

BEHAVIOR: Difficulty accepting criticism or help

Why does this happen?

  • Concrete thinking interferes 
  • Perfectionism/control
  • Anxiety increases

 

 

Solutions:

  • Maintain a calm, quiet voice
  • Avoid “black and white” words such as “wrong” 
  • Use qualifiers (“very close” or “almost”)
  • Try writing your corrections or assistance rather than talking 
  • Prepare peers to expect such behavior and disregard or encourage if appropriate  

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s