Generally speaking, social skills are any competences that facilitate interaction and communication. In a way, it is a type of survival skills as it can be found in every aspect in our lives and is important to our functioning. Limited social interest, weaker eye contact, insufficient play skills are some of the common social obstacles found in young children with ASD. But as our children get older, their problems might have evolved to lower rate of friendship, poorer understanding of loneliness, difficulties in team work, weaker in controlling emotions and predicting consequences, bullying, more prone to collusion, or even higher rate of depression and suicidal thoughts.
A bigger challenge is now faced by not only the students, but also their parents, teachers, and paraprofessionals, as they are in a more difficult situation to provide meaningful support to those students.
Increased social complexity and demandOne of the factors that complicates the situation is increased social complexity and demand. As we get older, our social world becomes more complex and refined. The required social skills in mainstream primary and secondary schools are way more and sophisticated compared to those in kindergartens. It is not uncommon to find high-functioning children with ASD, who managed to go through kindergarten without much support, find their social world too overwhelming once they begin primary and secondary schools.
Higher academic demandWhether it is local or international school, academic demand only gets higher and higher as the students become older. To make things worse, many children who are on the spectrum often have different kinds of learning issues, for instance inattention and low learning motivation. Moreover, the majority of primary and secondary schools are full-day in Hong Kong. That means students are spending a large portion of their waking hours in school and time after school is limited and precious. In order for students with ASD to stay in the current educational placement, not surprisingly, they often spend most of their time in academic and sparing time to address social needs become a luxury.
No ‘standard social curriculum’If social skills training is available for students with ASD, designing and teaching social curriculum for older children are not an easy job. Although there are many books and online resources related to social skills training, there is no ‘standard social curriculum’. Which means parents, educators, and paraprofessionals are required to skim through a large amount of information and be extremely creative in developing social curriculum in order to design individualized and functional social curriculum for our students. Even if ‘standard social curriculum’ exists, due to its ‘standard’ nature, it probably is inadequate to address the social needs of each individual.
Of course including social skills training in early intervention for children with ASD is highly important. But being aware of potential social challenges in primary and secondary school settings and providing support to older students who are on the spectrum are critical as well. Using a functional approach to analyze functions of behaviors, and designing and teaching prerequisite and replacement skills accordingly allow us to address the social needs of our children more effectively and efficiently.
Information provided by Autism Partnership
Autism Partnership (AP) is one of the most established Applied Behavior Analysis (ABA) service providers for Autism Spectrum Disorders (ASD) in the world. Formed in 1994 in the United States, AP is run by professional clinicians and specializes in providing one-on-one therapy, group interventions and overseas consultation for children with ASD and their families.
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Learn more about our ABA Services[:zh] 社交是自閉症的核心缺陷。許多譜系障礙人士在日常生活中面對著各式各樣的挑戰。儘管家長和老師們對自閉症幼兒所面對的社交障礙的關注越來越高，也有較多的資源來紓緩他們的社交需求，可是許多年齡較大的譜系障礙孩童在社交上依然有障礙，而且他們所面對的挑戰難度亦相對較高。
沒有「標準」的社交課程就算自閉症學生有時間和機會進行社交技巧訓練，為年紀較大的孩子制訂和教授社交課程也並非易事。儘管坊間有許多關於社交技巧訓練的書籍和網絡資源，可是「標準」的社交課程 並不存在。這意味著家長、老師和相關的專業團隊需要瀏覽大量的資料，在制定課程時發揮極大的創意才能夠為學生量身定制實用的社交課程。即使我們找到「標準」的社交課程，由於課程太 「標準」，它並不能有效地解決每一個學生的社交需要。
Autism Partnership （AP）於1994年在美國成立，是全球最具規模為自閉症患者提供『應用行為分析』(ABA) 治療的專業機構。AP是由多位專業臨床心理學家、應用行為分析治療顧問及治療師管理，為患有自閉症譜系障礙（ASD）的兒童及其家庭提供一對一治療、行為干預小組訓練及海外諮詢服務。