Essay On Social Skills Training For Children On The Autism Spectrum

As could be expected, for children on the autism spectrum there is no one size fits all approach to social skills training. Because social skills are so necessary for children on the autism spectrum, a variety of training approaches have been developed these methods can be intrinsic and rely upon the child’s inner motivation and extrinsic that uses external rewards. A few years ago, professionals found themselves divided as to the best methods to use for children. Fortunately, today we now recognize that it we should try multiple approaches and experiment to develop an individual plan to reach each one of these children.
This article sets out and explains the major types of skills training including the background material for each. The three major develploment types set out are Applied Behavioral Analysis, Cognitive Behavioral Skills Training and Relationship Based Skills Training. It also charts out extrinsic rewards, intrinsic rewards and how they apply to extrinsic to pre-symbolic language and good symbolic language.
The article starts out with in depth look at the popular approaches to skills training. Applied Behavioral Analysis (ABA) is one of these approaches that focuses on helping promote positive reactions to events by suggesting appropriate behavior by rewarding good positive responses. Cognitive behavioral approaches differ from ABA in that it also considers how the individual perceives the situation. Relationship based approaches considers the relationship the individual has with the people rather than the situation or event
This article also looks into the evidence that exists as to the effectiveness of social skills training. This is an important section since the foundation of this approach is that it is not just one theory, but instead a combination of a variety of theories that work together to help people develop their social skills in different situations according to their individual needs.
One of the elements of this article that is particularly helpful is that it clearly sets out the key components of social skills training. The steps it goes through for this process are assessment, motivation, initial skill acquisition, generalization and peer sensitivity training. In this article it sets out these steps fully along with the tools needed put them into practice and tailor this to each person who is developing their social skills.
The writer, Jed Baker, PhD, concludes at the end of his article that there is still a gap between the science and practice of social skills training. Part of the problem as he sees it is that training takes place in classrooms and not in real world situations. He feels that more time is needed for these individuals to practice their skill in more natural settings and with the help from teachers, parents and their peers there to help.
One of the elements of this article that is both helpful and impressive is that it was painstakingly researched. There is almost a full page of references that are available for someone who needs to look deeper into the history and practice of social skills training. These resources are particularly valuable for a teacher or parent who has identified a particularly useful approach Once the effective approaches are identifies the foundation information can be accessed and incorporated into and individualized approach.

Baker, PhD, Jed. "Social Skills Training for Children on teh Autism Spectrum." Autism Advocate 1st Edition 2010: 8 - 12