Should we work on social skills
Social skills goals have long been a primary therapy focus for autistic children, teens, and adults. In recent years, the autistic community has expressed discomfort with many current pragmatic therapy practices, particularly those that work to imitate neurotypical mannerisms and mask autistic behaviors, mannerisms and feelings.
“Historically, social skills therapy has been generally based upon neurotypical expectations which do not take into consideration the diversity of the populations we serve.” - Neurodiversity Therapist Collective
Addressing social skills:
As neurodiversity affirming therapists, it is imperative that we respect the authentic social communication of all people. Rather than working toward achieving social compliance through a system of “appropriate and inappropriate” ways to communicate, we can utilize a neurodiverse lens to work on social skill growth. By placing our emphasis on perspective taking, self-advocacy, and self-determination, we can empower students to engage in rewarding social interactions.
3 questions to ask:
Is this goal detracting from the student’s authentic expression of self?
Is this goal designed to help my student or is it designed to help those interacting with my student?
Will this goal cause stress or anxiety for my student?
Goals to avoid:
Eye contact maintenance goals
Goals related to social scripting that encourage masking (feelings, emotions, stimming, sensory needs, quiet hands, compliance for rehearsed role-play, etc.)
Behavioral goals that encourage masking (i.e, “Student will speak with appropriate intonation during conversational turn taking”)
Specific social skills curriculums that encourage masking or discourages authenticity
Goals to support:
Self-Advocacy goals (i.e., Student will explain and communicate one to two environmental needs in a classroom environment -- “I need to sit in the front of the class” or “I need a quiet place to work”)
Figurative Language: Metaphors, Similes, Personification, Hyperbole, Symbolism
Perspective Taking goals (i.e., Student will reflect on fictional character’s perspective in a shared reading activity three times per session)
Goals relating to teaching how one’s body sensations correlate to emotions
Interoception goals for self regulation, flexibility of thought, problem solving, and social understanding
Resource was created as a collaboration between Play Spark and Mrs. Speechie P.
