About The Book

Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 10-12 is designed specifically for older children 10-12 years of age and includes thirty-two age-appropriate lessons that allow the instructor the flexibility to select from three to four activities for each lesson. The AASIP program provides a comprehensive yet practical approach to teaching social communication skills across the life span to individuals with moderate to high functioning autism spectrum disorder and other disorders that result in social communication deficits. Children will enjoy engaging with their peers as they learn how to become social communicators and build their confidence.

This user-friendly workbook includes eight chapters with four complete lessons in each chapter. These lessons can be easily used in school settings as well as other clinical settings. Included in this workbook are sample parent letters, teacher letters, weekly skill steps, and social skills stories to reinforce the information presented in the text as well as suggestions for extension activities.

The AASIP program offers three additional books for children ages 4-9, the teen years, and a pre-vocational training manual for individuals 17 years to adulthood.

  • Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Children 4-9
  • Autism: Attacking Social Interaction Problems: A Therapy Manual Targeting Social Skills in Teens
  • Autism: Attacking Social Interaction Problems: A Pre-Vocational Training Manual for Ages 17+

About The Authors

Betholyn F. Gentry, PhD, CCC-SLP, has more than thirty-five years of experience conducting research and making presentations to state, regional, and national organizations on social skills therapy for children diagnosed with autism spectrum disorder (ASD). She is an ASHA certified speech-language pathologist and has been the director of the Pragmatics Groups on the campus of the University of Arkansas at Little Rock for twenty-five years, where social skills therapy is provided to children diagnosed with ASD. Dr. Gentry is a professor in the audiology and speech pathology department at the University of Arkansas for Medical Sciences and the University of Arkansas at Little Rock. She is a Fellow of the American Speech-Language-Hearing Association and she has received Honors of the Association from the Arkansas Speech-Language-Hearing Association.

Pamela Wiley, PhD, CCC-SLP, has forty years of experience having worked numerous years with children diagnosed with autism spectrum disorder (ASD). Dr. Wiley is an ASHA certified, licensed speech-language pathologist and a Fellow of the American Speech-Language-Hearing Association. She has been in private practice for thirty-five years and worked in the public school setting as an itinerant SLP and teacher consultant for the severe oral language handicap programs. Dr. Wiley is the president and founder of the Los Angeles Speech and Language Therapy Center, Inc. Her center offers a range of services, including speech and language services, social skills programs, summer speech and drama camps, early intervention programs, preschool for typically developing children, homework helpers’ lab, and her newest program–a pre-vocational social skills training program for teens and young adults with ASD.

Jamie Torres-Feliciano, MA, received her bachelor’s degree in communication disorders from the University of Redlands, California and her master’s degree in special education from Loyola Marymount University. Ms. Torres-Feliciano currently serves as the chief operating officer for the Los Angeles Speech and Language Therapy Center, Inc. She has more than ten years of experience providing social skills training to children diagnosed with autism spectrum disorder (ASD).

Table Of Contents

Preface
Acknowledgments

Chapter 1. Introduction

Chapter 2. Getting Started: Creating a Program

Chapter 3. Weekly Rituals

Chapter 4. The ABCs of Life: Skills Needed for School Success

Lesson 1: Active Listening
Lesson 2: Following Directions
Lesson 3: Asking for Help
Lesson 4: Topic Maintenance

Chapter 5. Taking the First Step: Initiating Friendships

Lesson 1: Who Should Be Your Friend?
Lesson 2: Introducing Yourself
Lesson 3: Initiating/Ending a Conversation
Lesson 4: Increasing Your Circle of Friends or “No” means “No”

Chapter 6. Let the Games Begin: Being a Good Sport

Lesson 1: Taking Turns
Lesson 2: Winning and Losing
Lesson 3: Asking to Play
Lesson 4: Compromising

Chapter 7. It’s Raining Cats and Dogs: Figurative Language

Lesson 1: Understanding Idioms and Common Expressions
Lesson 2: Using Idiomatic Expressions
Lesson 3: Understanding Slang
Lesson 4: Understanding Words with Multiple Meanings

Chapter 8. “Grossology”: Personal Hygiene

Lesson 1: Dirty Little Habits: The Unfriendly Germ
Lesson 2: First Impressions Are Lasting
Lesson 3: Clean Up Your Act: Personal Hygiene
Lesson 4: When in Doubt, Look Around You

Chapter 9. How Are You Today? Dealing with Emotions

Lesson 1: Identifying Our Emotions
Lesson 2: Evaluating the Intensity of Our Emotions
Lesson 3: Recognizing Emotions in Others
Lesson 4: The Right Emotion for the Right Situation

Chapter 10. Stranger Danger: Being Safe

Lesson 1: Who’s a Stranger?
Lesson 2: Appropriate Versus Inappropriate Touching
Lesson 3: Internet Dangers
Lesson 4: Personal Safety Rules

Chapter 11. Blending In: Everyday Situations

Lesson 1: Dealing with Routines
Lesson 2: A Visit to the Doctor
Lesson 3: Quiet Times and Places
Lesson 4: A Visit to the Amusement Park

Appendix A. Sample Parent Letter
Appendix B. Sample Teacher Letter
Appendix C. Sample Data Tracking Form 1
Appendix D. Sample Data Tracking Form 2

References

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