![]() ![]() Second, a person on the autism spectrum might not grasp the imperative of reciprocity in conversation, so when someone asks them “How are you?” they don’t end up asking the same thing in reply. Asking a person how they are doing often elicits a lot of information that someone with ASD may feel unprepared to take in. First, the unfolding of a conversation containing “How are you?” can be very unpredictable in length and in content. When people with autism are expected to ask other people “How are you?” or “How’s it going?”, many just avoid saying it altogether. Also, individuals with autism might be inexperienced at employing various quick, formulaic replies like “Fine, thanks” or “I’m doing okay. When people with ASD are asked open-ended questions like “How are you doing?”, “What’s up?” or “How’s it going?”, they often can’t figure out just what it is the other person wants to know. If you have a question for our team, please email us at email hidden JavaScript is required.Young people with autism and “How are you?” questions This content is not intended for the purpose of diagnosis of any condition. “Keeping Up the PACE” is a blog operated by Pacific Autism Center for Education with information provided by professional therapists. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA). Jennie Brevik is a Registered Behavior Technician on the Faces Behavioral Services team. If you have any questions about teaching social skills or think any of the methods described may suit your child, please get in touch with their BCBA or teacher to learn more! These teaching methods are designed to ensure your child navigates social situations with success. After the video is shown, the therapist and client may engage in role-playing.Teaching the exact response to the social cue shown.A focus on the specific behavior being targeted.Video Modeling: For some children, video modeling can be an appropriate way to teach social skills. After the story is read, the therapist and child may engage in role-playing.Characteristics of a good social story include: Social Stories: Social stories are short stories that teach a child how to respond appropriately in specific situations. Programs will be individualized to each child.Structured activities will have clearly defined objectives. ![]() The group will ideally have a 1 to 1 student to staff ratio.The group will meet once or twice a week for 1 to 2 hours.Participants will have similar behavior skills.All of the members will be a similar age. ![]() The characteristics of a good social skills group will have the following: Social Skills Groups: In a social skills group, children can learn how to interact with peers in a naturalistic setting. Here are several ways you can help improve social skills for children with ASD: While it may be easy for most people to learn how to respond in social situations, social interactions may be challenging for children on the autism spectrum. These are behaviors that are learned when we encounter social situations. They include verbal and non-verbal behavior, such as speech, gesture, facial expression, and body language. Social skills are the skills we use every day to interact and communicate with others. ![]()
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