Social Skills Training for Autism

Many of us take for granted the subtle social cues we have grown to use on a daily basis without consideration about what it is we are doing-socializing. Some individuals with ASD and those with Aspergers have difficulty interpreting social cues and applying social rules in social situations. Pointing out a classmate’s work is “wrong ” or “messy”, telling a teacher that she is “fat”, calling a peer “smelly” , inappropriately interrupting conversations or going “off topic” are all examples of how an individual with ASD may respond in situations requiring social etiquette with which they have difficulty comprehending. This social challenge may result in an inability to make or maintain friendships. Social skills training provides an opportunity to teach social norms, rules and ethics to individuals lacking social awareness.

CDG and Social Skills Training Programs

CDG has designed “The Friendship Club” with the purpose of providing a safe and caring environment in which young adults and children with social skills challenges can learn appropriate strategies to navigate the social world in which they live. The Friendship Club is divided into groups based on age and developmental ability and targets many skills including, symbolic and imaginative play, cooperative work, independence training, social communication and social reciprocity.

Beginner Learners-Early Childhood; Ages 3-5

This group is designed for those in the early stages of social adaption and learning. It is during this stage children’s imitative skills prosper and pretend play is the result . Typically children in this group will require assistance with the development of:

• Imaginative/exploratory play skills
• Turn taking
• Sharing
• Waiting
• Interactive play
• Accepting “no” and “I don’t want to”
• Personal space

Intermediate Learners-Middle Childhood; Ages 6-12

In this stage children are beginning to become more aware of their differences. As they spend a greater amount of their time at school around peers, the social and emotional behaviour of those around them may appear confusing. Typically this group will focus on :

• How to initiate and maintain social conversations
• Read social cues (body language)
• Cooperative interaction
• Executive functioning strategies
• How to work in a group dynamic
• Delegate & negotiate-provide and accept direction to peers
• How to enter and exit conversation between peers

Advanced Learners -Teen Years; Ages 13-17

During this stage of child development, children are gaining a sense of independence and friendships become very important. Physical changes to the body due to puberty may also add another tier of stress as the inability to understand and control the physical and emotional changes their mind and body must accept. Those in middle childhood who do not have friends face scrutiny and judgement from their peers. This group will focus on:

• Independence training
• Social communication
• personal hygiene
• How to initiate and maintain social conversations
• Read social cues (body language)
• Executive functioning strategies
• How to work in a group dynamic
• Delegate & negotiate-provide and accept direction to peers
• Find common interests
• Use humour appropriately
• How to handle embarrassment, rumours, teasing, bullying, gossip
• How to be a good host
• How to invite friends over
• How to enter and exit conversation between peers
• How to call friends