CEU: Transition Survival 103-B: Advanced Social Skills for Adolescent and Adults - Part 2

BCBA CEUs: 2- Type II, BACB General

QABA CEUs: 2- General

APA/CESA: 2 General (Home Study)

How do you deal with situations like adjusting to change? Are you always willing to try something new? What do you do when you have to make a very important decision? How do you problem solve? How do you deal with mistakes? Have you ever asked someone out on a date? How did you feel? According to Baker (2005), appropriate social behavior is a subjective process. How people behave in a social situation depends, not only on the people involved but on what the situation calls for as appropriate.

When reviewing the questions above, we identify there are cognitive processes required such as learning self-regulation techniques and understanding relationships in order to respond appropriately in social situations. We will identify these necessary skills and look at strategies that can be taught during early treatment. Strategies that are taught in order to increase these skills will assist in the way individuals act with others. Teaching and learning these skills can include role modeling, lots of practice, and developing opportunities to use these skills often in daily interactions.

For example, some of the social skills we will be reviewing in this webcast are as follows:

•     Self-regulation
•     Understanding directions
•     Asking for help
•     Knowing when to take breaks and/or lunch
•     Learning and responding to body language
•     Relationships
•     Expressing Affection
•     Asking Someone Out on a Date
•     Giving Encouragement
•     And, more ...

This is only a partial list of the skills needed to be a successful adult in society. As professionals, it is important that we find effective ways to teach these skills so that learners will be proficient at these skills. Knowing what to do and when to do it in a social situation not only lessens the possibility of stigma, it also increases independence and success in daily life.

Learning Objectives:

• Identify a minimum of 25 must-have social skills for an adolescent and/or adult with high functioning autism and Asperger Syndrome;
• Create and prioritize a social skills treatment plan for their student;
• Learn several teaching strategies for use with the student

TIMELINE: This course, on its own has a license for active use for 30-days unless it is purchased as part of a bundle/library.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.

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