Teaching Social Interaction Skills to Students with ASD

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Teaching Social Interaction Skills to Students
with ASD
Presented by the MNPS Autism Team
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Thoughts from an adult with Aspergers (Look me in
the eye by John Elder Robison)

• My conversational difficulties highlight a
  problems Aspergians face every day. A person with
  an obvious disability-for example, someone in a
  wheelchair-is treated compassionately because his
  handicap is obvious. No one turns to a guy in a
  wheelchair and says Quick! Lets run across the
  street! And when he cant run across the street,
  no one says, Whats his problem? They offer to
  help him across the street.

3
Thoughts continued

• With me, though, there is no external sign that I
  am conversationally handicapped. So folks hear
  some conversational misstep and say What an
  arrogant jerk! I look forward to the day when
  my handicap will afford me the same respect
  accorded to a guy in a wheelchair. And if the
  respect comes with a preferred parking space, I
  wont turn it down.

4
Why be Concerned?!?!

• 70 of people with Autism are unemployed
• The higher the functioning, the higher the
  unemployment!
• (Belini, 2007)

5
Objectives

• to understand the common social difficulties
  associated with autism
• to understand an appropriate means of evaluating
  social skills
• gain ideas for using these interventions in
  classroom activities/groups

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Social Interaction Skills

• By definition (Gresham Elliot, 1995)
• Socially acceptable learned behaviors that enable
  a person to interact with others in ways that
  elicit positive responses and assist in avoiding
  negative responses.

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• Autism Documentary

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Social Interaction Skills
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Early Social Skills

• Turn taking
• Eye contact
• Sharing
• Parallel play
• Cooperative play
• Imitation
• Joint attention gestural and communicative

• Sharing affect
• Proximity
• Following simple commands
• Responding
• Rejecting appropriately
• Requesting help

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Joint Attention

• ability to share attention with another person
  while both are paying attention to the same
  object
• Can be gestural or conversational

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Later Social Skills

• Empathy
• Compliments
• Sharing interests
• Interpreting and using facial expressions
• Initiate, terminate, and maintain interactions
• Conversation topics and amount of info
• Lacks tact appears rude or naïve
• Interpreting figurative language,

• Comments
• Feelings
• Community rules
• Self monitoring
• Critical thinking
• Dating/sexual etiquette
• Grooming
• Respecting authority
• Problem solving
• Difficulty understanding jokes
• Social anxiety and withdraw

13
Understanding why this happens

• Repetitiveness and restricted interests
• Interpret literally
• Theory of Mind difficulty understanding another
  persons perspective or that they have thoughts
  and feelings different from their own
• Difficulty imitating
• Difficulty problem solving
• Pragmatics form (syntax, morphology, phonology)
  and content (semantic) encodes differently in ASD
  from early interactions

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Consequences of Poor Social Skills 70 of those
on the spectrum are unemployed

• Poor Academic Performance
• Peer Failure
• Rejection
• Isolation
• Anxiety
• Depression
• Substance Abuse
• Suicidal Thoughts
• Violence Towards Self
• or others.

Bellini/2007
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Activity 1

• Stand Up!!
• What were the communication difficulties you
  experienced?

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Social Interaction Skills

• Evaluation and Planning

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Pragmatic AssessmentsFormal Assessments

• Test of Pragmatic Language
• Clinical Evaluation of Language Fundamentals
  Pragmatic Profile
• Social Emotional Evaluation
• Pragmatics Language Skills Inventory
• Comprehensive Assessment of Spoken Language
• Social Skills Rating system

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Pragmatic AssessmentInformal Assessment

• Language Sample
• Observations
• Parent/Teacher Report
• Social Language Checklist

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Informal Assessment ObservationsWhat are you
looking for?

• Proximity appropriate space
• Object/body use
• Requests
• Initiations
• Responses
• Behaviors do they interfere
• Transitions
• Participation in routine or novel situations

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Informal AssessmentWhat is keeping the student
from establishing and maintaining social
relationships?

• Rate social competence interviews and rating
  scales
• Take date during recess observe of social
  initiations, of social responses, and amount of
  social engagement time
• Conversations skills Initiations, responses,
  maintenance, closure of social interactions
  (various settings)
• Cooperative play skills joining in, taking
  turns, sharing, losing, games
• Friendship skills proximity, appropriate topics,
  helping, rules, bullies, grooming
• Emotions understanding emotions, problem solving
  skills
• Empathy
• Conflicts anger, respect, NO,

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www.cpsinstitute.org
PATHWAYS INVENTORY (Rev. 6/23/07) Child's Name
___________________________ Date _______
___ Difficulty handling transitions, shifting from one mindset or task to another (shifting cognitive set)
___ Difficulty doing things in a logical sequence or prescribed order
___ Poor sense of time
___ Difficulty reflecting on multiple thoughts or ideas simultaneously
___ Difficulty maintaining focus for goal-directed problem-solving
___ Difficulty considering the likely outcomes or consequences of actions (impulsive)
___ Difficulty considering a range of solutions to a problem
___ Difficulty expressing concerns, needs, or thoughts in words
___ Difficulty understanding what is being said
___ Difficulty managing emotional response to frustration so as to think rationally (separation of affect)
___ Chronic irritability and/or anxiety significantly impede capacity for problem-solving
___ Difficulty seeing the grays/concrete, literal, black-and-white, thinking
___ Difficulty deviating from rules, routine, original plan
___ Difficulty handling unpredictability, ambiguity, uncertainty, novelty
___ Difficulty shifting from original idea or solution/difficulty adapting to changes in plan or new rules/possibly preservative or obsessive
___ Difficulty taking into account situational factors that would suggest the need to adjust a plan of action
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Determine Skill Acquisition Deficit or
Performance Deficit

• Skill Acquisition Deficit skill is absent (will
  need to teach)
• Performance Deficit skill is in repertoire but
  the child does not use the skills (enhance
  performance)
• Can the student do the skill with different
  people in different settings?

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What if you are thinking?I dont think I should
modify or make excuses for these kids. I know
they can do it!

• Saying that they know how to do something is only
  DECLARATIVE KNOWLEDGE.
• I can teach mostly anyone the facts necessary to
  learn how drive a stick shift car. But, being
  able to say how to do something does not mean you
  can do it.
• What often keeps a child from being successful
  are skills we often do not teach
• Its a continuum that requires PROCEDURAL
  KNOWLEDGE.

Bellini/2007
24

• Being able to say how to do it doesnt mean you
  can do it!
• We can bridge the gap with visual support,
  practice, and meaningful activities

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How to start planning and begin instruction?

• 5 Steps
• Identify and assess areas of need
• Discern between skill acquisition deficits and
  performance deficits
• Select appropriate intervention strategies
• Implement intervention strategies
• Evaluate program and modify as needed
• Source Bellini, 2007

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Goal Selection

• Goals should be functional and applicable to
  success in life
• Ensure goals are appropriate for cognitive levels
  
• Goals should be positive
• Goals should be realistic and represent a
  challenge
• Set criteria based on baseline data

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The Hidden Curriculum by Brenda Smith Myles,
Melissa L. Trautman, and Ronda L. Schelvan

• Refers to the set of rules that everyone in the
  school knows, but that no one has been directly
  taught
• How to dress
• What type of backpack to carry
• How to greet a peer
• Where to hang out between classes
• What games are acceptable to play
• Who to ignore
• Others?

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Teachers Hidden Curriculum

• Teacher Expectations
• What students should do when the bell rings
• How to travel from class to class in the most
  direct way.
• The administrative structure.
• Which teachers will tolerate lateness
• Which teachers give homework.
• Which teachers place value on final exams.

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Social Interaction Skills

• Understanding and Decreasing Anxiety

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Some more thoughts from John

• Many descriptions of autism and Aspergers
  describe people like as not wanting to contact
  with others or preferring to play alone. I
  played by myself because I was a failure at
  playing with others. I was alone as a result of
  my own limitations, and being alone was one of my
  bitterest disappointments of my young life. The
  sting of those early failures followed me long
  into adulthood, even after I learned about
  Aspergers.

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Some more thoughts on Anxietyby Jerry Newport
Your Life Is Not a Label

• As far back as I remember, I was like a little
  bird on a wire, ready to flee from the next
  embarrassment at a moments notice. No matter
  how hard I tried to obey all the rules, spoken by
  parents with frustration and siblings with
  sarcasm, I knew I would eventually screw up and
  tread water in another sea of laughter.
• So, my stress and perhaps yours, came from many
  sources frustration, neurological overload, and
  social humiliation to name a few.
• There is nothing more frustrating than the
  lifelong accumulation of scars that result from
  trying to be like normal people and failing
  daily. It is especially hard when your disability
  is invisible like mine.

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• Fear and Anxiety are common feelings for people
  with ASD.

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Stress in Persons with Aspergers
Aggression Verbal / physical
Withdrawal / Shut down
Increased Obsession
Increased Stress / Anxiety
Anxiety
Triggers
Atwood, 1999
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Set up your classroom to increase relaxation

1. Be mindful of stress in your students
2. Establish a relationship with your students so
   they can come to you for help and support
3. Create means to cope within the classroom (break
   area, yoga, system for help, organize areas,
   visual supports)
4. Incorporate social skills in lessons, centers, as
   a designated area in the classroom, bulletin
   boards
5. Facilitate relationships in your classroom
   through character building activities
6. Celebrate uniqueness often

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5 Point ScaleKari Buron and Mitzi Curtis

• tool which provides a visual representation of
  stressors, inappropriate behaviors, rules, etc..
• Allows children the ability to connect internal
  issues to a visual support
• Encourages problem solving, self monitoring and
  independence in resolving issues
• www.5pointscale.com

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Examples
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Developing a Plan

• Identify stressors
• Recognize behaviors leading up to aggression or
  shut down
• Create supports, area, or a plan with the student

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Relaxation Plans

• 1. Help students regulate stress- teach student
  to request a break, include breaks in schedule,
  create break area in classroom, coping strategies
  specific to situations
• 2. Use self-monitoring- 5 point scale,
  checklists, power cards
• 3.Tension release and breathing exercises yoga,
  deep breathing cards,

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Social Interaction Skills

• Intervention Strategies

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In the public school setting, children with
autism are often integrated into the general
education classroom with the hope that social
skills will be absorbed through proximity to
normal socialization. Instead, direct
instruction of specific skills combined with an
awareness of appropriate models is required.

• The Effectiveness of an Interview Template in
  Children with Autism Structured Peer Interview
  to Facilitate Peer-peer Interactions Crooke,
  Pamela J. (2005)

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Why is this important?

• Teaching social skills should become a priority
  in our classrooms
• Decreases anxiety
• Encourages relationships and support through
  peers and teachers
• Allows for problem solving directly in the
  classroom

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Promote Skill Acquisition

• Role-playing
• Teach perspective taking, social rules, problem
  solving, and mind reading
• Discrete trial
• Reciprocal strategies
• Social narratives
• Social Skills Picture Stories

• Incidental Teaching
• Sabotage
• Power Cards
• Structured Teaching
• Self-Monitoring
• Prompting
• Video modeling
• Cartooning

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Role-Play

• The students act out the skills in the
  appropriate order.
• The teacher acts as a hands on coach.
• Use scripted and unscripted
• Keep it fun
• Let the students pick scenarios or practice use
  units from class readings or other subjects

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Role-Playing acting out and practicing newly
learned skills

• Teaching students to
• Read nonverbal cues
• Conversation skills
• Social rules (interrupting, eye contact, gaining
  attention, amount of information, etc)
• Sequence interactions

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Conversation Skills

• Conversation webs (www.do2learn.com)
• break down skills into individual pieces as
  needed initiation, turn taking, appropriate
  topics, endings using visual supports
• Comments Appropriate vs. inappropriate

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Teaching Nonverbal Cues

• Explain importance and use of gestures (cartoons
  with volume down, magazine pictures, charades
• Teach understanding and interpretation of facial
  expressions (start with cartoons, then move to
  photos as line drawings are easier for children
  with ASD to identify, magazines, software,
  websites www.cccoe.net/social)
• Teach tone, volume, proximity (5 point scale,
  videos, tapes, etc)
• Later social skills will need to focus on conduct
  with the opposite sex, rules at work, etc.

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Specific skills to Target during Role-Play

• Gaining/Securing Attention indirectly requests
  attention or acknowledgment from peers (e.g.,
  Hey!, See this?, Look.), calls a peers
  name, taps peer on the shoulder, Greetings,
  Inviting others to play
• Requests for Actions/Objects requests an action
  (e.g., Can I have a turn?), requests an object
  (e.g., Can I have a marker?), tells a peer what
  action to do or not to do (e.g., Stop it, Put
  it in there.)
• Commenting express an opinion (e.g. I think we
  should start.), response to a peers action
  (e.g. Youre done.), express enjoyment or
  frustration (e.g. Oh no!)

Thiemann, K. Goldstein, H. (2004). Effects of
Peer Training and Written Text Cueing on Social
Communication of School-Age Children With
Pervasive Developmental Disorder. Journal of
Speech, Language, and Hearing Research, 47,
126-144.
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Specific skills to Target during Role-Play

• Complimenting child reinforces a peer for
  winning a game (e.g., You did it!), reinforces
  peer for personal performance (e.g. nice try.)
• Responding commenting about events in an
  activity, greeting, when others invite child to
  play, when others request, when others ask
  questions
• Nonverbal cues Understanding facial expressions
  (e.g. eyebrows raised mean surprised),
  Understanding body language (e.g. arms crossed
  when angry

Thiemann, K. Goldstein, H. (2004). Effects of
Peer Training and Written Text Cueing on Social
Communication of School-Age Children With
Pervasive Developmental Disorder. Journal of
Speech, Language, and Hearing Research, 47,
126-144.
49
Reciprocal Strategies (learning back and forth
exchanges)

• Conversation game supply visuals as prompts,
  provide topic, provide scripts if necessary
• Eden Conversation program

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Reciprocal Questions

• Newspaper Reporter (give child simple questions
  to ask peer in order to get your student asking
  questions and increasing interactions)
• Eden Asking Questions program

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Activities to teach perspective, problem solving,
social rules, and mind reading

• Label and recognize emotions through cartoons,
  magazines, pictures, videos, break down into
  features of the face if needed
• Understand emotions (Why is he feeling that way,
  what is he thinking)
• Prediction of consequences (What will happen
  next? What happened before?)
• Selection of alternative behaviors (sarcasm,
  understanding situation to interpret behaviors)
• Thought bubble activities

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Thought Bubble Activity
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Activities to teach perspective taking, social
rules, problem solving, mind reading

• Interest inventories (list of possible peer
  interest that could be used for conversation
  topics)
• Mind reading activities (Howlin)
• If-then statements to infer the thoughts and
  interests of others
• Software programs (Simon Baron-Cohen, do 2 learn)
• Social scenarios ( what has happened)

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Discrete Trial

• Cue
• Prompt (if necessary)
• Response (behavior)
• Consequence (reinforcement)

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Example from Eden Curriculum

• SD your turn
• Procedure
• Model activity
• Model activity again and give SD
• Same procedure as steps 1-2
• Randomize activities
• Continue procedure with other activities
• Generalize responses to various teachers in
  various settings

• Activities include
• Passing ball
• Banging drum
• Jack-in-the-box
• Stacking rings
• Pegs
• Hi fives
• Turning pages
• Sandbox with shovel and pail
• Jumping
• Making sandwhich

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Social Narratives

• Written in first person and describes how people
  feel and think in certain situations.
• Uses directive statements to show students how to
  act in those situations
• Read repeatedly until the child over learns it
  and rereads before problematic situation.
• Should be written at childs instructional level
  for self awareness, self calming, self management

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Social Skill Picture Stories

• The depiction of various social skills the
  correct way to act with accompanying text that
  explains what the children are doing.

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Incidental Teaching

• Teaching as the situations occur rather than in
  structured settings.
• Example a teacher points out (at recess) to the
  student with ASD that a peer looks physically
  hurt. She coaches the student with ASD to stop
  playing and ask the other student if he is OK.
  (The teacher is amplifying the cue (someone is
  hurt) so that the student with ASD reacts and
  does not remain oblivious.)

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Sabotage

• Setup the environment/activity so that the child
  will be unsuccessful. This will require the
  child to communicate

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Power Cards

• help change an unwanted or inappropriate
• behavior by capitalizing on the special interests
• that characterize children and youth with AS. A
• brief, motivational text related to a special
• interest or a highly admired person is combined
• with an illustration and made into a bookmark-
• or business card-sized POWER CARD that the
• student can refer to whenever necessary. For
• younger children the special interest or hero is
• worked into a brief story.

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Power card

• Front of power card has the logo on it.Back of
  power cardThe contestants on Survivor think
  everyone should have fun playing games. They also
  want you to remember three things when playing
  games with other people
• Games should be fun for everyone.
• If you win a game, you can Smile, give high
  fives, or say, "Alright!"
• If you lose a game, you can Take a deep breath
  and say, "Good job" to the opponent or say,
  "Maybe next time."

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The A-Team thinks everyone should be respectful
to their teachers. They want you to remember 3
things when you are in class 1.Raise your hand
if you have a question 2.If you need a break tell
your teacher 3.Use kind words like please and
thank you.
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Structured Learning

• Didactic instruction (explanation of the skill
  steps)
• Modeling of skill steps
• Role-playing skills with feedback
• Practice in and outside the group

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Didactic Instruction

• The instructor explains the steps of a particular
  skill, using a visual of the skill steps
• Why is it important to compliment others?
• What can you compliment others about?
• Why should you use a nice voice tone when
  complimenting others?

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Cartooning

• Using simple pictures and text as a whole or in
  strips to understand a situation
• description of the event that caused the problem
• feelings and thoughts of everyone involved
• a solution to the problem and ideas on how to
  avoid it in the future
• reinforcement
• appropriate symbols (stick figures, smiley faces,
  thought bubbles)
• colors used to express feelings (green-happy,
  blue-sad, black-angry

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Promote Social Performance

• Peer sensitivity training
• Reinforcement/motivation
• Priming
• Modifications
• Game playing
• Increase opportunities (practice)

• Peer Mentoring
• Self-Monitoring
• Relaxation plans
• Prompting
• Video modeling
• Social narratives

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Self-Monitoring

• Teaching child to be aware of behavior
• Identify behavior, emotion, or skill
• Define behavior, emotion, or skill
• Introduce/teach behavior, emotion, skill
• Select self-monitoring procedure
• Teach self-monitoring strategy
• Implement
• Provide feedback

Source Bellini, 2007
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Prompting

• Supports used to help students learn new skills
  and successfully perform behaviors
• Have a plan for fading immediately
• Determine a prompt hierarchy with the team

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Level of Prompting will Vary

• When requesting a physical response
• Gesture gesture to indicate the correct
  response
• Partial Physical hand over hand assistance to
  initiate response, the student completes on his
  own. (tap the elbow to get him to pick something
  up, tap the shoulder to get him to sit down)
• Full Physical hand over hand assistance to
  perform the entire response.

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Prompts continued

• VERBAL CUES
• Visual a written cue that elicits a response
• Partial Verbal stating part of/or the initial
  sound of the verbal response you are expecting.
  (What time is it? It is _____.)
• Full Verbal stating the entire verbal response.
  (What time is it? It is 200.)

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Video Modeling

• Includes videos that depict appropriate target
  behaviors and/or videos of themselves performing
  the desired behavior
• One Key reason for the success of video modeling
  is that it increases the childs attention to the
  television, or computer screen. And if you do
  not have attention, you will not have learning.

Courtesy of Indiana University
Bellini, S., akullian, J., Hopf, A. (2007).
Increasing social engagement in young children
with autism spectrum disorders using video
self-modeling. School Psychology Review, 36,
80-90 Bellini, S. Akullian, J. (2007). A
meta-analysis of video modeling and video
self-modeling interventions for children and
adolescents with autism spectrum disorders.
Exceptional Children, 73, 261-284.
81

• http//modelmekids.com/autism-video-samples.html

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• Promote Social Performance

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Reinforcement/Motivation

• Increases desired behaviors
• Forces us to monitor students behavior
• Provides feedback to student

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Reinforcement/Motivation

• should receive praise and social reinforcers,
  even when receiving a more tangible reinforcer.
• The type of reinforcer must be appropriate and
  natural to the activity the student is doing and
  to the level of student understanding.
• Reinforcement can include a variety of items or
  activities. Give the student CHOICES.
• The teacher needs to make sure the reinforcing
  consequence immediately follows the behavior or
  skill being learned or increased so that the
  relationship between the two is clear to the
  student. However, be careful to not interrupt a
  social interaction.

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Priming

• Priming Preparing the student for the upcoming
  task.
• Not Teaching. Preparing
• Cognitive Priming use visual and/or verbal
• Behavioral Priming practicing skill right
  before having to perform in natural setting

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Modifications

• Are necessary modifications in place?
• Consider students sensory deficits

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Game Playing

• Games require social interaction but are
  structured. Most children interact not just
  during conversation but during activities.
• Use popular games
• Teach child how to play

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Practice

• Increase social opportunities. The students
  should be given opportunities to practice skills
  with peers in other settings.
• Feedback from the student, peers, adults as to
  how the opportunity was successful or not
• Select activities that are appropriate for
  practicing (student preferred activities)
• Use other strategies for practicing (e.g.
  role-playing)

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Peer Sensitivity Training

• Child specific or general overview
• Celebrate differences
• Allow the children to be involved in the training

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Peer Mentoring

• Select age-appropriate sensitive peer
• Peer must willing
• Can pair during difficult times such as
  transitions
• Peer must be given specific instructions on how
  to increase communication success (e.g. if
  student w/ASD needs simple direct instructions)
• Alternate peers

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Considerations for Social Interaction

• Match Social Interaction Programs to Students'
  Needs and Settings.
• Establish Reasonable Social Interaction
  Expectations
• Be Sensitive to Local Social Interaction Norms
  and Conditions
• Program for Interaction Quality As Well As
  Quantity
• Recognize That Not All General Education Students
  Will Be Suited to Social Interaction Programs

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Continued

• Reduce Aberrant Behaviors Prior to Initiating
  Social Interaction Programs
• Provide Ongoing Instruction and Monitoring
• Task Analyze Social Interaction Skills
• Consider the Importance of Setting and Material
  Variables
• Consider Social Validity in Programming
• Prioritize Social Interaction Skills
• Tailor Reinforcement to Meet Individual Needs

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Continued

• Educate Tutors and Others About Autism
• Facilitate Initial Interactions
• Make Data-Based Program Decisions
• Generalize Social Skills
• Maintain Acquired Social Skills

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Social Skills Groups

• When first beginning make sure the level of
  understanding is commensurate with all students
• Review the purpose of the group
• Establish group rules and reinforcement/consequenc
  es
• Get to know each other through discussion and/or
  worksheet inventories
• Game or snack time

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Social Skills Groups Cont.

• Set and display a schedule for the group
• Talk Time
• Skill Time
• Game Time
• Snack
• All Done

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Social Skills Groups Cont.

• Prepare a visual of the agreed upon group rules
• Listen to each other (wait for a pause to talk
  during a conversation, raise your hand and wait
  to be called on during skill time).
• Talk nicely to each other (do not yell, tease, or
  insult).
• Keep hands and feet to yourself (do not push,
  hit, kick, pinch, or grab others).

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Social Skills Groups Cont.

• When getting to know each other --
• Use various prompts and visuals to help the
  students focus on each other prompt them to
  respond or ask follow-up questions.

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Social Skills Groups

• Humor incorporate humor through jokes, charades,
  newspaper cartoons, silly stories, etc.

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Include all communication systems
100
A Last Thought from John

• I may look and act pretty strange at times, but
  deep down I just want to be loved and understood
  for who and what I am. I want to be accepted as
  part of society, not an outcast or outsider. I
  dont want to be a genius or freak or something
  on display. I wish for empathy and compassion
  from those around me, and I appreciate sincerity,
  clarity, and logicality in other people. I
  believe most people-autistic or not- share this
  wish. I hope youll keep those thoughts in mind
  the next time you meet someone who looks or acts
  a little strange.

101
References

• Bellini, S., akullian, J., Hopf, A. (2007).
  Increasing social engagement in young children
  with autism spectrum disorders using video
  self-modeling. School Psychology Review, 36,
  80-90
• Bellini, S. Akullian, J. (2007). A
  meta-analysis of video modeling and video
  self-modeling interventions for children and
  adolescents with autism spectrum disorders.
  Exceptional Children, 73, 261-284.
• The Effectiveness of an Interview Template in
  Children with Autism Structured Peer Interview
  to Facilitate Peer-peer Interactions Crooke,
  Pamela J. (2005)
• Thiemann, K. Goldstein, H. (2004). Effects of
  Peer Training and Written Text Cueing on Social
  Communication of School-Age Children With
  Pervasive Developmental Disorder. Journal of
  Speech, Language, and Hearing Research, 47,
  126-144.
• Buschbacher, P. Fox, L. (2003). Understanding
  and Intervening With the Challenging Behavior of
  Young Children With Autism Spectrum Disorder.
  Language, Speech, and Hearing Services in
  Schools, 34, 217-227.
• Teacher's Toolbox. "Teacher's Toolbox." . . . 11
  September 2007. lthttp//www.ttoolbox.com/help.htmgt
  .
• Susan Klein. "Model Me Kids." . 2004. Model Me
  Kids, LLC.. 11 September 2007.
  lthttp//www.modelmekids.com/index.htmlgt.
• Fovel, T. (2002). The ABA Program Companion.
• Bashe, P. Kirby B. (2001). The Oasis Guide to
  Asperger Syndrome-Revised.

102

• www.speakingofspeech.com
• www.usevisualstrategies.com
• www.do2learn.com
• www.thegraycenter.org
• www.tinsnips.com
• www.teacch.com
• www.mrsriley.com