The Challenge of
Challenging Behaviors!
Understanding and Effectively
Addressing Behavioral Challenges
of Students with ASD
Susan K. Lewis Stokes, M.A., CCC-SLP
SLP / Educational Autism Consultant
sstokes.autismconsult@gmail.com
www.susanlewisstokes.com
Understanding ASD from a
Behavioral Perspective
To change your student’s behavior,
you need to be able to make
sense of that behavior, and
making sense of your student’s
behavior means making sense of
his / her autism.
Author unknown
Susan K. Lewis Stokes, 2015
1
How to Make Sense of
ASD????
#1 Intervention Strategy
for Educational Programming!
ASD is a Neurological
Developmental Disability!
Susan L. Stokes, 2001
ASD Iceberg
Water line
“Behaviors” of
ASD
Features/Characteristics of ASD
Learning/Thinking/Processing differences
Social Relation differences
Communication differences
Sensory Processing / Self-Regulation differences
Restricted/repetitive patterns /behaviors
Rigid / Inflexible Thinking
Adapted from Susan Boswell
Division TEACCH, 2000
Susan K. Lewis Stokes, 2015
2
The Hidden Disability
Neurological Features and
Characteristics of ASD
•  Learning / Thinking / Processing
Differences:
–  Strength in processing static
information (visual) / weakness in
processing transient information
( auditory)
–  Variable attending skills
–  Concrete / literal thinking
–  Rote skills = strength
–  Difficulty with generalizing
Neurological Features and
Characteristics of ASD
•  Communication Differences
–  Receptive: Difficulty comprehending and
understanding expectations, directions,
questions, tasks / activities – particularly if
requiring auditory processing.
•  Non-compliance versus noncomprehension???
–  Expressive: Difficulty functionally
communicating to others (even if verbal)
•  Sensory Processing / Self-regulation
–  Accurately processing sensory information from
7 sensory areas
–  Recognizing and implementing self-regulation
strategies
Susan K. Lewis Stokes, 2015
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Neurological Features and
Characteristics of ASD
•  Restricted / Repetitive Patterns of
Behavior
–  High interests / passions
–  Motor patterns
–  Adherence to rituals / routines
•  Rigid / Inflexible Thinking
–
–
–
–
Insistence on sameness / difficulty with change
Rigid / egocentric perceptions
Need for closure / completion
Perfectionism / fear of failure
Neurological Features and
Characteristics of ASD
•  Social Relation Differences
–  Social attention / awareness
–  Social reciprocity
–  Social rules / codes of conduct
–  Social emotional understanding /
expression
–  Social cognition/ perspective-taking
Circumstances that can also
contribute to “Tip” of the
Iceberg Behaviors
•  Physiological factors
•  Classroom / environmental
•  Curriculum and Instructions
Susan K. Lewis Stokes, 2015
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Physiological Circumstances
•  Medical reason for behavior?
–  Co-morbid disorders (e.g., seizure
disorder, anxiety; depression;
mental health issues)
•  Medication related?
•  Adolescence (puberty) related?
•  Seasonal changes?
•  Developmental level?
•  Sickness / allergies?
•  Fatigue / hunger / thirst?
Classroom / Environmental
Circumstances
•  Sensory over-stimulation.
–  Too much auditory / visual
stimulation
•  Undesirable seating arrangement.
•  Frequent disruptions / transitions.
•  Unpredictable contexts - decreased
environmental physical structure.
Curriculum and Instruction
Circumstances
•  Too much talking / auditory information!
•  Tasks / activities that are vague or unclear.
–  Task expectations
–  Length of task / activity (when “all done”?)
•  Visual support strategies that are used
inconsistently.
•  Quick attentional shifts – usually auditory.
•  Change in routine or lack of predictability.
•  Tasks requiring multi-tasking.
•  Tasks that are too difficult – or perceived as
too difficult.
Susan K. Lewis Stokes, 2015
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Critical to ALWAYS
Consider…
•  What is the TRIGGER or FUNCTION
of the behavior?
–  Neurological features and
characteristics of ASD (Beneath
the water line!)
–  Physiological circumstances
–  Environmental circumstances
–  Curriculum and instruction
circumstance
Understanding versus Excuse!
What’s an FBA?
•  Functional Behavioral Assessment
–  Problem solving process for addressing
student problem behavior.
–  Utilizes varied techniques and strategies
to identify the purpose or function of
specific behavior.
–  Helps problem solving teams select
interventions to address the problem
behavior - to develop a Behavior
Intervention Plan (BIP)
–  CANNOT develop a BIP without first
having conducted an FBA!!
Common Error in Conducting
FBAs for Students with ASD
•  Determining a function of the
behavior such as “avoidance / escape”,
“attention”, “sensory”, or “tangible”
but NOT taking into consideration
how the neurological features and
characteristics of ASD are
contributing to the appearance and
function of the behavior!!
Susan K. Lewis Stokes, 2015
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CRITICAL to consider WHY
is the student engaging in
the behavior??
•  Why are they “avoiding” a task?
–  Fear of failure?
–  Novel?
–  Expectations / when “all done” unclear?
•  Why are they “escaping” a situation?
–  Over-stimulating environment?
–  Change / unpredictable?
–  Lack social skills to handle situation?
PBIS: Positive Behavioral
Interventions and Supports
Prevent Behaviors from
Occurring!
•  Positive (proactive) behavior support
systems:
–  Best practice for truly changing a
behavior.
•  Reactive behavior management systems:
–  Used for managing a behavior / situation
at the moment.
Proactive, Positive Behavioral
Interventions and Supports
for Students with ASD
•  Visual support strategies
•  Environmental modifications /
accommodations
•  Expressive communication systems
•  Sensory-based interventions
•  Self-regulation strategies & instruction
•  Direct social skills instruction
Susan K. Lewis Stokes, 2015
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The Problem with Reaction /
Consequences…
for Students with ASD…
Consequences are often not effective
for changing behaviors exhibited by
students with ASD
Why not?
Because students with ASD do not
readily neurologically draw
relationships between events, actions,
and behaviors
Do Not Assume…..
that a consequence alone will teach an
appropriate skill.
Consider…
You are in a foreign county and you do
not speak the language? Should you
be punished for not following
directions appropriately?
Reasons for a Consequence?
•  Suspension:
–  For team to re-group / come up
with a better preventive /
proactive plan!!!
•  SOMETIMES…because it makes
the adults feel better!
Susan K. Lewis Stokes, 2015
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If you keep doing the same
thing and the behavior
doesn’t change…it’s not the
child who is a slow learner!
We must….
•  FRONTLOAD!!! Focus our time and
energy at the “front end” to prevent
behaviors from occurring. Preparation
versus reaction. The time you invest
here - will save you an enormous
amount of time in the long haul.
•  SET STUDENTS UP FOR SUCCESS!!!
•  TEACH THEM SKILLS!!! How can we
punish students for not having skills
that WE have failed to teach them?
And Always Remember…
Inconsistency is the MOST
Consistent Characteristic of ASD!
Susan K. Lewis Stokes, 2015
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Therefore…OUR Consistency
in Programming is Critical!
Social Relation Differences
CAN Present as
Challenging Behaviors in
Students with ASD –
Particularly for
Highly Verbal / Cognitively
Intact Students
A BIG Mystery to Many…..
Why is someone with an average to above
average IQ:
•  Making rude, inappropriate comments to
both teachers and peers?
•  Having a meltdown in a cooperative learning
group?
•  Bringing Barbie dolls to school - at age 15?
•  Talking incessantly about Great Lakes
maritime disasters?
•  Swearing in front of EVERYONE - including
grandma, principal, teachers?
•  Having difficulty accepting loosing, not
being picked first, making mistakes?
Susan K. Lewis Stokes, 2015
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FIRST KEY for Intervention
and Programming:
Understanding the Social
Relation Differences in ASD
Social Relation and Social
Language Skills are:
Dynamic and
Interdependent!
Social Relation Differences
in Students with ASD
•  Socially Related / Socially Unrelated: NTD
child by 12 months:
–  Joint attention (see video)
–  Social orientation
–  Social Attachment
–  Imitation
•  Social Awareness / Social Attention
•  Social / Emotional Reciprocity
•  Social “Rules” / Codes of Conduct (see video)
•  Social Emotional understanding / expression
Susan K. Lewis Stokes, 2015
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Greatest Social Area of
Difficulty
Social Cognition Skills!
Social Cognition
•  The ability to understand that other
people have thoughts, ideas, interests,
feelings and beliefs different from our
own.
•  The ability to think about what other
people are thinking.
•  The ability to know how other people
are feeling and their feelings about you.
•  The ability to deduce what other people
know – and what they don’t know.
•  The ability to make sense of others’
actions and behaviors
Social Cognition Skills
Development in NTD Children
•  Joint attention / social referencing: 6 mos.
- 18 months.
•  By ~ 4 years old - able to pass First Order
False Belief Tests (Sally - Anne Test /
Unexpected Contents Test).
•  By ~ 4 ½ years old - able to take their
listener’s perspective and make
adjustments to their communication style.
•  By ~ 6 ½ years old - able to think about
what others might be thinking and feeling,
and what others might be thinking or
feeling about them based on their actions
and behaviors. Feeling embarrassed.
Susan K. Lewis Stokes, 2015
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Social Cognition Differences
•  Can appear very controlling: “Their
way or the highway!”
•  May think that everyone thinks the
same as them.
•  Can present as extreme ego-centrical
thinking.
•  May verbalize thoughts aloud without
considering the impact on others
(“Honesty out of the mouths of babes
syndrome”)
Social Cognition Differences
•  Presents along a continuum of development.
•  Some students can readily pass “Sally-Anne”
test and tests of pragmatic language,
however…
–  Weaknesses in ability to perceive and
interpret minds of others while in the
moment of the social interaction.
–  Intellectual responses but no functional
use in social situations.
–  At greatest risk for social cognition skills
to be misunderstood by others!
Social Cognition Difficulties
in School
•  Rude, disrespectful behavior, may
appear to lack empathy.
•  Difficulty with cooperative learning
groups or shared social /partner
activities.
•  Prone to be “perfect victims”.
•  Difficulty asking for help.
Susan K. Lewis Stokes, 2015
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Social Cognition Difficulties
in School
•  Difficulty taking the listener’s perspective
to provide them with enough background
information, use of referents, etc.
•  Difficulty reading the non-verbal social
communication cues given by others.
–  Difficulty recognizing / repairing
communication breakdowns
•  Difficulty exhibiting appropriate nonverbal social communication behaviors.
Social Cognition Difficulties
in School
•
•
•
•
Reading comprehension difficulties.
Generative writing difficulties.
“Blurter outers” / “interrupters”.
Seem to lack an intuitive desire to
learn about others’ interests and
personal histories – as well as
formulate language to inquire about
another person’s interests.
SECOND KEY for
Social Relations / Social
Communication Skills
Intervention and Programming:
Assessment
A thorough social skills assessment
must precede intervention!!
Susan K. Lewis Stokes, 2015
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My Favorites for Standardized
Assessments of
Social Relation /
Social Communication Skills
Standardized Tests for Social
Interaction / Social Language Skills
•  Social Language Development Test:
LinguiSystems
–  Ages 6.0 - 11.11 / 12.0 – 17.11
•  Test of Problem Solving:
–  TOPS 3: Ages 6:0 - 11:11
–  TOPS 2 Adolescent: ages 12:0 - 17:11
•  Test of Language Competence-E:
–  Ages 5:0 - 18:11
–  Assesses the abstract elements of
language (e.g., inferences, ambiguous
sentences, figurative language, etc.)
Standardized Tests for Social
Interaction / Social Language Skills
•  Children’s Communication Checklist - 2™
–  Ages 4:0 - 16:11
–  Purpose: to identify children with a
pragmatic language impairment; to assist
in identifying children who may require
further assessment for ASD.
•  Comprehensive Assessment of Spoken
Language (CASL)™:
–  Ages 3:0 - 21:11
–  Pragmatic Judgement subtest
–  Supralinguistic subtest (abstract lang.)
Susan K. Lewis Stokes, 2015
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CELF®
(Clinical Evaluation of Language Fundamentals)
•  CELF – 5®
–  Pragmatic Profile: Scaled scores
–  Pragmatic Activities Checklist:
–  Ages 5-21
•  CELF Preschool 2®
–  Descriptive Pragmatics Profile
(criterion score)
–  Ages 3- -6.11
Informal Social Relation /
Social Language Assessment
Tasks and Rating Scales
(My Favorites)
Informal Assessment
•  Observations in various contexts
– critical!
•  Report from parents, teachers,
aides regarding communicative
challenges.
•  See informal assessment tools.
Susan K. Lewis Stokes, 2015
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•  Social Thinking Dynamic Assessment
Protocol: Thinking About You Thinking
About Me - 2nd Edition, by Michelle
Garcia Winner, 2008
–  1:1 Assessment of higher level social
thinking skills
–  Evaluator tools for recording and
analyzing findings per section
–  Sample social assessment reports /
template
–  IEP goals / objectives / benchmarks
–  Ages 8 and above
www.socialthinking.com
•  Building Social Relationships: A Systematic
Approach to Teaching Social Interaction
Skills to Children and Adolescents With
Autism Spectrum Disorders and Other
Social Difficulties, by Scott Bellini, 2006
(children and adolescents).
–  Parent / teacher / child interview forms
–  Autism Social Skills Profile Rating Scale
(ages 6 - 17)
–  Setting goals and objectives (samples)
–  Selecting intervention strategies
–  Implementing the intervention strategies:
individual / group
•  Sample lesson plans
–  Evaluating and monitoring progress
•  Social Skills Training for Children and
Adolescents with Asperger’s Syndrome, by
Jed Baker, 2003 (children and
adolescents).
–  Social Skills Menu
–  Skills Rating Form
–  Strategies for Teaching Social Skills
–  Where to Provide Skills Training
–  Skill Lesson and Activities
•  Indices of Friendship Observation
Schedule, by Tony Attwood:
–  Rating scale for friendship skills
–  http://www.tonyattwood.com.au/pdfs/
fos.pdf
Susan K. Lewis Stokes, 2015
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•  Kathleen Quill: DO-WATCH-LISTENSAY, 2000
–  Social and communication skills
checklist for younger (or
cognitively younger) children with
ASD.
Social Relation Skills
Intervention:
•  NOT a quick fix!!
•  Student with ASD will have challenges
in this area; generally long-term.
•  Putting students with ASD in social
environments does NOT guarantee
acquisition of social interaction skills!
•  They will need direct instruction when
calm, to learn social interaction skills –
just like learning math or science.
•  Will need instruction at ALL grade
levels!
Social Skills Intervention
Programs for Less Verbal /
Cognitively Younger
Students
Susan K. Lewis Stokes, 2015
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•  DO-WATCH-LISTEN-SAY: Social
Communication Intervention for Children
with Autism
by Kathleen Quill, 2000. Focuses on early
developing social skills, that are present at
birth, and additional developmental social
skills.
•  Improving Social Behaviors in the
Classroom
by Freeman, et al., 2011 . Focuses on social
skills developed between 18 – 72 months.
Appropriate for all any students who have
social skills needs within this age range.
Social Cognition Intervention
for Verbal / Cognitively
Intact Students
www.socialthinking.com
Social Cognition Curriculums
www.socialthinking.com
•  The Incredible Flexible You: ages 4 – 7
•  SuperFlex…A Superhero Social Thinking®
Curriculum: ages 5 -11
•  Think Social! A Social Thinking® Curriculum:
ages 8 through adult
•  We Can Make It Better!: ages 4 – 9
•  Social Thinking® Worksheets for Tweens
and Teens: ages 10 – 14
•  Thinksheets for Teaching Social Thinking®
and Related Skills: ages 8 to adult
Susan K. Lewis Stokes, 2015
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Social Skills Intervention Strategies that
are Identified as Evidence-based Practice!
The National Professional Development Center
on ASD http://autismpdc.fpg.unc.edu/
•  Video Modeling / Self-modeling
•  Computer-Assisted Instruction
•  Social Narratives
–  Social Stories™
•  Visual Supports / rules
–  Cartooning
•  Comic Strip Stories™
–  Incredible 5-Point Scale
–  iOS Apps
Video Modeling /
Video Self-Modeling
•  The student watches a video of others
(adults / children) modeling target behaviors
(e.g., joining in a 4-Sqaure game; greetings;
recognizing a communication breakdown).
•  Video Self-Modeling: Student watches self
successfully exhibiting the target behavior.
•  Goal is for the student with ASD to model
the behavior from repeated viewing of the
video.
PROOF: Research to support positive effects
of video-modeling / self-modeling (Bellini,
2006, 2007; D’Ateno, et al, 2003; CharlopChristy et al, 2003).
BENEFITS of Video Modeling
•
•
•
•
Visual medium
Motivating
Repetitive
Alleviates discomfort / anxiety of “live”
social interactions
•  Reduces speed and distractions of “reallife” social interactions (can replay / pause)
•  Increases attention to relevant stimuli in
the video - which is extremely difficult for
them in “real-life” situations
•  Increases self-awareness: allows student
to monitor and evaluate their own behavior
Susan K. Lewis Stokes, 2015
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BENEFITS of Video Modeling
•  All ages!!
•  Generalization of skills!
Video-Modeling / VSM
•  Individualized: Make your own 1 - 2 minute
videos to teach various skills and increase
understanding, attention, and independent
functioning.
•  Any skills can be taught via VM / VSM
–  Self-help skills
–  Fine / gross motor skills
–  Transitions (e.g., getting on / off the
bus; going to the library)
–  Social skills
–  Communication
Most Important Key to
VM / VSM
Illustrate only positive
skills / behaviors
Susan K. Lewis Stokes, 2015
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Video-Editing Apps
•  iPad Camera app: Basic video
editing – comes with device
•  iMovie: by Apple
Additional Uses of Videos for
Social Skills Intervention
•  Video-clips from TV shows / movies
(e.g. Rugrats - Angelica; Seinfeld;
Mean Girls movie; Pixars Short Films
Collection DVD, Wallace and Gromit Dreamworks 2005; Big Bang Theory;
etc.).
•  Commercially produced videos.
9th Planet
www.9thplanet.org
•  Uses video-modeling to teach various
social skills to teens and young adults.
•  Each CD Social Skills set includes a
users guide with lesson plans.
•  Can also choose optional purchase to
download to your computer – and
videos can then be copied to
iTechnology
•  Teens / Young adults
Susan K. Lewis Stokes, 2015
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Commercially Produced Videos for
Social/Communication Skills Intervention
TM
•  Storymovies by Carol Gray & Mark
Shelley (ages 8 – 12)
•  Joining In!, by Linda Murdock and G.S.
Khalsa. Autism Asperger Publishing
Company (AAPC). www.asperger.net
(Elementary)
•  Fitting In and Having Fun, Volumes 1-4, by
TD Social Skills. http://tdsocialskills.com
(Elementary – High School)
•  Model Me Kids (Ages 2 - 17)
www.modelmekids.com
Commercially Produced DVDs for
Social/Communication Skills Intervention
•  Watch Me Learn (preschool –
elementary) www.watchmelearn.com
•  Activity Trainer, by Accelerations
Educational Software
•  Youtube!!
A FEW Social Skills Intervention
Apps Using Video-Modeling
•  Model Me Going Places 2(free)
•  Conover Company Apps:
–  Social Skills Sampler (free)
–  Manners ($1.99)
–  Communication Skills ($1.99)
–  Everyday Social Skills ($.99)
•  Stories2Learn ($13.99)
Susan K. Lewis Stokes, 2015
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Evidence-based Practice:
Computer-Aided Instruction
for Social Skills
Intervention
Mind Reading, by University of
Cambridge / Simon Baron-Cohen,
2007.
•  Designed to help the student study
emotions and improve skills at
recognizing the expression of
emotions in the faces and voices of
others. Ages 4 – through adult
Computer-Aided Instruction for
Social Skills Intervention
•  Preschool Play Time Volumes 1 & 2, by
Social Skill Builder (ages 3-7)
www.socialskillbuilder.com
•  My Community, by Social Skill Builder
(ages 5-15) www.socialskillbuilder.com
•  School Rules Volumes 1 & 2, by Social Skill
Builder (ages 8-18)
www.socialskillbuilder.com
•  My School Day, by Social Skill Builder (ages
6-12) www.socialskillbuilder.com
•  You Are a Social Detective, by Social Skill
Builder (ages 8 – 18)
www.socialskillbuilder.com
Evidence-based Practice:
Social Narratives
•  Follow the principles defined for
writing Social Stories™
–  Written in first person
–  Avoid “absolute” language
•  Can be visually depicted in many ways
specific to the student’s learning
style.
•  Repetitious “reading” when calm.
Susan K. Lewis Stokes, 2015
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Asking a Question in Class
Sometimes in class I have a question.
When I want to ask a question, I raise my hand
and wait until the teacher calls my name.
When the teacher calls my name, that means
it is my turn to ask my question.
I will put my hand down and ask the teacher
my question.
The teacher will do her best to answer my
question.
I will try to listen carefully to her answer.
Sometimes the teacher will not have an
answer. That is okay too.
I will try to wait patiently and quietly until my
teacher calls on me to ask my question.
Social Narrative: Memo
To:
Re:
Jonathan Marks
Voice volume
Our voices have different volume levels. We
adjust the volume on our voices depending on
the environment or situation. This memo is to
inform you of the voice volume that is
appropriate for different situations at school.
We have a scale from 1-5 to help keep track
of our voice volume.
1 = no talking (e.g., teacher talking)
2 = whisper (e.g., in the library)
3 = regular talking (e.g., classroom; phone)
4 = slightly loud (e.g., outside)
5 = screaming (emergencies only)
Use high interest
Susan K. Lewis Stokes, 2015
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Interactive PowerPoint
Social Narratives:
Computer-Aided Instruction
•  Teacher made PowerPoint modules that
teach and reinforce specific social skills burned to a CD.
•  Can be used for:
–  Independent work at school
–  Take-home CD “funwork”
•  Interactive White Board (e.g. SmartBoards)
instruction for social skills groups
PowerPoint Websites
•  http://www.slideshare.net/
•  http://www.kansasasd.com
(link to “Classroom Materials”)
Susan K. Lewis Stokes, 2015
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A Few Apps for Creating
Social Narratives
•  Kid in Story Book Maker: by Locomotive
Labs
•  Social Stories: by Proteon Software
•  Pictello: by Assistiveware
•  Story Creator: by Innovative Mobile
Apps
•  Stories2Learn: by MDR
•  My Pictures Talk: by Grembe Inc
•  Stories About Me: by Limited Cue LLC
Evidence-based Practice:
Visual Supports for
Teaching Social Skills
•  Cartooning
– Comic Strip Stories™
•  Incredible 5-Point Scale
•  Social Behavior Mapping
•  Visual Social Rule Cards
•  iPad Apps!
Cartooning
•  Comic Strip Conversations™ by Carol
Gray
•  Anyone can draw stick figures.
•  Can use different colors to denote
different emotional states.
Susan K. Lewis Stokes, 2015
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She’s fat
You’re fat
I feel sad
Lori
Michael
Check Out….
Cartooning by Comic Life
For Mac or PC
Standard = $24.95
Deluxe = $29.95
Susan K. Lewis Stokes, 2015
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A Fun App for Cartooning
•  Strip Designer: by Vivid Apps
The Incredible 5-Point Scale
•  Developed by Kari Dunn Buron.
•  Designed to utilize a simple 5-point
scale to support a program for
teaching social understanding.
•  Writing a story to go along with the
scale helps to define the scale.
CRITICAL
EQUIPMENT!
Susan K. Lewis Stokes, 2015
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5-Point Scale App
•  Autism 5-Point Scale EP: by the
Autism Society of Minnesota
Social Behavior Map
www.socialthinking.com
•  Developed by Michelle Garcia Winner
•  Designed to teach students that the
“expected” versus “unexpected” production
of behavioral skills impacts directly how
people feel, which alters their course of
action toward us. How people treat us
directly impacts how we feel about
ourselves, and the people around us.
•  Can be done as part of a group or designed
individually.
•  Helps students see the “gestalt” by
focusing on “behavioral sets” versus each
singular inappropriate behavior.
Behaviors for Learning
Expected
Behaviors
Feelings of
other people
Consequences How you feel
about
consequences
Sitting up at
desk
Pleased
Say nice
things
Staying in
Chair
Gratified
Keeping voice Appreciative
quiet
Extra
computer
time
Susan K. Lewis Stokes, 2015
Happy
Proud
30
Behaviors for Learning
Unexpected
Behaviors
Feelings of
other people
Falling out of Frustrated
Chair
Wandering
around room
Distracting
Making
noises
Annoying
Consequences How you feel
about
consequences
Loose recess Angry
Told to sit
down in
strict tone
Asked to
leave the
room
Frustrated
Confused
Visual Social
Rule Cards
Visual Social Rule Card
for Swearing
1.  Do not swear in front of:
1.  Principal
2.  Teachers
3.  Grandparents
4.  Unfamiliar adults
5.  Priest / nuns
2.  O.K. to swear in front of:
1.  Close friends - unless they ask you
not to.
Susan K. Lewis Stokes, 2015
31
A Cool App for
Social Skills Intervention
“Let’s Be Social”
by Everyday Speech
•  40 lessons covering 5 skill sets:
–  Personal Interactions; Navigating the
Community; Social Behavior; Handling
Change; Social Relationships
•  5 video lessons
•  Interactive Q & A for every lesson
•  Create own lessons
A Few Apps for
Social Relation Skills
•  Hidden Curriculum for Adolescents and
Adults: by AAPC
•  Hidden Curriculum for Kids: by AAPC
•  QuickCues: by Fraser
•  Quizzler Family: by Perkel
Communications
•  What’s the Expression: by ColorSkit
•  Body Language: Discover Body
Language and How it Can Benefit You!
By WebLantis
A Few Apps for
Social Relation Skills
•  Conover Company ~ 40 apps
–  Social Skills Sampler
–  Manners HD
–  Everyday Social Skills HD
–  Communication Skills HD
•  Middle School Confidential 1 - 2: by
Electric Eggplant
•  Social Talks: by WebTeam Corporation
•  Social Quest: by Smarty Ears
Susan K. Lewis Stokes, 2015
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A Few Apps for
Social Relation Skills
•  Super Duper “What Are They Thinking”: by
Super Duper Publications
•  Take Turns: by Kringelbach IT
•  Social Skill Builder: by Social Skill Builder,
Inc.
•  I Get…My Classmates Photo Book: by I Get
It, LLC
•  The Social Navigator: by Seven Minds
•  The Social Express: by The Language
Express, Inc
A Few Apps for Emotions –
Social Relation Skills
•  Touch and Learn – Emotions: by Innovative
Mobile Apps
•  ABA Flash Cards and Games Emotions: by
Innovative Mobile Apps
•  Emotions: by kindergarten.com
•  Autism Emotion™: by Model Me Kids •  Emotions from I Can Do Apps: by I Can Do
Apps, LLC
•  Emotionx: by Dunedin Multimedia Limited
•  Expressions for Autism: by Club LIA
The Puzzle
The puzzle is incomplete, but I do not
fit. My edges are rough, my curves
don’t match the indentations, my
colors are muted (compared to the
other pieces), and my “picture” is not
quite right. The puzzle is incomplete.
But how do I fit? I have searched for
other pieces only to find them illfitting.
Until…
Susan K. Lewis Stokes, 2015
33
One day, the puzzle-solver found me
and smoothed my edges, enhanced my
colors, rounded my curves, and put my
“picture” into focus. I still don’t fit
every piece, but each day more and
more come together for me. I may
never fit every puzzle, but thanks to
you, I have found my place in many.
May we all be “puzzle-solvers”
Author: unknown ASA 2003
Susan K. Lewis Stokes, 2015
34