GROUP SOCIAL FACILITATION TRAINING

Common Socialization Deficits in Autism

impaired use of non-verbal behaviors

eye-to-eye gaze

facial expression

body postures/gestures

failure to develop peer relationships

lack of spontaneous seeking to share

enjoyment

interests

achievements

by pointing, bringing or showing items

lack of social or emotional reciprocity

Prerequisite Skills to Appropriate Social Interaction

Compliance

Language

Play Skills

Motor Skills

Important Skills to Teach

Greetings

Meet Peer at door

Look at peer

Greet Peer

Invite Peer in

Offer Peer Choice of Activity

Good-byes

Walk peer to door

Look at peer

say good-bye etc.

Eye-Contact

In response to therapist directive

In response to name

In response to vocal interaction of peer

When speaking to peer

When pointing out items of interest

When peer points out items of interest

Imitating & Following

As the child learns to imitate the peer, they will be able to learn from

the peer

Prompt child to copy

actions with objects

actions with body

words

gestures

facial expressions

Play Skills

Parallel (e.g., building blocks near each other)

Interactive (e.g., building blocks together, tossing the ball together)

Pretend Play (e.g., dress-up, theme-based)

Figurine Play (e.g., dolls, action-figures)

Organized Game Play (e.g., tag, board games, sports)

Routines / Transitions

Independence in following therapist instructions

Lining up

 Retrieving and putting away materials

Moving between activities

Conversation

Topic-based (non-perseverative)

Initiating (Guess what)

Maintaining (questions or statements)

Transitioning (that reminds me)

Repairing

Exiting (Ill talk to you later)

Flexibility

Playing peers choice

Talking about peers preferred topic

Accepting peers ideas

Establishing Reinforcement in a social scenario

Establish something that both child and peer are motivated to earn

Establish the target skill they must perform to earn it

Set up token system for both children

Reinforce both children for their appropriate performance of the target

skill

Prompting the Client

Prompt as discretely and unobtrusively as possible

Use quiet voice and whisper in childs ear

Sit behind child

Do not sit between child and peer

Use indirect prompts, non vocal prompts

Use pivotal praise, I like how Andrea is sitting nicely with quiet hands.

Prompt child to observe their peer

Prompting Peer

Sometimes the peer may not respond to the childs initiations and

ideas

Use natural verbal prompts to re-direct peer so that child will receive

reinforcement

Hey, did you hear what Johnny said?

I think Johnny is talking to you.

Wow, Johnny has a great idea.

Guidelines for Peer Facilitation

Minimize responding to the client

Redirect peer or child to respond to each other

Minimize reinforcing the client

Redirect peer or child to reinforce each other

Be the eyes and ears of the client

Prompt the client to observe and listen to the peer in order to maintain

the play scenario

Facilitate fun games and conversations to promote socialization

opportunities

Proactive Behavior Support

Use proactive strategies to set up and reward the student for success
Have reinforcers available

Stickers, specific praise, candy, Ipad/tablet, toys

Use token systems

Allow client control (let client go first, let client sit in best chair, let
client pick next activity, etc)

Let the student earn breaks for appropriate behavior

Collecting Data

Discrete trial data

Behavior data

Anecdotal information

Sharing data with the parents/caregivers