![]() ![]() These impairments manifest in making and keeping friends, communicating feelings appropriately, demonstrating self-control, controlling emotions, solving social problems, managing anger, and generalizing learned social skills across settings. For example, they frequently attend to fewer social cues before deciding on peers’ intent, are more likely to assume that peers have acted towards them with hostile intent, are less likely to adopt pro-social goals, are more likely to access aggressive strategies for handling potential conflicts, evaluate aggressive responses more favorably, and are less skillful at enacting assertive and prosocial strategies.ĭeficits in social skills are one of the defining characteristics of children with ASD. Numerous studies have shown that unpopular children have deficits at multiple stages of the SIP model. ![]() It is assumed that the steps outlined above operate in real time and frequently outside of conscious awareness. A particularly well-known SIP model developed by Crick and Dodge (1994) describes six stages of information processing that children cycle through when evaluating a particular social situation: encoding (attending to and encoding the relevant cues), interpreting (making a judgment about what is going on), clarifying goals (deciding what their goal is in the particular situation), generating responses (identifying different behavioral strategies for attaining the decided upon goal), deciding on the response (evaluating the likelihood that each potential strategy will help reach their goal and choosing which strategy to implement), and performing the response (doing the chosen response). Social information processing (SIP) is a widely-studied framework for understanding why some children have difficulty getting along with peers. This article will review the domain of social skills, the assessment of social skills, the importance of social problem-solving and a social skills curriculum which incorporates evidence-based practices to address this very important area. The ability to get along with peers, therefore, is as important to self-esteem as the ability to meet with academic success in the classroom. Social skills impairments, on the other hand, contribute to peer rejection. ![]() ![]() Strong social skills contribute to the initiation and maintenance of positive relationships with others and as a result contribute to peer acceptance. They often have difficulty in many of the following areas: sharing, handling frustration, controlling their temper, ending arguments calmly, responding to teasing, making/keeping friends, complying with requests. Conversations are almost nonexistent unless they are focused on her favorite topics of anime or fashion.Ĭhildren with ASD described as above typically have significant social skills impairments and often require direct instruction in order to address these deficits. She isolates herself from her peers and rarely initiates or responds to greetings. Megan, age 14, has also been diagnosed with ASD. When in a group situation he becomes very argumentative when his ideas are not used, becomes very bossy on the playground, and has run out of the classroom when things do not go his way. His challenging behaviors typically center on his peer interactions in spite of adequate academic performance. Joey, age 9, has been diagnosed with an Autism Spectrum Disorder (ASD), and due to his high functioning has been mainstreamed into a fourth grade classroom with a shadow. ![]()
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