Autism
Spectrum Disorders
(Aspergers)
The number of students diagnosed with Asperger’s
Syndrome is increasing. Students
with this diagnosis often have unique academic needs.
They often are able to recall information with ease but have difficulty
applying their knowledge to social settings.
Often the student and tutor will work on social skills and homework help.
This is a very complex disability so we use a systematic approach with
students diagnosed with Asperger’s Syndrome.
Below is a menu that can be used to identify a student’s social needs:
Social Skills Menu*
Student__________________
Date____________
Person
Completing Form:__________________________
Rate
the follow items: C = Concern
NC = Not a Concern
Conversation
Skills:
____1.
Maintaining Appropriate Physical Distance from Others. (Arms length)
Don’t be a Space Invader
____2.
Listening Position (Making eye contact, limiting movement, Interrupting)
____3.
Tone of Voice (Volume Inside
Voice and Outside Voice)
____4.
Greeting Others
____5.
How and When to Interrupt
____6.
Staying on Topic (Asking questions and Telling)
____7.
Maintaining Conversation (Using Listening Position)
____8.
Taking turns Talking (Not dominating conversation)
____9.
Starting a Conversation
___10.
Joining a Conversation
___11.
Ending a Conversation
___12.
Asking a Question When You Don’t Understand
___13.
Saying “I don’t Know”
___14.
Introducing Yourself and Others
___15.
Getting to Know Someone New
___16.
Introducing Topics of Interest to Others
___17.
Giving Background Information about What You are Saying.
___18.
Shifting Topics
___19.
Talking too long
___20.
Sensitive Topics (Topic that
might make others upset)
___21.
Complimenting Others
___22.
Use your H.E.A.D (Happy voice, Eye contact, Alternating Turns, Distance)
___23.
T.G.I.F. (Timing, Greeting, Initial Question, Follow-up Questions)
Cooperative
Play Skills
___24.
Asking someone to play
___25.
Joining Others in Play
___26.
Compromising
___27.
Sharing
___28.
Taking Turns
___29.
Playing a Game
___30.
Dealing with Losing
___31.
Dealing with Winning
___32.
Ending a Play Activity
Friendship
Management
___33.
Informal versus Informal Behavior (Different behavior for different
settings)
___34.
Respecting Personal Boundaries
___35.
Facts versus Opinions (Respecting Other’s Opinions)
___36.
Sharing a friend
___37.
Getting Attention in
___38.
Don’t be the Rule Police
___39.
Offering Help
___40.
When to ‘tell’ on someone
___41.
Modesty (Not bragging)
___42.
Asking Someone out on a Date
___43.
Appropriate Touch
___44.
Dealing with Peer Pressure
___45.
Dealing with Rumors
___46.
Calling a friend on the Phone
___47.
Answering the Phone
Self-Regulation
___48.
Recognizing Feelings
___49.
Feelings Thermometer (Being able to rate feelings)
___50.
Keeping Calm
___51.
Problem Solving (Not acting impulsively)
___52.
Talking to Others When Upset
___53.
Dealing with Family Problems (How to act when family members are having
problems)
___54.
Understanding Anger (Understanding
triggers and thoughts)
___55.
Dealing with Making a Mistake
___56.
Trying when Work is Hard
___57.
Trying Something New
Empathy
___58.
Showing Understanding for Other’s Feelings: Elementary
___59.
Showing Understanding for Other’s Feelings: Preadolescent- Adulthood
___60.
Cheering up a Friend
Conflict
Management
___61.
Asserting Yourself
___62.
Accepting No for an Answer
___63.
Dealing with Teasing (K-4th Grade)
___64.
Dealing with Teasing (5th Grade UP)
___65.
More Ways to Deal with Teasing
___66.
Dealing with Being Left Out
___67.
Avoiding Being “Set Up”
___68.
Giving Criticism in a
___69.
Accepting Criticism
___70.
Having a Respectful Attitude
Social Skills Training by Jed Baker is a companion
book for this menu. Each numbered
item corresponds to activities that address these needs.
The menu can be used as a pretest to identify a student’s concerns and
it can be used for writing a lesson plan.