Resources

Reflection Questions

The Reflection Questions document can be downloaded at any time and used in a variety of ways. You can view it before starting your work so that you know which questions will be asked in the videos and/or on the webpages. You can also access it at the end of your work so that you can see all your responses to the questions. This tool can be helpful for documenting your learning and referring to later or for sharing it with others in group discussions or as demonstration of your online progress.

Discussion Questions

The Discussion Questions provided below can supplement and extend your individual learning and be used by facilitators or coaches to prompt meaningful discussions.

1. What are some advantages of using SSGs to teach social skills to individuals on the spectrum?    

   Group instruction is an efficient means of teaching several learners at one time. For many, learning and practicing social skills in a small group of known individuals is a safe and comfortable way to get started.    

2. In what settings and with what age groups might SSGs be an appropriate strategy?    

   Studies have shown SSGs to be effective with learners as young as four and as old as 25 years of age They have the potential to be an effective practice with all learners, including adults. Effective training may take place in a variety of school and clinic settings and included both inclusive and non-inclusive settings, therefore, social skills groups can be used in a wide variety of settings.

3. Why is it important to assess social functioning prior to beginning a social skills group?  

   Assessment helps to determine which social skills to target and to pinpoint optimal instructional times and activities that will be both motivating and appropriate for teaching the desired skills. 

4. What is the advantage to having individuals with similar overall goals but with different skill levels and needs in the same group?

   Learners with different skill levels and needs can be placed in the same group where they can model and practice the skills that they already possess, while at the same time learning new ones.

5. What considerations should be made when selecting adult leaders or group facilitators for social skiils groups for indivduals on the autism spectrum?

   When selecting adult leaders or group facilitators, teachers/practitioners should be careful to employ only those who are familiar with the learners and/or have had experience working with learners with ASD. Group leaders may include teachers, psychologists, speech-language pathologists, educational assistants, parents, or others who have previously worked with some or all of the learners. Many high schools, however, use upper classmen to tutor or otherwise support younger learners (with and without disabilities). This is an acceptable alternative if qualified adults are not available to assist with SSG instruction. If peers assist with social groups, they should be given an overview of ASD and introduced to the learners in the social skills group (with parental permission) prior to beginning the group instruction. This introduction to ASD and to the students in the social skills group provides an opportunity for any questions or concerns to be addressed prior to beginning training.

Activities on this page are provided at both the introductory and advanced level and can be copied and used within existing professional development or university coursework.

Introductory Activities

1. Outlining the Steps in Creating a Social Skills Group

   Using your notes from this module, create a brief outline of the steps involved in implementing SSG.

2. Designing a Task Analysis

   Create a task analysis of the steps involved in introducing oneself. Remember to address issues of generalization. For example, how would the social skill of introducing yourself differ when you introduce yourself in the school environment, at a friend's house, or to an adult?

Advanced Activities

1. Thinking About the Function of Behaviors

   Think about learners with ASD on your caseload. Identify three behaviors that may be appropriate targets for SSG training. Outline a SSG that would address these behaviors, including the learners you would target, the schedule of the meetings, and the curriculum you would use. Identify any related evidence-based practices (e.g., social narratives, video modeling, task analysis) that might assist in teaching the particular skill.

2. Promoting Social Skills Groups

   Imagine that you are leading an SSG of 16 and 17 year-old autistic students who are planning to put on a dance as their culminating event after a 12-week program.  Based on your knowledge of the characteristics and challenges of students with autism, what social and communication goals might you include in the group instruction in order to prepare the members for the dance?  What group activities and strategies would you use in order to reach these goals?