According to Dr. Taubman, “social learning is related to a child’s ability to learn from, and be influenced by his/her social environment”.
Some people might not consider social learning as an area of social skill, and many targets in this area are thought to be ‘learning-how-to-learn’ skills. However, social learning skills are part of the complex network of abilities that contribute to a person’s social success. Social learning skills typically involve:
- Direct acquisition of social skills from others through different avenues, such as:
- Video modeling
- Direct imitation
- Learning from pictorial sources
- Indirect and accidental susceptibility to peer culture and social influence
Although social learning sounds like an advanced skill for individuals with autism, there are some basic and intermediate programs for young learners to begin with.
Basic Program – Imitation
Objectives: Increasing awareness of the environment and developing attending skills.
General Breakdown: Students will learn to imitate one-step and multiple-step actions in different contexts for instance play, song, and routine, with and without delay.
Side Notes: Some authors suggested that one of the biggest skill deficits in children with autism is their ability to learn observationally. Early observational learning programs such as ‘copy others’ and ‘do what others are doing’ are important building blocks for more advanced observational learning skills for instance obtaining new vocal and non-vocal information from observing others in the future.
Intermediate Program – Vicarious Learning
Objectives: Learning from the consequences that are experienced by the others, increasing social awareness and interest in others, enhancing reinforcement value of others, and developing ability to manage behavior in a more natural way.
General Breakdown: Teaching will involve a student engaging in appropriate behavior, and refraining from inappropriate behavior, based on consequences (positive or negative) that is experienced by others.
Side Notes: The proximity of others and immediacy of student’s response opportunity should be considered during the teaching. Gradually increasing them can make skills more generalizable and applicable in natural environment.
Social learning is a social skill and a way to learn in this social world. Creating moments where the student can use this technique in natural settings not only can enhance generalization, but also can make learning more meaningful and relevant, which in turn increases learning motivation.
To learn more ABA techniques and programs from AP, please study from our online resources platform:
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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[:zh]Taubman博士說過：「社交學習是指學生如何從自己的社交環境中學習和被影響的能力。」
有部分人可能認為「社交學習」是學習技巧，而不是社交技巧。可是，「社交學習」應理解為涵括在錯綜複雜的社交技能中的一環，因為它可以影響一個人的社交生活。一般來說，「社交學習」包括如何：
- 直接地從不同渠道學習，例如：
- 模仿視頻
- 直接模仿
- 從圖片模仿
- 間接地和不自覺地受朋輩和社會文化影響
儘管「社交學習」聽起來可能對自閉症學童來說有點難度，可是年幼和初階的學生可以先打好根基，從基礎技巧開始。
基礎課程 – 「模仿」
課程目的：增加學生對環境的察覺力和專注度。
一般進程：學生會在不同的情況下，例如：遊戲、唱歌、常規等立即地和延遲地模仿單一步驟和多步驟的動作。
邊注：有部分學者認為「透過觀察來學習」是自閉症學生其中一項最大的挑戰。一些初階的「觀察學習」課程，例如：模仿別人、跟別人做一樣的事，可以為學生在進階的「觀察學習」技巧上作準備。
中階課程 – 「替代學習」
課程目的：「替代學習」意指如何從別人的經驗中學習。它不僅增加學生的社交察覺力和興趣，還能提升他人的價值，也是一個自然的方法來增加恰當和減少不良的行為。
一般進程： 教學過程會涉及學生觀察別人的正面或負面經驗後調節自己的行為。
邊注：教授此技巧時需注意學生跟別人的距離和觀察以及行動中間的時距。逐漸地增加距離和時距能有效地幫助學生泛化和在自然的環境下應用這技能。
「社交學習」是一門社交技巧，也是一種讓我們在社交環境中學習的方法。創造機會給予學生在自然的環境下運用這技巧來學習新的東西不僅能加強泛化，還可以令這技能變得更有意義，從而提高學生的學習動機。
如欲了解更多ABA課程內容, 歡迎瀏覽APSPARKS網上資源平台:
資訊由Autism Partnership提供
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。
請分享，讓更多人了解自閉症及學習更多應用行為分析（ ABA）的治療技巧。
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