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Asperger: Practical Interventions to Build Basic Social Skills
Asperger: Practical Interventions to Build Basic Social Skills - 6 CEUs

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What are four symptoms of Asperger Syndrome?
2. What are 3 ways to structure family life?
3. How can many sensory difficulties be overcome in children with Asperger Syndrome?
4. What are two ways to cope with an intense interest on the part of a child with Asperger Syndrome?
5. What are five ways to build basic social skills?
6. What are four discipline techniques to avoid?
7. What are 5 things to consider when choosing a classroom for a child with Asperger Syndrome?

Answers:
A. Predictability, responsibility and flexibility
B. Control access to the interest and use the interestconstructively
C. yelling, overuse of time-out, subtle consequences and sulking
D. difficulties with social interactions, impaired communication, unusual or unusually rigid behaviors and interests, and unusual responses to stimulation and environment.
E. Acclimation and being prepared ahead of time
F. Being specific, observing social signals, using pictures, teaching emotional vocabulary and teaching behaving differently with different people.
G. A small setting, orderly and predictable environment, real-life settings, learning by rote and part-to-whole sequences

Course Content Manual Questions The Answer to Question 8 is found in Section 8 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
8. According to Bellini et al., what is video self-modeling (VSM)? 
9. According to Dunn et al., what is the difficulty with sensory processing for children who have Asperger syndrome? 
10. What is a problem for an Asperger child in school who is over-responsive to touch sensations? 
11. What are the five categories of Asperger students' understandings of friendship in this study?
12. Why do adolescents with Asperger syndrome masquerade? 
13. What was done to the social story used to address Ben’s refusal to do his homework in favor of a preferred activity? 
14. What are social stories and comic strip conversations and how are they helpful for an adolescent with Asperger syndrome? 
15. In the Gaylord-Ross study, what was the result of teaching the two males to offer objects during a social script? 
16. What is the Picture Exchange Communication System (PECS)?
17. What are the three intervention techniques used to change peer expectancies and increase the social interaction behaviors of children with autism?
18. What are four suggestions to foster relevant skills in communication and social skills?

Answers
A.  High school students with Asperger syndrome may be aware that they do not fit in and try to mask their deficits.
B.  Social stories use a brief narrative that describes a situation, relevant social cues, and responses. Comic strip conversations promote social understanding by incorporating simple figures and other symbols in a comic strip format. An educator can draw or assist a student who illustrates a social situation in order to facilitate understanding.
C. For the child over-responsive to touch sensations, unexpected bumping by other students within cooperative learning activities, in lines, or during passing periods creates anxiety and irritation that can lead to a meltdown. The effective modulation of sensations that is required by increased sensory demands is difficult for the individual with AS in school, where sensation is not as familiar or readily changeable.
D. For children who have AS, the sensory input structures are usually intact; the difficulty with sensory processing occurs as the child tries to use that sensory input (i.e., process it) to respond to task and environmental demands.
E.  Teaching them to offer the objects during a social script resulted in increased social initiations and interaction that generalized across persons and time but not across settings.
F.  (1) understanding of concepts or language regardingfriendships, (2) description of what is not a friend, (3) description of what is a friend, (4) description of an acquaintance, and (5) using masquerading to cope with social deficits.
G.  PECS  is a structured behavioral intervention program designed to teach the use of visual-graphic symbols for communication.
H.  Thinking about Ben's needs for additional input, the family recorded the story on videotape using animated voices. They added sounds effect, such as his dog barking, to affirm a point, or a favorite song in the background to emphasize responses. Because it increased the visual and auditory input, the story matched Ben's high thresholds and he was more successful at using his social story to guide him.
I.  VSM is a specific application of video modeling that allows the child with Asperger to imitate targeted behaviors by observing herself or himself successfully performing a behavior.
J.  Intervention techniques included (a) arranging the situation or contingencies to promote optimal peer effort, (b) promoting peer effort by teaching peers skills for initiating with and reinforcing children with autism, and (c) changing peer expectancies by teaching social skills to the children with autism
K.  explicit verbal instructions on how to interpret other people’s social behavior should be taught and exercised in a rote fashion; individual with AS should be taught to monitor his/her own speech style; effort to develop individual’s skills with peers in terms of managing social situation; help to recognize and use range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means


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