Social Behavior Management
SODA: Enhancing the Social Interaction Skills of Youngsters
with Asperger Syndrome
Appropriate Grade Level: 4-6
Procedures/Steps:
Stop (develop an organized plan for the setting, which the social interaction will occur)
What activities occur in different parts of the room?
In what order do these activities occur?
How long should I observe?
Observe (helps students note social cues used by people in this setting)
How do people begin conversations?
What nonverbal social cues (body language, hand gestures, facial expressions, proximity and
social intonation) does this person use?
Is this conversation (a) a social pleasantry, (b) an extending conversation, or (c) a private
conversation?
How do people end the conversation?
Deliberate (consider what they might say or do and how others would perceive them)
What will I do when following this activity schedule or routine?
How will I know when others would like to visit with me again at a later time and another
place?
How will I know when others would like to engage in a private conversation?
How will others likely perceive my planned actions?
How will others likely perceive my planned conversation topic?
Act (helps students interact with others)
Pose a new topic to extend the conversation.
What is this person’s perception of my actions?
What is this person’s perception of my conversation topics?
How does this person' perceptions of my actions and conversation topics differ from my
expectations?
Will others share this perception?
How will I know when others have positive perceptions of my actions and conversation
topics?
Comments and/or tips:
Before teaching SODA the teacher should create an individual SODA visual to model this
strategy. Teach one step at a time and after that step becomes comfortable move to the next step.
The teacher should also show videotapes that model the social interactions that will apply to
SODA. It is also beneficial to have students’ role play these social interactions. Once the student
is using SODA confidently apply it to various community-based educational settings. The format
of SODA is an ongoing cueing system; it is not necessary to memorize it.
Source:
Bock, M. A. (2001). SODA Strategy: Enhancing the social interaction skills of youngsters with
Asperger Syndrome. Intervention in School and Clinic, 36(5), 272-278.