problem solving skills for autism

• Current Issue
• Back Issues
• Article Topics
• ASN Events Calendar
• 2024 Leadership Awards Reception
• Editorial Calendar
• Submit an Article
• Sign Up For E-Newsletter

Social Problem Solving: Best Practices for Youth with ASD

• By: Michael Selbst, PhD, BCBA-D Steven B. Gordon, PhD, ABPP Behavior Therapy Associates
• July 1st, 2014
• assessment , problem solving , social information processing , social skills
• 9238    0

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. His […]

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. His challenging behaviors typically center on his peer interactions in spite of adequate academic performance. 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. Megan, age 14, has also been diagnosed with ASD. She isolates herself from her peers and rarely initiates or responds to greetings. Conversations are almost nonexistent unless they are focused on her favorite topics of anime or fashion.

Children with ASD described as above typically have significant social skills impairments and often require direct instruction in order to address these deficits. 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. Strong social skills contribute to the initiation and maintenance of positive relationships with others and as a result contribute to peer acceptance. Social skills impairments, on the other hand, contribute to peer rejection. 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. 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.

Social information processing (SIP) is a widely-studied framework for understanding why some children have difficulty getting along with peers. 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). It is assumed that the steps outlined above operate in real time and frequently outside of conscious awareness. Numerous studies have shown that unpopular children have deficits at multiple stages of the SIP model. 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.

Deficits in social skills are one of the defining characteristics of children with ASD. 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. Elliott and Gresham (1991) indicated that social skills are primarily acquired through learning (observation, modeling, rehearsal, & feedback); comprise specific, discrete verbal and nonverbal behaviors; entail both effective and appropriate initiations and responses; maximize social reinforcement; are influenced by characteristics of environment; and that deficits/excesses in social performance can be specified and targeted for intervention. Social skills can be conceptualized as a narrow, discrete response (i.e., initiating a greeting) or as a broader set of skills associated with social problem solving. The former approach results in the generation of an endless list of discrete skills that are assessed for their presence/absence and are then targeted for instruction. Although this approach has an intuitive appeal and is easily understood, the child can easily become dependent on the teacher/parent in order to learn each skill.

An alternative approach focuses on teaching a problem solving model that the child is able to apply independently. Rather than focusing on teaching a specific behavioral skill, the focus is on teaching a social problem solving model that the learner would be able to use as a “tool box.” The well-used saying “give a person a fish and she eats for a day but teach her to fish and she eats for a lifetime” is particularly relevant. The social problem solving approach offers the promise of helping the child with ASD to become a better problem solver, thereby promoting greater independence in social situations and throughout life.

After many years of conducting social skills training using the specific skill approach, the authors have developed a model of social problem solving that uses the easily learned acronym of POWER. The steps of POWER-Solving® include:

P ut problem into words

O bserve feelings

W ork out your goal

E xplore solutions

R eview plan

Each of the five steps of POWER-Solving® has been previously identified as reliably distinguishing between children with emotional/behavioral disorders and psychologically well-adjusted individuals. The ability to “Put problem into words” is critical in order to start the problem solving process. Children with ASD often have difficulties finding the words to identify a problem. Thus, the first step in this approach involves direct training in the use of the rubric “I was… and then…” Upon entering the classroom and finding a peer in his seat Joey immediately pushed the peer in an attempt to get him out of his seat. Through the use of POWER-Solving® Joey was taught to articulate “I was walking into the classroom and then I saw that Billy was in my seat.”

The second step of “Observe feelings” was addressed by helping Joey develop a feelings vocabulary (e.g., angry, frustrated, scared, sad) as well as measuring the intensity of these emotions using a scale from one to ten, with a one being “very weak” and a ten being “very strong.” Photographs and drawings were used extensively to capitalize on his strong visual skills.

The third step of POWER-Solving®, “Work out your goal?” involves identifying the goal and the motivation to reach the chosen goal. This critical step sets the stage for what follows. The goal must be specific and measurable, consistent with Applied Behavior Analysis (ABA) principles. Joey was able to identify that his goal consisted of two parts. First, he wanted to get Billy out of his seat and second, he wanted him to still be his friend. He reported that his desire to reach this goal was a nine on the ten-point scale.

The fourth step of POWER-Solving® involves “Explore solutions.” Socially skilled individuals are able to generate a range of effective solutions but those with impairments are more limited and often apply the same rigid solution over and over again in spite of repeated ineffectiveness. Joey was taught to “brainstorm,” which involves generating as many solutions as possible that might reach the stated goal, provided the solution is safe, fair, and effective. Joey was able to identify that approaching Billy and saying “Excuse me but I need to sit in my seat now” would help him to accomplish his goal(s). Behavioral rehearsal, combined with coaching and feedback, helped Joey to become fluent in applying this solution.

The final step of POWER-Solving®, “Review plan,” involved Joey reviewing his plan to use this skill the next time the situation presented and to reward himself by saying “I am proud of myself for figuring this out.”

POWER-Solving® has been applied successfully in multiple settings such as the classroom, a summer treatment program, clinical settings and home environments. The curriculum is systematic and relies heavily on visual cues and supports. Children are taught how to problem-solve first using their “toolbox” (i.e., the five steps of POWER-Solving®). The children are presented with specific unit lessons on each of the five steps of POWER-Solving®. All children have an opportunity to practice each step of POWER-Solving®. After learning each step of POWER, the children have acquired a “toolbox” which they can begin to apply to social situations.

When teaching social skills, it is important to coach the children through behavioral rehearsal activities to promote skill acquisition, performance, generalization and fluency. Additionally, daily activities reinforce these skills, some of which include designing their own feelings thermometer, developing novel products via group collaboration, and developing a skit to teach a specific skill.

To increase students’ performance of the desired skills, use of a token economy may be helpful, whereby points are earned during the day for displaying appropriate behavior, demonstrating a predetermined individualized social behavioral objective and for using the POWER-Solving® steps. At the end of every day, points could be exchanged for a reward. In addition to the direct instructional format, incidental teaching should be used in anticipation of a challenging situation as well as a consequence for failure to use the steps when confronted with a specific problem. An experienced social skills coach, generalization strategies, and a systematic plan to teach and reinforce skills are critical for success.

Please feel free to contact us at Behavior Therapy Associates for more information about best practices for social skills training, as well as information regarding the POWER-Solving curriculum. We can be reached at 732-873-1212, via email [email protected] or on website at www.BehaviorTherapyAssociates.com .

Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment.  Psychological Bulletin , 115, 74–101.

Elliott, S.T. & Gresham, F. M. (1991).  Social skills intervention guide: Practical strategies for social skills training . Circle Pines, MN: American Guidance Service.

Related Articles

Using media as an effective tool to teach social skills to adolescents and young adults with autism spectrum disorders.

Media is a powerful educational tool for adolescents and young adults in general; however, for individuals with Autism Spectrum Disorders (ASD) it provides a unique opportunity to learn social skills. […]

The Importance of Socialization for Individuals with Autism Spectrum Disorders

Autism spectrum disorders (ASD) are defined by three main components/deficits. These are deficits in Communication (receptive/expressive speech and language delay), Behaviors (aka self-stimulatory behaviors or stimming) and Socialization. Communication: these […]

Teaching Social Skills – A Key to Success

As young adults with autism transition from high school to college, work or independent living, they need to have good social skills in order to make friends, engage colleagues and […]

Places for Persons with Asperger’s to Meet People

There are many places where persons with Asperger’s can meet people, but too often they don’t know where they can comfortably and satisfactorily do this. Bars, cocktail parties, and other […]

I Finally Feel Like I Belong

I was one of the unpopular kids. I was never invited to birthday parties or sleepovers. I had no friends, and no one wanted to hang out with me. I […]

Have a Question?

Have a comment.

You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Individuals, Families, and Service Providers

View our extensive library of over 1,500 articles for vital autism education, information, support, advocacy, and quality resources

Reach an Engaged Autism Readership Over the past year, the ASN website has had 600,000 pageviews and 425,000 unique readers. ASN has over 60,000 social media followers

View the Current Issue

ASN Summer 2024 Issue "Supporting Autism Service Providers"

10 Achievable IEP Goals for Autism With Action Steps

An Individualized Education Program (IEP) is an educational plan written to support students with learning disabilities. These documents include goals for the student to work towards during the academic year, as well as what supports are needed to meet these goals. For an IEP to be effective and meaningful, a team of professionals works with families to create highly individualized goals for the student. Here, we will discuss the importance of IEP goals, how to write a strong IEP, who should be involved, and how to track progress to ensure the goals are being met.

The Importance of IEPs for Students with Autism

Essential areas to address in iep goals, academic skills development, expressive language skills, promoting emotional regulation and self-control, promoting life skills for future success, monitoring and reviewing progress, individualized instruction and accommodations, understanding individualized education programs (ieps).

An IEP is a personalized plan developed for students with disabilities, including autism. IEPs are part of the Disabilities Education Act to help protect and support students who are struggling educationally. An IEP should cover all aspects of the student’s special education program, including educational goals, supports, and services that the student will need to help them achieve these objectives.

IEPs are created for each student and should be tailored to highlight their learning gaps, skills, and learning styles. IEPs are created through a collaborative effort involving teachers, parents, special education professionals, and other relevant educational team members. This multidisciplinary team works together to develop the goals and strategies for the student, and each member provides a unique insight and perspective. If possible, the student should participate in the IEP process to allow them to self-advocate, identify their areas of improvement, and help with goal creation.

Students with autism can learn and acquire new skills but need specific support to help them learn. IEPs cover academic, social, and behavioral concerns and gross and fine motor skills. A lack of IEP is not only against the law but will result in the child falling further behind in their education and likely increasing challenging behaviors.

As autism is a spectrum condition, it affects each student differently and will impact their learning in individual ways. As such, the IEP should be tailored to each individual, including their unique set of challenges and strengths, as well as the child’s learning style, sensory sensitivities, supports, likes, dislikes, etc. As IEPs are so individualized, having parents collaborate and work jointly with educators is essential to help create the most effective IEPs, as they can provide their unique insight.

Setting Effective IEP Goals

Key Considerations for Setting IEP Goals

When creating an IEP, the team should begin to evaluate and examine previous documentation to assess the student’s current level of achievement. Previous goals that have been met and have been successful, as well as those areas in which the student is struggling, should be reviewed. The areas where the student has made strong progress would indicate that the student can move on and learn new skills. Where the student is stuck or not progressing, there should be an analysis to identify where the skill breakdown occurs to address this in the following IEP.

Furthermore, the student’s learning style should be included and considered throughout. This includes whether the student is a visual learner, kinaesthetic, auditory, or reading/writing. Goals and materials should be made with this in mind to help the student learn these new skills. Moreover, how frequently a student needs breaks and what type of breaks, such as movement breaks, quiet time, etc, should be considered and included.

Finally, the student’s communication needs should be assessed and targeted in the IEP. For example, the IEP should include whether the student is vocal or requires an Alternative and Augmentative Communication (AAC) device, visual supports to help with communication, or any speech impediments with which they need extra support.

SMART Goals

For IEP goals to be effective, there are 4 dimensions that each goal should cover. That is, goals should be specific, measurable, achievable, relevant, and time-bound (SMART).

If a goal is specific, that means it is objective, clearly explained, and concrete. A goal must be specific so that every person who reads the IEP understands the goal and how to implement it.

For a goal to be measurable, it must be defined. For example, a reading goal may contain how many words the child is expected to learn, whereas an attending goal may include how many minutes the child is expected to be on task.

Achievable goals state that the targets need to be realistic and reasonable. That is, goals should be challenging so the student is being pushed, but should also be a goal that the student should be able to master by the end of the year. The goals should not be too difficult or too easy.

For an IEP goal to be relevant, it should be specific to that student and whether or not that skill has any significance for that student’s life. For example, for a cooking-related goal, teaching a student who dislikes coffee how to prepare a cup of coffee would not be a relevant goal, as he will never use this skill outside of class. However, if they like hot chocolate, targeting how to make this would be relevant as it’s important to the student and has an application to his life.

Time-bound goals relate to there being a clear beginning and end. This could be both short-term and long-term. For example, a dressing goal that would be time-bound may specify that a student needs to change clothes within 5 minutes. A long-term goal will typically go from the beginning to the end of the school year.

Depending on the student, different areas of an IEP will receive more or less emphasis. However, an IEP must cover key areas to help develop skills and support the student across numerous areas. After an assessment, an IEP will be developed that targets communication skills, social skills, academic skills, and behavior and emotional regulation.

In the communication domain, the IEP will have goals related to social, expressive, and pragmatic communication. As mentioned, the communication modality will be considered, and there will be goals to target this specific communication type. For social skills, the domain will cover peer goals and group goals. The academic domain will cover most academic subjects, with goals tailored specifically for that child’s level. Behavior and emotional regulation domains typically cover the challenging behaviors that have been targeted for reduction and the alternatives that will be taught in their place.

Get Matched With an ABA Therapist Near You

Enter your details to receive a free, no-obligation consultation:

• Therapists Available
• Medicaid Accepted
• Quick Response programming-hold-laptop

Developing Academic Skills

Improving reading and writing abilities.

Reading and writing goals are essential goals for students with autism. Words are everywhere, and being able to read and understand words opens up opportunities for communication, artistic expression, following recipes, directions, schedules, etc. Reading and writing skills are also the foundational blocks to build more complex academic skills.

IEP assessments should identify the student’s current level and learning style. The goals should be achievable and challenging and broken down into smaller, more digestible chunks to help the student succeed and build confidence.

Enhancing Math and Problem-Solving Skills

Math and problem-solving skills are another crucial aspect of IEP goals for students with autism. Developing these skills is useful to build upon more complex academic skills and help solve real-life problems. This domain should typically cover mathematical operations, fluency, problem-solving, and reasoning.

The IEP goals should help students develop problem-solving strategies and build confidence in their mathematical abilities. The areas in which there are breakdowns in skill acquisition should be identified, and bridges should be built to help the student be successful.

Academic skills development is a vital component of IEP goals for students with autism. In addition to reading, writing, and math, academic domains also cover social sciences, technology skills, and spelling. Goals should be socially significant to students, meaning they apply to their everyday lives. In this way, the academic skills taught will help develop the student’s critical thinking skills and generalize their knowledge to different people and environments.

Communication and Social Skills Development

Developing Communication Skills

Communication deficits are one of the key characteristics of autism. As such, targeting communication is fundamental for students with autism. This is typically done by helping to develop expressive, receptive, and pragmatic language as well as vocabulary development and functional communication.

IEP goals in the communication domain should target the student’s ability to express themselves, their comprehension, and their capacity to engage in meaningful conversations. For this, the goals need to be highly individualized and specific to match the communication type of the student as well as their current level of independence.

Enhancing Social Skills and Interactions

Social skills are another area in which students with autism tend to struggle. Therefore, enhancing social skills and interactions should be incorporated into an IEP for students with autism. Teaching these abilities can positively impact all areas of their lives, such as making friends, improving family relations, and helping with acquiring and maintaining a job.

Depending on the child, useful goals include friendship skills, conflict resolution, conversation skills, perspective-taking, turn-taking, and sharing. Working on goals like these can help students develop appropriate behaviors, navigate social situations, and build relationships. These goals can be targeted in structured and naturally occurring situations to help aid with generalization.

Expressive communication is essential for a child to communicate their basic needs. Students need to be able to communicate their feelings, ideas, and thoughts as well as request what they need, such as breaks, movement, water, snacks, etc. If the student can meet their needs, they will be more open to the learning process and can acquire new skills faster.

The IEP should have goals specifically targeting expressive language skills. There are different modalities of communication, such as speech, AAC, Picture Exchange Communication System (PECS), pointing, etc. The IEP goals should be specific and individualized to the student and target all the student’s communication types.

Behavior and Emotional Regulation

Managing challenging behaviors.

Managing challenging behaviors is a vital aspect of IEP goals for students with autism. When selecting which behaviors to target for reduction, the team should choose behaviors that interfere with the child’s ability to learn and integrate into a less restrictive environment.

To reduce these challenging behaviors, IEP goals should focus on teaching the students functional alternatives that they can utilize to meet their needs. Furthermore, interventions should try positive reinforcement techniques to empower and motivate students. Punishment techniques should only be implemented as a last resort and with permission from parents.

Learning about emotional regulation and self-control is essential for students with autism to build positive social relationships and thrive in an academic setting. Here, it is useful to collaborate with occupational therapists to develop strategies to address any sensory deficits or issues affecting a student’s self-regulating ability.

IEP goals should help students identify their feelings and teach them skills that they can use to regulate themselves when they feel different emotions. Collaborating with families is important here so the student can use the same coping strategies both at home and at school.

Independence and Life Skills Development

Encouraging Independence in Daily Activities

Teaching life skills that will help students live more independently and productively should be an integral part of an IEP. Skills covered in this domain could include personal hygiene, dressing, cooking, chores, purchasing skills, etc.

IEP goals should target these skills with careful consideration for increasing independence. Again, collaboration with caregivers and home teams is key here to ensure the student is learning the skills similarly and promote generalization across people and environments.

For teenagers, practicing and learning vocational skills at school can help them transition into the workforce and adulthood. Here, the student’s likes and strengths should be considered when deciding what jobs and skills to teach. Students should be involved in the selection process by suggesting their ideas, as well as giving feedback about whether or not they enjoyed a particular task.

The goals should help students to apply for and hold employment. For example, useful skills could be learning to fill out an application form, filing paperwork, transcribing information, making materials for other teachers, etc.

Collaborating with the IEP Team

Parents’ role in developing iep goals.

Parents are an integral part of the IEP development team as they can offer valuable insight into their child’s strengths and weaknesses and whether the skills the child is learning at school are being generalized to the home setting.

Collaborating with Teachers and Therapists

Collaboration between parents, teachers, and therapists is essential during the IEP creation and implementation. Teachers and therapists can bring their expertise and experience to the table, using their assessment results and their knowledge of the students in the classroom. Parents can offer invaluable advice on how the child behaves at home and can help suggest meaningful and socially significant goals. Including parents in the IEP process also increases the chances of their buy-in, which means they are more likely to work on and carry through on the goals at home.

Throughout the year, the student’s progress should be monitored to ensure they are on track toward meeting the IEP goals. If the student is not progressing, the team should examine the goal and how it’s being taught and make appropriate adjustments. For example, the goal may need to be broken down into smaller components, more prompts may be necessary, or materials may need to be modified. Teachers should also check in with parents regularly to assess whether the student is progressing at home. These check-ins can help highlight whether there is a generalization of skills or whether more parent training should occur.

Data and documentation on what is successful in teaching the student should be taken and graphed regularly. Having this data and information will help guide the next IEP, as the team will be aware of what supports are needed for the student to learn effectively.

Implementing and Evaluating IEP Goals

Individualized instruction and accommodations are crucial for the successful implementation of IEP goals. This means every IEP should be different and specific to meet the learning needs of the child. Teachers should rely on past data documentation and information from parents and home therapists to create an individualized education program to collect a full picture of the child’s needs.

Once the IEP goals are selected, teachers should also consider the student’s accommodations, such as break frequency and length, movement breaks, visual supports, communication accommodations, etc. Having these in place will help support the student’s education and learning.

Mastering IEP Goals for Autism: A Key to Success

Helping students with autism master their IEP goals is a crucial aspect of supporting them and maximizing their potential for success. This helps build their confidence and independence and sets them up for success in their educational journey by helping them master the building blocks to greater and more complex skills.

Working together, parents, educators, and therapists can create meaningful and effective IEP goals that promote the child’s growth and development. Using a collaborative process, students are more likely to show powerful change across multiple environments, including school, home, and the community.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

ABA therapy is evidence-based and has been proven to be effective at helping children diagnosed with Autism Spectrum Disorder .

Blue ABA is a family-led business providing outstanding care to children and their families.

We are hiring! BCBAs and RBTs apply here

For More Information

About | Resources | Press | Privacy

Get in Touch

Main Office: 3815 River Crossing Parkway, Suite 100 Indianapolis 46240

Phone: 800.219.4977 Fax: 512.813.5917 E-Mail: [email protected]

Copyright © 2021-2023 Blue ABA

18 Social Skills Activities for Kids with Autism and Sensory Issues

If you’re looking for social skills activities for kids with autism, as well as practical tips to help you teach social skills to a child on the autism spectrum, you’ve come to the right place!

Autism and Social Skills

While no two children with autism are the same, and the range and intensity of symptoms varies from person to person, social dysfunction tends to stand out the most when interacting with a child on the autism spectrum. Some kids find back-and-forth dialogue difficult, preferring to talk only about a topic he or she is interested in, while others prefer to avoid social interactions completely.

To an outsider, it often seems as though these children prefer to play independently, and while that may be the case for some, many kids with autism genuinely want to form friendships with their peers.

They just don’t know how to do it!

In the face of communication challenges, sensory processing sensitivities, an inability to express their own emotions and understand the emotions of others, and problems with impulse control and self-regulation, the world is an overwhelming and confusing place for people with autism, and despite their best intentions, they often fall short when it comes to reading social cues and responding appropriately.

The good news is that it IS possible to teach social skills to kids with autism, and we have 25 tips and social skills activities to help.

Teaching Social Skills for Autism: 7 Tips for Parents

Be a good role model. One of the foundations of teaching social skills for autism is to model what appropriate socialization looks like for your child, and explain what you’re doing and why. This can be uncomfortable for parents and caregivers who are introverted, but when you model consistent and positive social behavior for your child, it will be easier for her to mimic these behaviors over time. Make it a point to greet those you encounter together on a daily basis, and engage in small talk wherever possible.

Role play. Another great way to teach social skills to kids with autism is to role play. You can come up with fictional situations to act out together, or you can re-enact scenes that already happened and discuss more appropriate ways to handle such interactions in the future. Remember to practice often and to be consistent to ensure the principals and ideas you are trying to teach your child resonate with her.

Use social stories and scripts. Social stories are written descriptions of everyday situations and events told from a child’s perspective. They are aimed at providing children with something to rehearse so they feel prepared once the situation described actually takes place, and can be an excellent strategy for teaching social skills to kids with autism. Social scripts are a little more generic in that they provide kids with a pre-defined list of things to say in certain situations, and while they are certainly useful in teaching kids how to start conversations and how to respond to small talk, they should be used with caution as they won’t work in every situation and can make kids sound too scripted.

Develop a list of social rules. If your child struggles to understand some of the nuances of socialization, like the importance of saying ‘hello’ and ‘goodbye’, taking turns while talking, respecting personal space, etc., consider developing a list of ‘Social Rules’ for your child to abide by. Write them down on a white board and keep them somewhere visible so your child can refer to the list often, and if your child struggles to maintain the rules you’ve set forth, consider turning this into a reward system whereby your child earns a small treat for following a certain number of the rules you’ve set forth for her each day.

Enroll your child in social groups. Many major cities offer social groups for kids with autism, which are aimed at pairing children with similar abilities together in an effort to provide opportunities for them to practice important social skills like starting conversations and taking turns talking. This is often done through play, and while social groups can be highly beneficial, the uniqueness of autism can make it difficult to find other kids with similar social skills to your child.

Organize supervised playdates. If you’re interested in providing your child opportunities to socialize with her peers, but struggle to find kids with similar social abilities, consider hosting playdates with some of her school mates at your home and find ways to get involved so as to teach your child how to interact appropriately. Organize games and activities for the kids to enjoy during the playdate so your involvement seems natural, and find subtle ways to prompt your child. Alternatively, if the other parents are open to it, you might consider having one of your child’s therapists participate in the playdate so he/she can more appropriately teach your child what is expected of her.

Read books. There are heaps of great books filled with social learning tips and social skills activities for kids with autism, many of which are geared towards providing ideas to parents and caregivers. Here are of 6 my favorites!

• The Zones of Regulation . The Zones of Regulation is a cognitive behavior based curriculum designed to help children learn how to regulate their emotions independently by teaching them how to identify their feelings and how their behavior impacts those around them. Developed by Leah M. Kuypers, the program teaches children how to recognize when they are in different emotional states called ‘zones’, which are represented by different colors. The Zones of Regulation uses activities to equip children with the tools they need to regulate their actions and stay in one zone (or move from one zone to another), allowing them increased control and problem-solving abilities, which will in turn help them understand how to interact in social settings, and how their actions may be perceived by and impact others. If your child struggles with self-control and lacks the ability to understand her emotions as well as the feelings of others, I highly recommend the program, and this book is a great starting point.
• You Are a Social Detective . This is an introductory book to the Social Thinking curriculum, and kids love it! Through fun cartoons, kids learn to distinguish between ‘expected’ and ‘unexpected’ social behaviors, and as they work through the book with a parent, therapist, or teacher, they will learn other ‘social smarts’, which will help them understand how they should and shouldn’t behave in social settings.
• The New Social Story Book . If you’re interested in using social stories to teach your children social skills and/or need inspiration on how to create your own social stories, this book is a great place to start. With over 150 social stores to choose from, these stories will help you teach your child how to recognize and respond to social cues, and how to make and maintain friendships.
• Social Skills Handbook for Autism: Activities to Help Kids Learn Social Skills and Make Friends . With more than 50 meaningful social skills activities to choose from, this book is packed with ideas to help parents, therapists, and teachers teach social skills to kids with autism.
• How to Make & Keep Friends: Tips for Kids to Overcome 50 Common Social Challenges . This book comes highly recommended from parents with older kids on the autism spectrum who struggle to make and maintain friendships.
• The Autism Activities Handbook: Activities to Help Kids Communicate, Make Friends, and Learn Life Skills . With more than 30 games and activities to help children on the spectrum learn different developmental skills like following directions, interacting with peers, developing social skills, and improving their communication and language skills, I highly recommend this book!

Social Skills Activities for Kids with Autism

And now for the fun part! If you’re looking for social skills activities for kids with autism and other developmental delays, this collection of 18 ideas is perfect for home, school, therapy, and social group settings, and double as fabulous one-on-one activities you can enjoy with your child when you want to spend some good ‘ole quality time together.

Kids Activities that Teach Emotions

Emotions Match Up | Teachers Pay Teachers Teachers Pay Teachers offers all kinds of helpful activities and games to help kids work on specific skills, and this Uno-inspired match-up game presents thought-probing questions about emotions, situations, and strategies which not only serve as an excellent teaching tool, but also helps foster conversation skills!

Emotions Sorting Game | Mom Endeavors If your child struggles with emotional regulation, this is a great activity to explore. It’s based on the movie Inside Out , and these Inside Out figures provide so many opportunities to teach kids about anger, sadness, fear, disgust, and joy!

Zones of Regulation Twister | Unknown If your kids enjoy the classic game Twister , this is a great Zones of Regulation activity, and you can set this up so many different ways. For example, when your child puts a hand on a certain color, he must tell you about a time he was in that colored zone, and when he puts his foot on a certain color, he must tell you about a strategy he used while in that colored zone to help him get back to the green zone.

Kids Activities that Teach Self-Regulation

Self-Control Bubbles | Love, Laughter and Learning in Prep! If you want an excuse to get outside and enjoy some sunshine with your little ones, grab a couple of bottles of bubbles and give this self-control activity a try!

Musical Statues I remember this being a favorite birthday party game when I was growing up, and recently learned it’s a fabulous game to teach kids the art of self-control. All you have to do is pump some good tunes, let your child dance off some energy, and periodically stop the music and yell ‘FREEZE!’ The idea is for your child to go from dancing to standing completely still in an instant, which isn’t an easy task for kids who struggle with self-control.

Distraction This game is equal parts hilarious and educational, and can be enjoyed in the classroom or as a family. Players take turns drawing number cards and must remember the growing sequence of numbers until a player pulls a ‘distraction card’. This person must then answer a silly question before reciting the sequence of numbers in the exact order they were drawn. It’s so much fun and a great therapy toy to help kids with challenges develop their cognitive skills in a non-threatening way.

Blurt! Geared towards older kids, Blurt! is a fun game the whole family can participate in, but it’s also a great way to teach kids self-control. The premise behind the game is simple – one person reads a definition, and the person to blurt out the corresponding word first wins – and when you organize the game such that only 2 people are playing against one another at a time, it forces the rest of the family to exercise self-control as they refrain from yelling out the answer.

Kids Activities that Teach Communication Skills

Social Skills Board Games This set contains six unique board games in one box, which are focused on helping kids learn about morals, manners, empathy, friendship, and emotions. It’s a great bundle to consider and the games are perfect for family game night!

Size of the Problem Activity Pack | Teachers Pay Teachers The activities in this set help kids identify the size of their problems and the feelings they create, identify which reactions are/are not appropriate, and strategize possible solutions, making it a great way to engage in meaningful back-and-forth communication with your child while simultaneously teaching appropriate communication skills and responses.

Learning Resources Conversation Cubes With 36 conversation starters to choose from, these Conversation Cubes offer a fun way for older kids to practice starting and maintaining conversations with others. You can practice at home, or set-up conversation groups within a classroom setting, allowing children the opportunity to practice how to initiate a conversation, and how to listen when others are speaking.

All About You Thumball Whether you’re practicing social skills at home, or hosting a social group for your child, the All About You ball offers a great way to break the ice, teach kids appropriate social conversation starters, and get them talking.

Social Skills Challenge | Teachers Pay Teachers This is a fun classroom activity, but you can easily use it at home or in a therapy setting as well. The idea is to provide your child(ren) with a social challenge each day, and then have them reflect on how they felt while completing each activity. It’s an innovative way to get kids thinking about appropriate socialization throughout the day, and by offering your child a way to reflect on their feelings afterward, you will gain a greater understanding of how she perceives certain social settings and interactions.

Kids Activities that Teach Problem Solving Skills

Describing and Solving Problems | Teachers Pay Teachers This is a great activity for kids who struggle to distinguish between big and small problems as well as appropriate reactions.

Scrabble Scrabble is a great game for kids who struggle with planning and organization. As the game progresses, they must strategize and anticipate how they can build their own words off of those already played by others. This is also a great game for kids who struggle with spelling and/or vocabulary, and it gets them talking!

Memory Also known as ‘Concentration’, there are many versions of the classic game Memory available for purchase to help develop a child’s focus and concentration skills. The idea is pretty easy and can be enjoyed with 2 or more players. Simply lie all of the tiles from the game facing downwards, and then take turns turning over 2 tiles at a time until you find a match. Children naturally build their working memory as they try to remember where specific cards are. We love our Despicable Me Memory Game , and I highly recommend Melissa & Doug’s Flip to Win Travel Memory Game as it can be played independently (or as a family) for on-the-go fun.

Problems in a Jar Mosswood Connections is one of my favorite resources for ideas to help kids with developmental delays like autism and sensory processing disorder, and I recently found this Problems in a Jar activity on their site. It’s designed to help kids with executive function disorder learn how to define a problem, generate possible solutions, evaluate and select the best solution, and then implement the solution independently. It’s a great social skills activity to work through with your child at home.

Team Sports Another great way to help a child develop her social skills is to sign her up for team sports she enjoys, like soccer or basketball. Organized activities such as these require kids to practice a whole range of social and problem-solving skills, like following directions, planning, strategizing, and even controlling their emotions in the event that they lose a game.

Swish I’m new to this game, but so far I really like it. To play, you lay out your cards and then try to find as many matches as possible. The cards are transparent and have different colored hoops on them in different positions. Players must look for matches (aka ‘swishes’), and the player to find the most wins. Swishes are created when a player can line up 2 cards such that the hoops are identical when they are stacked one on top of another. Cards can be rotated in order to make a swish, requiring players to use a variety of executive functions. In addition to exercising their visual-spatial abilities, they must focus and concentrate, and work quickly to beat their opponent, making it a great interactive game for kids who struggle with socialization.

I hope this collection of teaching tips and social skills activities for kids with autism proves helpful to you. Remember to be a good role model, to practice patience and consistency, and to keep things FUN!

This post contains affiliate links.

If you liked this collection of teaching tips and social skills activities for kids with autism, please share this post on Pinterest!

And if you’re looking for more autism-related tips and tricks, please follow our Autism board where we share all kinds of helpful ideas we find each day!

Share this post:

16 Best Portable Airplane Snacks for Kids

13 Protective Hairstyles for Sleeping for All Hair Lengths

How to Make Egg Rolls (+15 Easy Recipes!)

Common Problem Behaviors in Children with Autism and How to Handle Them

by haleydoyle7 | Jun 2, 2021 | Autism Treatment | 0 comments

• Aggression toward others
• Elopement (wandering off)
• Destruction 

Problem behaviors in children with autism can make everyday life more stressful and overwhelming. Not just for you, but them as well. That’s because challenging behaviors often stem from their desire to communicate what they need or want. But they often don’t know how to do that effectively.

Step One: Identify Your Child’s Needs

Helping your child overcome problem behaviors may seem daunting, especially if they display several challenging behaviors you’d like to change. First, make a list of these behaviors, from the most disruptive or dangerous to the least common. Tackling these behaviors one at a time can help the process run more smoothly. Many times, when you start addressing one behavior, the occurrence of other problem behaviors may also diminish. 

Step Two: Determine Triggers

Identifying what triggers your child’s problem behaviors can take some time since several variables are involved. Keep a journal of the behaviors you identified in step one, spanning over a couple of weeks. Since changes in routine often trigger challenging behaviors, it’s best to include both weekdays and weekends when schedules change.

It’s crucial to keep in mind you may not understand why your child gets triggered by certain things. Try your best to remain nonjudgmental. Instead, look at it as a scientist would observe a subject. Yes, this can be challenging, especially when your child’s problematic autism behaviors disrupt daily living. But remember, by observing your child’s behaviors, you’re learning how you can help them reach their full potential. 

Common triggers for children with autism can be broken down into two categories:

• External environment
• Internal environment

External Environment Triggers

Understanding problem behavior triggers in your child’s external environment, meaning outside of themselves, is critical. When you identify these triggers, you can anticipate things that may cause your child to act out and make any necessary changes to avoid issues going forward.

• Social: Social situations can be difficult for children with autism, causing them anxiety. Whether in a controlled environment where you are with your child as they attempt to interact with another child or in large gatherings like assemblies, play dates with lots of children, picnics, or recess time at school. 

Any kind of unplanned or unannounced social event can trigger your child with autism to display problem behaviors.

• Sensory overload: One common trigger for children with autism is an overwhelming amount of sensory information. Sensory overload can occur at any time and in any space. Your child could be triggered by loud noises, crowds, smells, food, dental or medical issues, bathing, clothing, or even ambient sounds like your refrigerator humming. 

• Disinterest: Really, this means boredom. Suppose your child is uninterested in something, such as listening to a teacher talk about animals when they are more interested in construction equipment. In that case, they are more likely to display challenging behaviors. 
• Unrealistic expectations: Sometimes, parents, caregivers, peers, and teachers can put too much pressure on a child with autism to do certain things they “think” they should be able to do. For example, some children with autism have difficulty dressing themselves. So when they are expected to perform this task when they don’t have the skills to do so, they may get frustrated, leading to problem behavior. 

It’s essential to understand your child’s needs before putting too much pressure on them to do things they aren’t ready to do on their own.

• Communication issues: Problem behaviors in children with autism can stem from an inability to communicate their wants and needs to you, their teacher, or their peers. Whether your child is verbal or nonverbal, they could have issues communicating effectively. This leads to frustration and challenging behavior.

Internal Environment Triggers

These problem behavior triggers can be a little more challenging to pinpoint, but they are crucial to understanding how to help your child. And because communication skills aren’t always strong in children with autism, determining these triggers may take a little more work on your part. 

• Food allergies or sensitivities: Keep a close eye on how your child responds to food. Keep a diary of what they are eating and any possible physical triggers such as diarrhea or flushed cheeks. If a particular food is bothering your child with autism, they may not communicate it properly. Instead, they may display challenging behaviors such as flapping their arms are exhibiting repetitive behaviors. If you notice any negative responses, try eliminating the food to see if it helps.

• Physical Pain: If your child with autism has a cut, abscess, bruise, cavity, acid reflux, or a sprain, they may not be able to communicate that to you. Pay attention to any localized behaviors, as they may indicate to you where your child could be experiencing pain.
• Seizures: Sometimes, seizures can be difficult to spot. You may think your child is just exhibiting typical challenging behaviors. But if you see any unmotivated, odd behaviors that seem out of the norm, it may be time to make an appointment with your child’s doctor.
• Coordination issues: If your child has trouble with their motor skills or is not very coordinated when they walk or play, they can become anxious and frustrated, leading to problem behaviors. 
• Fatigue, thirst, and hunger: This is an easier internal trigger since it is the same for any child. If they are tired, hungry, or thirsty, they are more likely to display challenging behavior.
• Emotional concerns: Children pick up on emotions easily. If you are stressed, struggling with a difficult life or health situation, or experiencing anxiety and fear, your child will notice. And because they don’t have any control over your emotions, they may begin to display troubling behavior as a coping mechanism.

Step Three: Enact an Intervention Plan

Once you’ve identified your child’s triggers, it’s time to act on ensuring you minimize them. Before you begin, remind yourself, patience is key— patience with your child with autism and yourself. Sometimes avoiding triggers or teaching your child new coping mechanisms involves trial and error. But if you stick with it, you’ll set your child up for success.

Here are some ideas on helping your child overcome problem behaviors:

Sensory breaks help balance your child’s vestibular sense, which is the sense that controls balance and the sense of their body in a given space. Often when children with autism get overstimulated, they may resort to repetitive behavior because their vestibular sense is off-balance. To bring it more in balance, consider any of the following sensory break practices: 

• Wearing a weighted vest or blanket
• Rubbing something with a desirable texture
• Listening to music
• Spinning or rocking
• Going for a walk or run
• Chewing something crunchy

How often your child needs sensory breaks varies. They may need one as often as every two hours. But if they are highly agitated or stressed on a given day, they may need more.

• Create a visual routine schedule: Children, especially children with autism, thrive on routine. Put together a routine on posterboard with visual cues, so your child knows what to expect each day. You could show a picture of them brushing their teeth, followed by breakfast with mom, dad, and siblings, then playtime, learning time, break time, snack time, etc. 
• Prepare your child for changes in routine:  This can be as simple as giving your child a 10-minute warning before going to do something different or leave to go somewhere. You could use pictures, a clock, or a timer. You could also use social stories. 
• Introduce your child to overstimulating environments slowly: Overstimulation is a common trigger for many children with autism. You don’t want to avoid everything that may stimulate your child. Instead, consider slowly introducing an environment that may be difficult for them. For example, if your child with autism exhibits problem behaviors when you are out grocery shopping, try introducing the activity gradually. You could go to the store for five minutes on the first trip and then work your way up to a whole shopping trip.
• Set ground rules: Remember, when you are trying to change your child’s problem behaviors, they are learning new skills, and it can be challenging for them. It’s important to set ground rules slowly. Start small by showing them pictures of the rules, such as, “If you finish your breakfast, you get 15 minutes on the iPad,” with corresponding images. Or, “If you behave in the store, I’ll get you a treat.

• Use calming devices: There are several fidget tools, calming blankets, and sensory calming devices for children with autism. Keep these items in your car, purse, and backpack to make sure you have a way to calm down if they become agitated. 
• Don’t give in to problem behaviors: Yes, it can be difficult not to give your child what they want when they exhibit problem behaviors, especially in public. Remind them of the ground rules. It’s okay to reinforce positive behaviors, but you make it more challenging to overcome them if you give into problem behaviors. 

Ensure Your Child’s Success with ABA Therapy

Applied behavior analysis (ABA) is one of the most studied and proven treatment approaches to help children with autism break problem behaviors. If you’re overwhelmed at the thought of trying to do this alone, arming yourself with the tools and skills to help your child succeed by getting them into an ABA treatment program is your best bet.

When you enroll your child in an ABA treatment plan at the Autism Therapy Group (ATG), you become a part of our family. At ATG, your child’s ABA therapy team is made up of an experienced group of Board Certified Behavior Analysts, Registered Behavior Technicians (RBT), and Client Services Managers  with extensive training in helping children with autism achieve goals in:

• Communication
• Social skills

Here at The Autism Therapy group, all you need to do is contact us, and we’ll walk you through the next steps. After your child’s initial evaluation, we’ll work with you to develop the perfect treatment plan, whether it takes place in your home or our brand new autism center in Lombard, IL. We’ve partnered with hundreds of parents and caregivers just like you to help their children breakthrough problem behaviors and achieve their full potential.

Discover more from The Autism Therapy Group - ABA Therapy

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

Embedded Change and Teaching Problem Solving

If you want your students to grow up to be functionally independent adults it is essential and critical to make life harder on them now. We don’t want to coddle them. We don’t want them to rely on us. We want them to do it for themselves. I tell teachers and paraprofessionals all the time – your job is to lose your job. We want our kids to not need us.

A great way you can start to do this is by sabotaging your students. Again – it sounds mean but in the long run we’d rather have twenty year olds who can advocate for themselves versus twenty year olds who need an adult to follow them around. It’s time to get tough. If you want your students to develop problem solving skills – they need to run into problems. 

On a daily basis, we need to create situations in the classroom where students run into a problem.

• Using TAH Curriculum for Homeschooling from a Homeschooling Parent - September 10, 2022
• Using The Autism Helper Curriculum for Homeschool - August 8, 2022
• Literacy Subject Overview in The Autism Helper Curriculum - August 2, 2022

I love your ideas and am wondering if you can please add me to your newsletter and subscription.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Submit Comment

10 Tips for Collaboration

In the world of consulting, developing an effective and conceptually systematic behavior plan is only half the battle. Having staff or parents accurately and consistently implement the plan will determine program success. Time, resources, and staff participation are big obstacles facing effective consultations. In this session, learn 10 actionable strategies for developing collaborative consultative relationships that lead to better follow through on behavioral programs. These strategies are not only real world based but also aligned to the BACB’s ethical guidelines. Each tip is supported by a specific guideline.

3 Biggest Mistakes in Behavior Plans & How to Fix Them

Positive behavior change involves focusing on the WHY behind a behavior and teaching the missing skills. The results of real behavior change are long-lasting, generalize to new settings, and socially significant for the individual. However, when moving towards this goal there can be significant challenges. Several common missteps in creating behavior plans can lead us astray from our goal of positive behavior change. In this session, learn the three most common mistakes that impact the success of a behavior plan. These mistakes include inconsistency with strategies, not including a replacement behavior, and lack of consistency with staff. Then explore strategies to combat these missteps and ensure that your behavior plan is on track for success.

3 Reasons Staff Training Can Make or Break the Success of Your Classroom

In the role of a special education teacher you are also placed with the responsibility of being a manager to your team. That responsibility can be challenging and overwhelming. Often teachers have very little training on this. In this session, learn why staff training is so essential to the success of your classroom. We explore how this gives your students more instructional time, behavior plans are implemented more consistently, and more reliable prompt fading leads to more student independence. Participants will learn actionable strategies to create time for staff training and then utilize that time efficiently to build a team approach.

Adapted Books

Learn how to target a wide range of literacy goals for early childhood students using interactive and hands-on adapted books. An adapted book is any book that has been modified in some way that makes it more accessible. Adding moveable pieces, simplified text, and visually based comprehension activities to your existing favorite books can help increase student engagement. In this session, we will explore ways to create your own adapted books that build both foundational language skills and more advanced literacy concepts. Adapted Books can be used to build basic literacy and language skills such as matching, sequencing, sorting, following directions, categorizing, using prepositions, and more. Take it the next level by building advanced skills such as making inferences, using context clues, and identifying emotions. Learn how to utilize these books in small group instruction efficiently and effectively!

Adapting Academics

Working in the special education field, we are often tasked with the daunting job of creating a curriculum for our students. We don’t have a roadmap to follow. Nobody hands you the perfect text book for each of your students. Many individuals with autism or special needs have skills that are scattered, varied, and difficult to assess. As educators and parents, we have to the heavy lifting to determine what our students know and what they need to learn next.

In this session, learn how to create a functional and appropriate curriculum guide for a wide range of types of learners. We will discuss how to incorporate assessments, state standards, and functional needs to develop appropraite goals. Then we will explore ways to teach and build both academic and functional skills. This presentation will guide you through the planning stages, IEP goal writing, and finish with the creation of materials.

Behavior Contingency Maps

Ca and classroom setup.

Learn how to structure an effective classroom and utilize The Autism Helper Curriculum Access in this dynamic and jam-packed session! For Curriculum Access users, this workshop will walk teachers through how to set up and use the curriculum. We will cover placement assessments and determining levels, lesson planning, running instructional lessons, making data-based decisions, and troubleshooting challenging areas. This framework works best when incorporated into a highly structured and routine-based classroom that uses small-group instruction. Teachers will learn how to effectively set up this structure to prevent problem behaviors and allow for maximum instructional time. We will discuss independent work, staff training, and schedules as well!

Can’t Do or Won’t Do

The goal for ALL students is to be learning, engaged, and independent. When are students are struggling to achieve this goal, we need to get to the root of the problem. Begin this process by identifying each learning and behavioral challenge as a Can’t Do or Won’t Do. Is the work or work process beyond your child’s skill level or is the motivation to complete the task not there? Explore learning obstacles by improving executive functioning skills. Learn how to identify executive functioning strengths and weaknesses. Match student strengths with activities they can excel at while simultaneously directly teaching skill deficits. For students who demonstrate the skills need but struggle with the motivation, add a proactive element to your behavior management system by implementing positive reinforcement to increase positive behaviors within your class. Learn best practices related to reinforcement and why it may not be working right now in your classroom. This session is jam packed with ready to use strategies for general education and special education classrooms.

Classroom Environment As a Tool

The way the learning environment is set up is one of the most valuable tools you have. This can drastically impact the success of academic instruction and lead to decreases in negative behavior and anxiety as well as increases in student independence. In this session, learn how to take a proactive approach and build your toolbox of strategies. These antecedent interventions will help you create an optimal learning environment based on student needs. We will also explore how to support teams in utilizing these strategies with efficacy.

Data Driven Classroom

This workshop breaks down the data collection process for special education classrooms. Attendees will learn how to streamline the data collection process and collect data that will truly informs instruction. Learn how to analyze and use data to drive your instruction, IEP goals, and behavior plans.

The key to successful data collection is to make it easy and doable! We will discuss ways to take data that are efficient, time saving, and useful for both academic and behavior data. In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both functional and academies skills. Next learn how to take frequency, duration, and rubric data for problem behaviors to develop your behavior plans. Organization is the major component to a successful data system. Learn how to create specific and individualized data sheets in a fast and simple way and explore a range methods of organizing your data so you can access it readily. Staff training is also essential. Learn how to work with your staff so data is taken consistently across all areas of your classroom!

Executive Functions

This workshop teaches the importance of building executive functioning skills and how to build those skills within a wide range of learners. Attendees will learn the entire process from assessment and goal identification to instructional strategies and data collection. Walk away with a toolbox of strategies to teach essential skills such as flexibility, emotional control, sustained attention, and so much more!

Executive Functions are the skills needed to accomplish goal directed behavior and are critical for every day success. The skills of planning, organization, shifting and sustaining attention, impulse control, and more are key to everything from making friends to having a job to completing a math test. In this session, learn how to identify the skill deficits that your students are struggling with under the area of executive functioning skills. Learn how to approach teaching and developing these skills with the same rigor and systematic planning that we give to other areas of need. Identify ways to setup an environment that promotes independence and problem solving. Finally, learn how to track progress and fade assistance.

Fluency is accuracy plus speed and is a must-have when it comes to making the skills we teach functional in the real world. Learn how to implement fluency instruction in your classroom with this interactive workshop. This presentation covers instructional strategies for a wide range of learners including both functional and academic skills. Attendees will walk away with actionable ideas to implement fluency instruction in their classroom!

Functional Literacy

Literacy is a key component to being a functionally independent adult. We live in a text rich world and our students need to know how to navigate through it successfully. As a teacher it’s often a struggle to balance academic and functional instruction. In this session, learn how to make your literacy curriculum real world applicable and engaging for your students!

This session will examine literacy instruction for all types of students. We will examine instructional planning, activity ideas, and specific interventions. Many struggling learners benefit from structured tasks, the use of visuals, multiple exemplars, discrimination training, and routine based instruction. Learn how you can incorporate these strategies into your functional literacy instruction.

Let’s Play

In this full day workshop, we will explore methods to increase communication, social skills, literacy, and independence through play based instruction. This session is geared for early childhood educators and clinicians. In this workshop, we break down the critical elements of play and why play is essential for building foundational skills. This session is focused on action strategies. Learn how to utilize easy to use informal assessments, identify goals, plan play based instruction, facilitate learning during play, and take efficient data. Attendees will walk away with a toolbox of resources, ideas, and activities for increasing a wide range of skills.

Classroom Schedules

Schedules are one of the most essential components to any effective classroom! Schedules let us know when transitions will occur, the order of activities, and alerts us to changes. Children with autism, receptive language challenges, anxiety, and a history of trauma, schedules are even more important. Effective use of schedules can increase functional independence and decrease negative behaviors. However, there are some common pitfalls we fall into when it comes to appropriate schedule use. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy!

Literacy Mindset

In this session, learn the 3 keys to teaching reading to struggling learners and students with special needs. Embracing the big picture goal, organization, and a comprehensive approach are essential to efficiently and effectively building reading skills for a range of struggling learners. Participants will walk away with actionable strategies for planning and creating opportunities for literacy instruction.

Positive Behavior Change

This workshop will breaks down the Functional Behavior Plan process and teaches how to create a function based behavior intervention plan. Attendees will learn solutions to foster increases in positive, communicative behaviors and decreases in problem behaviors. This session will begin by exploring how to apply these strategies to everyday situations in an applicable and proactive way. This approach will focus on the changing outcomes of behaviors by looking at the entire context and approaching behavior change from a function based perspective. The key is not only teaching communication, but teaching the right type of communication in order to produce long lasting behavior change. However, we all know – there are those times when things do not go as planned. Learn how to tackle those high-stress situations where no option seems like the right one and all bets are off. This workshop highlights ready to use interventions and real-life scenarios. The concepts can be applied to a wide range of environments

Practical Behavior Approach

The Practical Behavior Approach is a comprehensive workshop designed to help attendees successfully reduce problem behaviors and improve cooperation, independence, and engagement of children of all ages. Learn how to prevent problem behaviors and respond effectively when negative behaviors occur while building essential positive skills. Discover how a child’s diagnosis, history of trauma, and sensory needs impact behavior and the strategies we use. The strategies in this session can apply to students of all ages with and without a disability.

Preschool Vocabulary

In this full day workshop, we will explore methods to increase vocabulary, literacy skills, independence, and communication skills in your preschool students! The day begins with an in-depth look at the importance of building vocabulary for all preschoolers. Increased vocabulary will lead to more advanced reading skills in early elementary and overall school achievement. In this session, we will review the importance of building vocabulary and ways to identify vocabulary deficits. We will explore a range specific strategies for increasing word knowledge and use at a variety of levels for delayed learners. We will explore how to increase language through the use of Higher Order Thinking Questions, play based learning, and classroom based read aloud.

Next we will examine how appropriate and purposeful use of visuals helps build executive functioning skills with our younger learners. Many students with special needs struggle with receptive language. This delay in language development can cause issues with many executive functioning skills. In this session, learn how to utilize visuals to improve organization, planning, following directions, problem solving, and cognitive flexibility with preschool students. We will explore specific strategies and examples of how to create visuals, teach appropriate use, and utilize on a daily basis.

Reinforcement, Bribery, and Negotiation

A key component to all behavior management strategies is the effective use of reinforcement. In this session, participants will learn how to correctly utilize reinforcement. We breakdown how making simple changes to the way you are approaching challenging behaviors can make a huge impact in teaching positive, prosocial, communicative behaviors. Participants will walk away with a clear understanding of the difference between reinforcement and bribery as well as the knowledge of how to ensure their behavior plans are set up correctly.

Roadmap to Reading

The Roadmap to Reading gives an overview of how to provide effective and individualized reading instruction to struggling or reluctant readers. This workshops covers assessment, planning and setup, implementation, data, and staff training. The Roadmap to Reading is based on the Science of Reading’s foundational 5 components of reading. These components are taught through the 3-Part Framework of Direct Instruction, Fluency Instruction, and Guided Reading Groups. This workshop reviews how to schedule, setup, and run each center. We go in-depth into best practices and evidence based strategies for this multi-tiered approach.

Schedules and Task Organization

For your classroom to run smoothly, the use of schedules and visuals are a must. However the setup can be overwhelming and maintaining these systems can be very time consuming. Learn the most efficient and time saving ways to use visual schedules and how to incorporate visuals throughout your classroom so they are there when you need them! These interventions will help prevent behavior problems, ease student anxiety, and allow maximum communication opportunities!

In this session we will also focus on creating materials and resources that are appropriate for your students to meet their IEP goals. We will discuss implementing appropriate and useful independent work systems that give students the opportunity to generalize and maintain previously learned skills.

Seven Steps for Setting Up Stellar Autism Room

The optimal setup of the classroom environment is essential to increase engagement and cooperation as well as decrease negative behaviors. In this session learn how to organize, setup, and structure your classroom effectively. Start out with purposeful planning to lead to a structured and routine based environment. Attendees will learn how to create staff and student schedules, setup and utilize behavior and academic visuals, create data systems, setup independent work, and begin curriculum planning. Staff training is integrated into each section in order to get the whole team on board!

Small Group Instrucition

Small Group Instruction is essential for providing individualized instruction within a classroom of learners with diverse needs. In this session, learn the evidence based strategies on how to provide small group instruction in an effective, efficient, and functional way. This session provides an overview on considerations for grouping students, how to schedule groups, and what back end organization is vital to keep groups running smoothly. Then, attendees will learn the specific steps to utilize while running groups. These antecedent based interventions will help prevent problem behavior during the work session, allow for consistent data collection, and maximize learning opportunities.

Sensory Processing by Katie McKenna, MS, OTR/L

Sensory processing impacts everyone and is an essential foundation for learning. In this session, participants will learn about the eight sensory systems and why they are important. Participants will learn how to identify different ways individuals may respond to sensory input and how that impacts behavior and participation in daily activities. Finally, specific sensory strategies and tools that can be used to support students of all ages and sensory profiles will be explored.

Movement and Learning by Katie McKenna, MS, OTR/L

In this session, participants will learn about the connection between movement and the brain, as well as the impact of movement on academic and functional performance. Participants will learn how to incorporate movement activities and tools into the school day, such as flexible seating, brain breaks, yoga and so much more. Finally, participants will learn how to adapt and modify movement activities to facilitate independence for all students.

Interoception by Katie McKenna, MS, OTR/L

Interoception is the eighth sensory system, which involves internal sensations such as hunger, thirst, need for the bathroom, body temperature, heart rate and muscle tension. In this session, participants will explore interoception more in depth. Learn how interoception impacts emotions, self regulation, and social interaction skills. Finally, participants will identify specific activities and strategies to build interoceptive awareness in all students.

In this session, learn how to identify the skill deficits that your students are struggling with under the area of executive functioning skills. Embrace the power of ‘yet’ – these are skills they don’t have, yet. Learn how to approach teaching and developing these skills with the same rigor and systematic planning that we give to other areas of need. Identify ways to setup an environment that promotes independence and problem solving. Finally, learn how to track progress and fade assistance.

Schedules are an essential component to any effective classroom. Schedules let us know when transitions will occur, the order of activities, and alerts us to changes. For children with autism who may struggle with receptive language processing, schedules are even more important. Effective use of schedules can increase functional independence and decrease negative behaviors and anxiety. However, there are some common pitfalls we fall into when it comes to appropriate schedule use. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy!

The key to successful data collection is to make it easy and doable! No matter how great your data system is – if it’s too complicated you won’t use it. In this session, learn how to make your data system work for you. We will discuss ways to take data that are efficient, time saving, and useful for both academic and behavior data.In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both basic and more complex skills.  Learn how to create specific and individualized data sheets in a fast and simple way. Once you have all this data, you need to know what to do with. Making data based decisions is critical in determining if progress has been made. Learn how to use your academic data to drive your instructional decisions and plan supplemental activities, write additional goals, or strengthen foundational skills. Utilize behavioral data to create function based interventions, determine the success of behavior plans, and increase functional skills. Organization is the major component to a successful data system. We will discuss methods of organizing your data so you can access it readily. Staff training is also essential. Learn how to work with your staff so data is taken consistently across all areas of your classroom! Offered as a one or two day session.

This full day workshop will offer practical solutions to foster increases in positive behaviors and decreases in problem behaviors. This session will begin by exploring how to apply these strategies to everyday situations in an applicable and proactive way. This approach will focus on the changing outcomes of behaviors by looking at the entire context and approaching behavior from a function based perspective. Audience members will learn how conduct a thorough Functional Behavior Assessment, select appropriate and function-based strategies, and analyze data to determine growth and next steps. This workshop highlights ready to use interventions and real-life scenarios. The concepts can be applied to a wide range of environments

The goal for all general education and special education students is to be learning, engaged, and independent. Begin this process by identifying each learning and behavioral challenge as a Can’t Do or Won’t Do. Is the work or work process beyond your child’s skill level or is the motivation to complete the task not there? Explore learning obstacles by improving executive functioning skills and adapting academic work. Add a proactive element to your behavior management system by implementing positive reinforcement to increase positive behaviors within your class. This session is jam packed with ready to use strategies for general education and special education classrooms.

Learn how to target a wide range of literacy goals for early childhood students using interactive and hands-on adapted books. An adapted book is any book that has been modified in some way that makes it more accessible. Adding moveable pieces, simplified text, and visually based comprehension activities to your existing favorite books can help increase student engagement. In this session, we will explore ways to create your own adapted books that build both foundational language skills and more advanced literacy concepts.

In this full day workshop, we will explore methods to increase vocabulary, literacy skills, independence, and communication skills in your preschool students! The day begins with an in-depth look at the importance of building vocabulary for all preschoolers. Increased vocabulary will lead to more advanced reading skills in early elementary and overall school achievement. This session will explore using higher order thinking questions, play based learning, a focused read aloud, discrete trial training, and fluency instruction to build vocabulary with your preschoolers. We will also examine how appropriate and purposeful use of visuals helps build executive functioning skills with our younger learners. Learn how to utilize visuals to improve organization, planning, following directions, problem solving, and cognitive flexibility with preschool students. We will explore specific strategies and examples of how to create visuals, teach appropriate use, and utilize on a daily basis.

This session will examine literacy instruction for all types of students. We will review instructional planning, activity ideas, and specific interventions. Students with autism benefit from structured tasks, the use of visuals, multiple exemplars, discrimination training, and routine based instruction. Learn how you can incorporate these strategies into your functional literacy instruction.

Learn how to use your academic data to drive your instructional decisions. Explore a variety of ways to effectively and efficiently take data that is useful. In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both basic and more complex academic skills. After collecting the data, then you need to use it! Learn how to utilize your data to plan supplemental activities, write additional goals, or strengthen foundational skills.

We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. Behavior Contingency Maps show a visual representation of everyday rules. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors. These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.” In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as  leave ready to implement this strategy immediately in an effective and positive way!

We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. Behavior Contingency Maps show a visual representation of everyday rules. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors. These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.”  In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as  leave ready to implement this strategy immediately in an effective and positive way!

Working with the adult population can be very challenging. It can be tricky to navigate the often under-funded world of adult education in a way that is helpful and age appropriate for our adults. It’s a daunting task to create an environment that is meaningful and engaging. Individuals with autism are all so different and have a vast array of needs. In this session learn how to organize, setup, and structure your adult day program classroom. We will discuss everything from creating an efficient schedule, the physical structure, using visuals, creating a data system, and beginning curricular planning.

The key to successful data collection is to make it easy and doable! No matter how great your data system is – if it’s too complicated you won’t use it. In this session, learn how to make your data system work for you. Learn how to create specific and individualized data sheets in a fast and simple way. We will discuss ways to take data that are efficient, time saving, and useful. Once you have all this data, you need to know what to do with. Making data based decisions is critical in determining if progress has been made. Organization is the major component to a successful data system. We will discuss methods of organizing your data so you can access it readily. Staff training is also essential. Learn how to work with your staff so data is taken consistently across all areas of your classroom!

Children with autism are capable of learning to read when provided structured and individualized instruction! This session will provide detailed instruction on strategies to teach pre-reading skills, oral reading fluency, sight word recognition, reading comprehension, and word attack skills. This session will be focused on methods to organize and implement these strategies within special education classrooms for students with autism. Students with autism benefit from structured tasks, the use of visuals, multiple exemplars, discrimination training, and routine based instruction. Learn how you can incorporate these strategies to effectively teaching reading to students with autism. This session will also focus on the organizational aspect of reading instruction. We will discuss scheduling, grouping students, training paraprofessionals, and more!

Aggression and other problem behaviors can be the biggest obstacle to running a successful classroom. Whether extreme or mild, these behaviors can stop our teaching and halt student progress. In this session, learn how to use function-based interventions to efficiently and effectively reduce problem behaviors. In this workshop, begin by identifying target behaviors and determine the reason behind these maladaptive responses. Use this information to select an appropriate and effective intervention. In this session, we will discuss a multitude of interventions for each type of behavior.

This keynote presentation is perfect for a varied audience. Teachers, parents, clinicians, and other support staff will benefit from this proactive and real-world based perspective on behavior change. In this workshop, we will investigate how to increase positive behaviors, decrease negative behaviors, and how to handle emergency situations where nothing goes as planned!

It’s a daunting tasks setting up an autism classroom or appropriately integrating students with autism into the general education setting. Students with autism are all so different and have a vast array of needs. Many of these learners need to be taught individually. It can seem impossible to effectively teach a group of such different students when so many of us our understaffed. In this session learn how to organize, setup, and structure your classroom. We will discuss everything from creating an efficient classroom schedule, the physical structure, using visuals, creating a data system, and beginning your curricular planning.

Fluency is accuracy plus speed and is a must-have when it comes to making the skills we teach functional in the real world. Learn how to implement fluency instruction in your classroom with this interactive workshop. This presentation covers instructional strategies for both lower level learners and more advanced academic and functional skill sets.

Learn how to create curriculum that is engaging, appropriate, and at your child’s level. In this presentation we will go through a variety of instructional techniques, program goals, and material suggestions for language arts and math instruction. This workshop is incorporates ideas for all levels of learners.

Embracing Neurodiversity, Empowering Lives

• Oct 11, 2022

Cultivating Critical Thinking Skills in Children with Autism

Does your child face rigidity in thought and routines, or difficulties with managing emotions and social situations? Your child might lack adequate critical thinking skills, an essential aspect of children’s development. Critical thinking is the ability to make sense of our environment and our experiences, allowing us to cope with diverse situations and to problem-solve.

Building critical thinking skills in children with autism helps them to increase flexibility of thought and improve self-regulation. Children with strong thinking skills can approach novel situations with an open mind, ask thoughtful questions, and understand that there might be more than one answer or method to do things.

It may be more difficult to develop critical thinking skills in children with autism as they often think in concrete terms, and may not naturally draw upon past experiences or make novel connections independently. Hence, they may benefit from more explicit teaching and guidance during moments of decision making and when internalising new information. Given that critical thinking skills are crucial, how do we cultivate these skills in children with autism? Here are three strategies to help you build critical thinking skills in your child!

1. Relate stories to your child’s knowledge and experiences

When reading stories or observing situations, draw similarities between the situation and your child’s knowledge and experiences. Relating others’ experiences to your child’s own past experiences helps him realise why the characters acted and thought the way they did. This teaches your child to recognise and adopt others’ perspectives, aiding them in developing critical thinking in similar situations.

To kick off this activity, you can choose a story where the main character goes through a situation familiar to your child, e.g. going to a dentist, or visiting a new place. While reading the book with your child, ask him about his own experiences and compare it to the character’s experience, e.g. “How did you feel when you visited the dentist for the first time? How was Bobby (character) feeling in this story? Why did you feel differently from Bobby?”

2. Vocalise your thought process

Research has shown that we make about 35,000 choices a day (Krockow, 2018). That amounts to thousands of thoughts that we filter through to come to those decisions. Critical thinking and problem-solving processes often come naturally to us, but your child may struggle with organising his thoughts and choosing a line of reasoning. By verbalising your thoughts in real time instead of contemplating silently in your mind, you will model your thought process for your child. Your child can observe how you arrived at certain decisions, and what considerations you reviewed in making those decisions.

For instance, you can vocalise your thoughts on choosing what to eat for dinner, or how to fix a broken chair. Use thinking-out-loud comments, which start with words like “I’m wondering about…” or “I’m thinking that…”. After sharing your thoughts, encourage your child to try talking through a decision he can make in that moment. Your thought processes will provide your child with many examples to learn from when making his own decisions.

3. Keep asking your child questions

It is important to develop a habit of questioning your child about their thoughts and opinions on everything that they experience. Some children with autism may have fleeting thoughts and fail to stay with a strain of thought for long; others may not view a situation from all angles and become easily fixated on a narrow perspective. Your repeated questions will remind your child to think more deeply and holistically, and will help him to learn what questions should be asked about each situation.

You can ask your child why something happened, and have him provide explanations and justifications. You can also ask for more information, or clarify something he shared that you may have questions about. Additionally, you can request for examples or counter-examples, or for the conditions necessary for certain situations to occur. When engaging your child, just remember to keep asking!

Relating stories to your child’s experiences, vocalising your thought processes, and asking questions are good starting points for you to build your child’s critical thinking skills. Grasp informal “in-the-moment” teaching opportunities throughout your child’s day to engage him in critical thinking. View your child as a little intellectual who can surprise you with his depth and complexity of thought. Although critical thinking skills may not come as naturally to some children with autism, your child has the potential to develop strong thinking skills if he is provided with the right stimulation and a rich learning environment!

Written by Hazel.

Greenberg, J. & Weitzman, E. (2014). I'm Ready! How to Prepare Your Child for Reading Success . Hanen Early Language Program.

Krockow, E. M. (2018, September 27). How many decisions do we make each day? Psychology Today. https://www.psychologytoday.com/sg/blog/stretching-theory/201809/how-many-decisions-do-we-make-each-day .

Marlowe, W. B. (2000). An intervention for children with disorders of executive functions. Developmental Neuropsychology , 18 (3), 445-454.

Photo Credits: https://www.pexels.com/photo/clear-light-bulb-on-black-surface-356043/

• Parents Resource

Recent Posts

Why Are Children And Adults With Autism At Risk Of Obesity?

Potential Behaviours To Expect When Your Child First Starts ABA Therapy

How To Tell If My Child With ASD Is Getting Bullied?

Teaching Individuals with Autism Problem-Solving Skills for Resolving Social Conflicts

• Research Article
• Published: 30 August 2021
• Volume 15 , pages 768–781, ( 2022 )

Cite this article

• Victoria D. Suarez 1 ,
• Adel C. Najdowski   ORCID: orcid.org/0000-0002-2512-0397 2 ,
• Jonathan Tarbox 3 ,
• Emma Moon 2 , 4 ,
• Megan St. Clair 4 &
• Peter Farag 4  

16k Accesses

4 Citations

1 Altmetric

Explore all metrics

Resolving social conflicts is a complex skill that involves consideration of the group when selecting conflict solutions. Individuals with autism spectrum disorder (ASD) often have difficulty resolving social conflicts, yet this skill is important for successful social interaction, maintenance of relationships, and functional integration into society. This study used a nonconcurrent multiple baseline across participants design to assess the efficacy of a problem-solving training and generalization of problem solving to naturally occurring untrained social conflicts. Three male participants with ASD were taught to use a worksheet as a problem-solving tool using multiple exemplar training, error correction, rules, and reinforcement. The results showed that using the worksheet was successful in bringing about a solution to social conflicts occurring in the natural environment. In addition, the results showed that participants resolved untrained social conflicts in the absence of the worksheet during natural environment probe sessions.

Similar content being viewed by others

An Exploration of the Performance and Generalization Outcomes of a Social Skills Intervention for Adults with Autism and Intellectual Disabilities

Social Skills Training for Children and Adolescents with Autism Spectrum Disorder

Building Social Skills: An Investigation of a LEGO-Centered Social Skills Intervention

Explore related subjects.

• Artificial Intelligence

Avoid common mistakes on your manuscript.

Problem solving is traditionally defined as the ability to identify the problem and then create solutions for the problem (Agran et al., 2002 ). From a behavioral perspective, a person is faced with a problem when they experience a state of deprivation or aversive stimulation (Skinner, 1953, p. 246), and reinforcement is contingent upon a response that is in the person’s repertoire, but cannot be evoked under current conditions (Palmer, 1991 , 2009 ). According to Skinner ( 1953 ), “problem-solving may be defined as any behavior which, through the manipulation of variables, makes the appearance of a solution more probable” (p. 247). Therefore, problem solving involves mediating or precurrent behaviors that function to manipulate or generate discriminative stimuli needed to evoke a resolution response (Palmer, 1991 ; Skinner, 1984 ). See Szabo ( 2020 ) for a conceptual analysis of problem solving.

Behavioral researchers have taught specific problem-solving strategies to individuals for learning specific skills (see Axe et al., 2019 for a review), such as categorizing items (Kisamore et al., 2011 ; Sautter et al., 2011 ), explaining how to complete tasks (Frampton & Shillingsburg, 2018 ), and completing vocational tasks (Lora et al., 2019 ). Such problem-solving strategies functioned to teach participants to engage in mediating or precurrent behaviors that brought about a resolution. For example, Sautter et al. ( 2011 ) taught participants to use rules as a precurrent behavior to evoke the resolution of sorting stimuli. Kisamore et al. ( 2011 ) taught participants a visual imagining strategy as a precurrent behavior to evoke the resolution of categorizing. Frampton and Shillingsburg ( 2018 ) taught participants to sort and sequence visual stimuli of each step of a multistep task as a precurrent behavior to evoke explaining how to complete the multistep task.

Another type of scenario that requires one to engage in problem solving is when dealing with social conflict. Resolving social conflicts likely involves similar precurrent behaviors addressed in previous behavioral literature, such as behavior chains, rules, self-questioning, sequencing, and potentially visual imagining (See Axe et al., 2019 , for a review). However, because social conflicts by definition involve interacting with other people, successfully resolving social conflicts also likely involves engaging in perspective taking, including tacting others’ perspectives, engaging in deictic relating behavior by switching perspectives (Luciano et al., 2020 ), and likely arranging for others involved in the conflict to also obtain reinforcement.

According to traditional psychology, problem solving begins to develop as early as the preschool years (e.g., Best et al., 2009 ; Garon et al., 2008 ). Yet, individuals with autism spectrum disorder (ASD) often display deficits in social skills (American Psychiatric Association [APA], 2013 ) and have been found to demonstrate difficulties resolving social conflicts (Bernard-Optiz et al., 2001 ).

Given that a defining feature of ASD is to present with deficits in social communication and interaction (APA, 2013 ) and that resolving social conflicts across a wide range of situations is essential for functional integration into society and the maintenance of relationships (Bonete et al., 2015 ), it appears necessary to identify effective methods for teaching individuals with ASD to engage in problem-solving skills that will aid social conflict resolution. However, behavioral research has not evaluated methods to teach problem-solving skills in this context specifically to individuals diagnosed with ASD.

Although the population of ASD has not been studied in previous behavioral research on using problem-solving strategies to deal with social conflicts, a study conducted by Park and Gaylord-Ross ( 1989 ) used behavioral procedures to teach individuals with intellectual disabilities precurrent behaviors including rules, self-questioning, and self-prompting to solve problems they encountered at work, including social initiations, mumbling, and conversation expansions and terminations. During training, the researchers provided participants with a picture of themselves in a social situation (e.g., passing by a familiar customer at their workplace) and asked them how they would behave in the presented situation. Participants were provided with seven rules or questions to ask themselves: (1) What is happening? (2) What are three behaviors I could emit? (3) What will be the outcome of each behavior? (4) Which is better? (5) Pick one (6) Emit the behavior and (7) How did I feel? Prompting, modeling, and praise were used to teach participants to use the seven rules/questions. Pictures of novel social situations (other than the target situation) were presented at the end of training sessions to assess generalization to untrained stimuli and only one of three participants demonstrated stimulus generalization. During follow-up, an audiocassette recorder was placed in the participants' shirt pockets to record their interactions during their work and evaluate generalization of responding to trained stimuli in the natural environment. The results of the study indicated that participants’ target behaviors improved during training, and follow-up performance in the natural environment improved compared to baseline.

In addition to the paucity of research on this topic within behavior analysis, there is limited research outside of the behavioral literature that has evaluated methods for teaching individuals with ASD to use problem-solving strategies for dealing with social conflicts. One notable exception is a study conducted by Bernard-Optiz et al. ( 2001 ), who used a web-based problem-solving program to teach typically developing children and children with ASD to select and develop appropriate solutions. In particular, social conflicts were presented to participants on a computer screen with choices of possible solutions and an option to insert an individualized solution. For example, participants were shown a scenario in which two children wanted a turn to go down a slide. An audio cue asking, “What would you do?” was presented, and icons offering problem-solving solutions, such as requesting to go first, were provided. A second audio cue asking, “Do you have any good ideas?” was subsequently presented, and the option to insert a unique solution was presented. Novel solutions identified by participants resulted in social praise, and the option to continue inputting novel solutions continued to appear until participants no longer produced additional responses. All participants demonstrated an increase in the number of appropriate novel solutions generated. The results of Bernard-Optiz et al. ( 2001 ) demonstrated that social praise and a web-based problem-solving program functioned to increase generativity of problem solutions. Moreover, the results demonstrated that participants with ASD were taught to generate novel solutions to social conflicts using prompts and reinforcement. However, as the authors point out, a limited selection of social conflict scenarios were presented during intervention. Perhaps the most substantial limitation to the study is the use of an analogue computer task, without assessing whether problem-solving skills improved during real-life social interactions. In addition, maintenance was not measured.

Although behavioral research has found that teaching precurrent behaviors led participants to solve problems (e.g., Frampton & Shillingsburg, 2018 ; Kisamore et al., 2011 ; Lora et al., 2019 ; Park & Gaylord-Ross, 1989; Sautter et al., 2011 ), no research of which we are aware has evaluated the effects of teaching precurrent behaviors for resolving social conflicts to individuals with ASD. Further, although nonbehavioral research demonstrates prompts and social praise may function to increase resolving social conflicts in children with ASD (Bernard-Optiz et al., 2001 ), it is unknown if prompts and reinforcement would be successful in teaching individuals with ASD to use precurrent behaviors to resolve social conflicts. In addition, although research by Park and Gaylord-Ross (1989) measured generalization to trained problems in the natural environment, there is a dearth of research measuring generalization to untrained social conflicts occurring in the natural environment. Furthermore, research that has evaluated generalization to untrained problems found positive results with only one of three participants (Park & Gaylord-Ross, 1989).

The purpose of the current study was to investigate the effects of a problem-solving training package conducted in the natural environment on the use of problem-solving skills (i.e., precurrent behaviors) to resolve untrained social conflicts by individuals with ASD. The problem-solving training package consisted of a problem-solving worksheet, multiple exemplar training, error correction, rules, and reinforcement. Generalization of problem solving to untrained conflicts was programmed for by using multiple exemplar training and was assessed throughout the course of the study.

Participants and Setting

Three male individuals, with primary language being English, participated. Patrick was an 11-year-old Indigenous, Latinx, and white male with diagnoses of ASD, attention-deficit hyperactivity disorder (ADHD), and bipolar disorder. Oliver was a 22-year-old Israeli male with a diagnosis of ASD. Russell was a 10-year-old Indigenous, Latinx, and white male with diagnoses of ASD and ADHD.

All participants received applied behavior analytic (ABA) services from a community-based agency for 10–12 hr per week. They demonstrated a listener behavior repertoire by engaging in auditory–visual conditional discriminations and following multistep instructions, used vocal–verbal communication in full sentences, and read and wrote basic paragraphs (i.e., three to five sentences). In addition, they demonstrated well-developed language skills by engaging in echoics, mands, tacts, and intraverbals. All participants labeled emotions in others (e.g., answered “How does she feel?”), identified cause-and-effect (e.g., answered “Why?” and “What will happen if . . . ?” For example, “Why did the egg break?” [“Because you dropped it.”], or “What will happen if I drop this egg?” [“It will break.”]), identified emotional cause-and-effect (e.g., answered “Why is she sad?” or “What will happen if someone takes her toy?”), and followed rules (e.g., “If you’re wearing pink, then raise your hand.”). In addition, participants used pronouns in speech and demonstrated listener behavior according to pronouns. All participants had a history of learning via role play and engaged in up to four intraverbal exchanges with others. At the time of recruitment, Patrick’s overall score on the Basic Living Skills Assessment Protocol from the Assessment of Functional Living Skills (AFLS) was 469 and Russell’s overall score was 475. No standardized assessment scores are available for Oliver, because his most recent assessment conducted prior to participation in this study was conducted using a commercially available web-based platform that does not provide raw scores. Participants were included because they did not independently and appropriately resolve social conflicts, and deficiency in resolving social conflicts was affecting their maintenance of positive relationships with siblings or parents. Individuals who demonstrated significant challenging behavior severe enough to interfere with instruction (e.g., self-injurious behavior [SIB], moderate to severe aggression) were ineligible to participate.

Participants were recruited because they were determined to benefit from learning to resolve social conflicts by their supervising clinician. Moreover, participants were recruited by asking them (for Oliver) or their parents (for Patrick and Russell) if they would like to participate in a research study evaluating a lesson for teaching problem-solving skills to resolve social conflicts. Consent was obtained by providing a consent form outlining the study’s purpose, methods, and potential benefits/risks to Oliver and the parents of Patrick and Russell. In addition, assent forms were provided to Patrick and Russell.

Research sessions were conducted during regularly scheduled ABA-based teaching sessions in home-based and clinic-based settings for the duration of the study with the exception of Oliver who made a transition from home- and clinic-based sessions to solely telehealth sessions (due to the COVID-19 pandemic) beginning with session 21. Research sessions were conducted in various rooms throughout the session environment (e.g., bedroom, living room, lobby, conference room). Research sessions were 5–30 min in length and consisted of the presentation of one problem. One to two research sessions (conducted at least 30 min apart) were conducted 1–3 days per week.

Response Measurement and Data Collection

A problem-solving task analysis (TA; Table 1 ) was used to calculate the percentage of correct, independent problem-solving steps completed by each participant. Each step of the TA was scored as correct or incorrect based on the specified criteria (Table 1 ). A correct response included independently and accurately completing a step within the task analysis by either writing a response or vocally stating a response within 10 s of: (1) the problem occurring (step 1) and (2) the previous step being completed (steps 2–13). An incorrect response included responses irrelevant to the current step, prompted responses, and nonresponses (i.e., failure to respond within 10 s of the problem [step 1] or previous step occurring [steps 2–14]). During baseline and posttraining, if the participant was not progressing through the conflict (e.g., not doing anything to resolve the conflict) after 1 min of the problem occurring, the conflict was ended by the interventionist resolving the conflict (e.g., if the conflict was that brother left Legos on the table where the participant was going to eat, the interventionist resolved the conflict by removing the Legos) and all remaining steps of the TA were scored as incorrect.

Natural environment probes (explained below) were scored as all or nothing. If the participant successfully resolved the social conflict by engaging in a viable solution (i.e., any solution that would function to resolve the conflict and could be readily carried out) within 10 s of the conflict occurring, the natural environment probe was scored as 100% correct. On the other hand, if the participant failed to resolve the social conflict (i.e., proposed and/or engaged in an impracticable solution or was nonresponsive as defined earlier), the natural environment probe was scored as 0% correct.

Interobserver agreement (IOA) was collected by two independent observers who recorded data during 33% of baseline sessions for all participants. IOA data were collected during 50%, 62%, and 57% of training sessions for Patrick, Oliver, and Russell, respectively. Moreover, IOA data were collected during 67% of posttraining sessions for Patrick and Oliver and 50% for Russell. IOA data were collected during 75% of follow-up sessions for Patrick and 100% for Oliver and Russell. Finally, IOA data were collected during 50%, 40%, and 50% of natural environment probes for Patrick, Oliver, and Russell, respectively. Point-by-point agreement was used to identify observers’ agreement on whether each step was performed correctly versus incorrectly by dividing the number of steps for which there was agreement by the total number of steps and multiplying the resulting quotient by 100%.. Mean IOA was 100%, 98.8% (range; 90%–100%), and 98.7% (range: 90%–100%) for Patrick, Oliver, and Russell, respectively.

Experimental Design and Procedure

A nonconcurrent multiple baseline across participants design was used to assess the effects of the problem-solving training package.

General Procedures

At the beginning of each ABA-based teaching session, participants were provided with a variation of the following instruction: “Today during your session, a social problem with someone will happen at some point. Here is a worksheet [see Fig. 1 ] you can use to help solve the problem when it happens.” The worksheet was written using language that was previously observed to be used by the participants and that they were familiar with.

Problem-solving worksheet

Then, ABA-based teaching activities began, and at some point between teaching activities, up to 15 min after delivering the instruction, a social conflict was contrived or captured with people in the natural environment. For example, when the participant and his brother both wanted to go first at a game, data were collected on how the participant responded to the problem-solving steps outlined on the TA. If the participant engaged in any negative emotional responding, such as whining or crying during the presentation of the social conflict, a second conflict was not presented again that day.

Social conflicts to be used were determined by interviewing the participants and their parents and asking them what situations usually led to arguments with others. In addition, we observed naturally occurring social interactions between the participants and others and identified situations in which a social conflict arose and the participant failed to resolve the conflict. We then set up these scenarios to occur during the research session. For example, Russell stated he argued with his brother when his brother wanted to play a video game that he was already playing. So, we arranged for Russell’s brother to request playing a video game that Russell was actively playing during the research session. Other times, the scenarios were genuinely captured, so we ran the research session upon capturing the naturally occurring conflict. For example, we observed that Patrick walked into his room to find that his brother had left dirty dishes on his desk and was notably upset as evidenced by his tone of voice, prosody, heavy breathing, and crying. The social conflicts contrived or captured are provided in Table 2 .

During baseline, in addition to the general procedures, problems occurred with at least two different people (e.g., parent, sibling; see Table 3 ). We did not provide any prompting or feedback in order to assess the extent to which participants resolved social conflicts independently. If the participant was not progressing through the conflict after 1 min of the conflict occurring, the conflict was ended by the interventionist resolving the problem. It was planned that if any distressed behavior (e.g., crying, screaming, negative statements, SIB, aggression) was observed for a duration of at least 10 s, the conflict was to be ended by the interventionist resolving the problem; however, distressed behavior never occurred during baseline. Participants qualified to continue to the training phase if they scored 60% or less on the problem-solving TA. Two participants were excluded for not meeting this criterion.

Pretraining Phase

In this phase, the participant was taught how to use the problem-solving worksheet. In particular, the purpose of this phase was to evaluate whether simply providing the worksheet would result in improved problem-solving performance, that is, to ensure that the repertoires were not already present but just not under the stimulus control of the worksheet. The interventionist began by providing the participant with the following instruction: “This is a worksheet you can use to help you solve problems you have with other people. To use it, you will read each of the questions on it and answer them while the problem is happening to help you solve it.” Then, the interventionist walked the participant through each question on the worksheet by pointing to each step and instructing the participant on what they should do for each worksheet question. For example, the interventionist pointed to the first question on the worksheet and said, “In this box you will ask yourself, ‘What is the problem?’ and you will write down or say out loud the problem that is happening between you and another person. After this, the interventionist pointed to the second question on the worksheet and said, “In this box you will ask yourself, ‘What do I think happened?’ and you will write down what happened from your perspective.” After going through each question on the worksheet with the participant in a similar fashion, the interventionist presented the following instruction: “At some point today I am going to have a social problem with you; when it happens, you can use the worksheet to help you solve it.” The participant was handed the blank worksheet alongside a pen/pencil. Participants were also told that they could call out their responses aloud if they did not want to write on the worksheet. At some point later in the session (between 5–15 min after reviewing how to use the worksheet), a social conflict was contrived between the interventionist and the participant. If the participant asked for help, they were told to do their best. Similar to baseline, no prompting, feedback, praise, or reinforcement was delivered. In addition, if any distressed behavior was observed for a duration of at least 10 s, the problem was ended by the interventionist resolving the social conflict. If the participant was not progressing through solving the problem after 1 min of the conflict occurring, the conflict was likewise ended by the interventionist resolving it. Participants qualified to continue to the training phase if they scored 60% or less on the problem-solving TA in pretraining. No participants were excluded from continued participation during this phase.

Training Phase

In addition to the general procedures, during training, the participant was taught to engage in precurrent behavior (i.e., use the worksheet) to resolve social conflicts using multiple exemplar training, error correction, and reinforcement. At the beginning of each session, an informal preference assessment was conducted by asking participants what they would like to earn after resolving a conflict. Then, the participant was told that they would be able to access the predetermined reinforcer for more or less time depending on how many questions of the worksheet they completed correctly. The amount of time that was granted with the reinforcer was determined using a grading scale in which higher percentages of independent correct responding on the worksheet resulted in more time with the reinforcer (see Fig. 2 ). For example, if the participant scored 20% correct on the problem-solving worksheet, they received 2 min of access to their reinforcer (e.g., video game, free time), and if they scored 90% correct they received 13 min of access. A social conflict was then contrived and each independently performed step of the TA was praised. Access to the predetermined reinforcer was granted for a prespecified amount of time depending on the participant’s percentage of correct responding.

Reinforcement grading scale

Incorrect responses resulted in re-presentation of the step followed by an immediate prompt using a least-to-most prompting hierarchy. The first prompt used was a gestural prompt, which consisted of the interventionist pointing to (in-person sessions) or highlighting with a cursor (telehealth sessions) the current step of the worksheet. If the gestural prompt did not result in a correct response, the step was re-presented with an immediate directive prompt. The directive prompt consisted of the interventionist saying, “Ask yourself [ step-related question ]” (e.g. “Ask yourself, ‘What is the problem?’”; “Ask yourself, ‘What do I think happened?’”) while pointing to the current step on the worksheet. If the directive prompt did not result in a correct response, the step was re-presented with an immediate leading-question prompt. Leading-question prompts were individualized for each conflict and each step of the TA. For example, “What is going on right now?” was used as a leading question for the first step of the worksheet (i.e., identifying the problem). If the leading question prompt did not result in a correct response, a choice prompt was presented. Choice prompts were also individualized for each conflict and each step of the TA using the following script: “Is the problem [ correct/irrelevant possibility ], or is the problem [ correct/irrelevant possibility ]?” (e.g., “Is the problem that we both want to go first [the problem], or is the problem that you need a place to sit?” [irrelevant to the problem]). A coin flip was used to randomize the order of correct/irrelevant choices provided. Finally, the most intrusive prompt provided was a full vocal model of the correct answer (e.g., “The problem is that we both want to go first.”). It was planned that if the participants came up with three nonviable solutions, the aforementioned prompting hierarchy would be used to prompt them to think of at least one solution that would work to solve the problem; however, all participants proposed at least one viable solution during training, so this was not needed. The criterion for ending the training phase was for the participant to respond with at least 80% accuracy for three consecutive sessions with the interventionist. After this, the posttraining phase was introduced.

Posttraining Phase

At the beginning of each posttraining session, a variation of the following instruction was presented, “Even if you can solve the problem by yourself without the worksheet, I need you to use the worksheet so that I know what you are thinking.” If participants began to resolve the conflict without using the worksheet, the instruction was re-presented. Other than the presence of that instruction, this phase was identical to baseline conditions, in that no feedback or reinforcement was provided at any point. Exemplars from baseline were re-presented during this phase (Table 3 ) to evaluate whether participants resolved social conflicts that they were unsuccessful in resolving prior to receiving the problem-solving training package.

Natural Environment Probes

Natural environment probes were used to evaluate problem solving in the absence of the worksheet. The first natural environment probe was conducted during baseline to evaluate participants’ problem-solving skills in the absence of the worksheet. During training, natural environment probes were contrived after participants scored at or above 80% correct on the problem-solving worksheet, with the exception of Oliver, who had a natural environment probe captured after the sixth training session. During posttraining, natural environment probes were graphed whenever captured. For example, if a naturally occurring social conflict arose at any time, it was captured as a natural environment probe. In addition, three consecutive natural environments probes were presented after completing posttraining sessions for all participants.

Follow-up natural environment probes were conducted at 2 (Patrick, Russell, and Oliver), 4 (Patrick and Russell), 6 (Patrick and Russell), and 10 (Patrick only) weeks posttraining to evaluate maintenance.

Social Validity

A social validity questionnaire (Table 4 ) was administered to each participant upon the completion of training. Participants were instructed to complete the questionnaire to the best of their ability and no additional feedback on their responses was provided. The questionnaire consisted of six questions (two each for goals, procedures, and outcomes; see Table 4 ) scored on a 5-point Likert scale: (1) strongly disagree, (2) disagree, (3) neutral, (4) agree, and (5) strongly agree. There were also two open-ended questions that asked participants to identify what they liked the most and least about the problem-solving training package.

Figure 3 contains the results for Patrick (top panel), Oliver (middle panel), and Russell (bottom panel); these are described below, respectively. Patrick responded during baseline with 0%–8% accuracy in the presence of the worksheet and did not resolve the social conflict presented during the natural environment probe. During pretraining, Patrick performed with 0% accuracy in the presence of the worksheet. During training in the presence of novel problems, there was an immediate increase in correct responding, and he met the mastery criterion on the sixth training session. After training, during a natural environment probe (no worksheet), Patrick successfully resolved a contrived social conflict. During posttraining when untrained social conflict exemplars from baseline were repeated, Patrick consistently scored 100% using the problem-solving worksheet and also successfully resolved social conflicts during the natural environment probes (no worksheet). Maintenance was measured 2, 4, 6, and 10 weeks following training, and Patrick successfully resolved novel, naturally occurring social conflicts in the absence of a worksheet.

Percentage of correct problem-solving steps emitted by participants

Oliver responded with 0%–21% accuracy during baseline in the presence of the worksheet and did not resolve the social conflict presented during the natural environment probe. During pretraining, Oliver scored 7% correct in the presence of the worksheet. During training in the presence of novel problems, there was an immediate increase in correct responding, and he met the mastery criterion on the ninth training sessions. During session 15, we captured a naturally occurring social conflict, and Oliver successfully resolved it in the absence of the worksheet. During posttraining when untrained social conflict exemplars from baseline were repeated, Oliver scored 92%–100% correct and successfully resolved a social conflict during session 20 during a captured natural environment probe. After session 21, a 2-month period elapsed wherein Oliver did not receive services as a result of the COVID-19 pandemic. Upon returning to sessions using telehealth technology, Oliver scored 62% correct on the problem-solving worksheet under posttraining conditions. Because Oliver’s performance notably decreased, a novel exemplar probe under baseline conditions was conducted to determine if Oliver should receive a booster training session, and he scored 77% correct. The novel exemplar probe consisted of the presentation of a social conflict that had not been contrived at any other time in the study. Given that Oliver scored below 80% on the novel exemplar probe, Oliver was provided with booster training until he re-met the mastery criterion of 80%–100% correct across three consecutive sessions. The booster training conditions were identical to the training conditions. Then, another novel exemplar probe under baseline conditions was presented, and Oliver scored 100% correct. After this, a natural environment probe was captured in which Oliver successfully resolved a conflict in the absence of the problem-solving worksheet. Oliver scored 100% correct in the following session when he was presented with an untrained exemplar from baseline under posttraining conditions. Then, three natural environment probes were conducted and Oliver successfully resolved social conflicts in the absence of the worksheet. Maintenance was measured 2 weeks following posttraining in which Oliver successfully resolved a novel, naturally occurring social conflict in the absence of a worksheet.

Russell responded with 0%–8% accuracy during baseline in the presence of the worksheet and did not resolve the social conflict presented during the natural environment probe. During pretraining, Russell scored 8% correct in the presence of the worksheet. During training in the presence of novel problems, there was an immediate increase in correct responding, and he met the mastery criterion on the seventh training session. Moreover, Russell successfully resolved a contrived social conflict in the absence of the worksheet. During posttraining when untrained social conflict exemplars from baseline were repeated, Russell scored 70%–100% correct using the problem-solving worksheet and successfully resolved social conflicts in the absence of the worksheet. Maintenance was measured 2, 4, and 6 weeks following posttraining, and Russell successfully resolved novel, naturally occurring social conflicts in the absence of the worksheet.

Patrick and Russell scored the problem-solving training package as being highly acceptable with mean scores of 5 and 4.82, respectively. Oliver’s mean social validity score was 3.83. He scored “strongly agree” for one question and “agree” for three questions. The questions he scored as neutral included: (1) “I believe that I am better at solving social problems after participating in the social problem-solving lesson”; and (2) “I think that completing the social problem-solving lesson helped me solve social problems I have with my family/friends.” Patrick identified what he liked most about the training package was that it was helpful to him, and Oliver identified what he liked most was feeling like he was right. The only reported dislike about the training package was that it was tedious (Oliver).

The data from the current study suggest that multiple exemplar training, combined with a worksheet, was effective in teaching three individuals with ASD to resolve novel social conflicts occurring in the natural environment. In addition, generalization across untrained conflicts and people was observed from baseline to posttraining for all participants. These results are consistent with behavioral research conducted by Frampton and Shillingsburg ( 2018 ), Kisamore et al. ( 2011 ), Lora et al. ( 2019 ), Park and Gaylord-Ross (1989), and Sautter et al. ( 2011 ) in demonstrating that problem-solving strategies can be taught using behavioral strategies.

A noteworthy finding was that pretraining was insufficient to occasion the use of the worksheet during social conflicts. This finding is consistent with the behavioral skills training (BST) literature, which has shown instructions alone are generally ineffective compared to behavioral packages, such as BST (e.g., Feldman et al., 1989 ; Hudson, 1982 ; Ward-Horner & Sturmey, 2012 ). This finding is also consistent with previous problem-solving research that found modeling and prompting resulted in superior responding as compared to other strategies, such as teaching rules (Kisamore et al., 2011 ).

The results of this study are also consistent with previous research conducted by Bernard-Optiz et al. ( 2001 ) in demonstrating an increase in the use of novel solutions by individuals with ASD. In particular, the results showed that precurrent behaviors were successful in bringing a variety of solutions (not just one type of solution) under the control of the conflict context. For example, types of solutions used by participants included many different repertoires, some of which have not been addressed in previous research such as apologizing, providing information, advocating for individual needs/wants, compromising, and removing oneself from the situation, along with others that have been targeted in previous research, such as requesting information (e.g., Shillingsburg et al., 2011 ), requesting tangibles (e.g., Bourret et al., 2004 ), and requesting help/removal (e.g., Rodriguez et al., 2017 ; see Table 5 ). A potential limitation of this study is that we did not preplan the types of solutions we would teach, so exposure to types of solutions was not controlled for or counterbalanced. Therefore, it is possible that variation in the types of solutions used affected the results. However, consistent results were obtained across the three participants, so there is no direct evidence that inconsistency affected the results. In addition, training a variety of strategies, all of which have the same function, to solve the problem, may be considered a form of multiple exemplar training in itself, and therefore may have contributed to the favorable generalization that was observed. Still, uncontrolled variables are often frowned upon in research, so future researchers may want to consider controlling the number of each type of solution taught to participants.

This study expanded upon past research by capturing and contriving social conflicts within each participants’ natural environment. By conducting training with naturally occurring stimuli and “training loosely” (Stokes & Baer, 1977 ), generalization was promoted to ensure that participants acquired a repertoire for resolving social conflicts, rather than generating solutions only for specifically targeted conflicts. A compelling finding was that participants successfully resolved social conflicts in the absence of the worksheet during natural environment probes. Thus, the current study contributes to the literature by demonstrating that problem-solving strategies (i.e., worksheet use) can result in participants with ASD demonstrating successful generalization to untrained social conflicts occurring in the natural environment in the absence of a worksheet. The worksheet may be conceptualized as a prompt, that may have facilitated acquisition at first and was then no longer necessary to occasion the problem-solving chain of behaviors. Future research could consider teaching social conflict resolution in the absence of a worksheet, possibly by teaching each step of the problem-solving worksheet. Future research could also evaluate whether teaching a shorter problem-solving chain would be efficacious. For example, the last two steps of the worksheet could be omitted.

Continued successful problem-solving during natural environment probes also has implications for the possibility that some of the mediating behaviors previously cued by the worksheet were completed by participants on a covert level when the worksheet was no longer present. However, it is not possible to identify with any certainty whether participants were engaging in covert behavior. Given that participants were unsuccessful with resolving social conflicts during baseline, but were successful with resolving naturally occurring social conflicts after being trained to follow the problem-solving steps, and continued to resolve social conflicts effectively during posttraining, it seems possible that participants completed some of the steps on a covert level. In addition, after completing training, anecdotal observations found that participants engaged in overt behavior that suggested the possibility that they were engaging in covert completion of the steps, such as overtly saying, “You might think I am just not wanting to share the computer, but really I have been doing schoolwork all morning and just started my turn” (Step 3: What does the other person think happened?). It is also possible that participants engaged in visual imagining of the worksheet during natural environment probes. Skinner ( 1969 ) described precurrent behaviors of visual imagining in mathematical problem-solving and Kisamore et al. ( 2011 ) attempted to directly train visual imagining problem-solving behavior, so it is possible that the participants in this study engaged in covert imagining behavior. As with any covert behavior, it is not possible for researchers to directly measure it, but future research could attempt to train participants to observe and record their own covert verbal behavior, in order to provide an approximate measurement of the generalization of problem-solving repertoires to the covert level. For example, researchers might ask the participant, “How did you figure out how to solve that problem?,” to which a participant might respond with something like, “I imagined the worksheet in my head until I thought of the solution.” To the extent that participants are not directly trained to give specific verbal reports of this kind, such verbal reports might provide interesting supplementary data on the possibility of covert problem solving behavior.

It is interesting that all participants were observed to attempt to solve problems without using the worksheet in posttraining, although they were presented with the worksheet. In these instances, participants were reminded to use the worksheet. This indicated that participants had acquired problem-solving skills and no longer needed the worksheet; however, it was necessary to have participants use the worksheet in order to compare their posttraining performance to their baseline performance (because we could not measure their covert behavior to identify if they were implementing the problem-solving steps). Future research should evaluate methods to measure problem-solving skills in ways that allow participants to demonstrate their newly acquired skills without being limited by the apparatus/materials of the experiment. A possible solution could be to consider problem resolution as the primary dependent variable and evaluate pre- and posttraining data for conflict resolution following training in a problem-solving strategy.

We also found that emotional responding occasionally occurred upon presentation of social conflicts and possibly interfered with participants’ performance with resolving social conflicts. For example, Patrick was occasionally observed crying in response to a social conflict, which was followed by engaging in additional emotional self-regulation behaviors (e.g., take deep breaths, drink some water) and then successfully resolving the conflict. However, given that participants were successful in resolving social conflicts albeit experiencing emotional responding, the likelihood that emotional responses hindered learning problem-solving skills is low. Data were not collected on emotional responding; however, the team anecdotally observed that emotional responding decreased as participants learned to use the problem-solving worksheet. Future research should consider measuring emotional responding when teaching individuals to resolve social conflicts and may also investigate the role of emotion-regulation repertoires on problem-solving skills of individuals with ASD.

One potential limitation of the study is that we did not assess whether the trained problem-solving repertoires specifically came under the stimulus control of problems. Put another way, although the training procedure trained participants to identify problems and to discriminate which social situations were problems, we did not formally collect data on whether such discrimination was occurring. Although formal data were not collected on unnecessary or inappropriate application of problem-solving skills, the research team anecdotally reported that they never observed this to occur.

Another limitation of the study is that procedural fidelity data were not collected, so the degree to which procedures were implemented with fidelity is unknown. In addition, social validity information was not collected from family members. Given that social conflicts often occurred between the participants and their family members, future research could assess the family members’ impressions of the intervention by collecting social validity information from family members with whom conflicts typically occurred

Probably the most notable limitation of the study was that all solutions effectively resolved the current social conflict, because we primed the people who had social conflicts with the participants to make sure the participants’ solutions were successful. This was done by vocally instructing individuals present within the session that if a social conflict arose between them and the participant, they should allow whatever solution is presented by the participant to resolve the social conflict. In other words, whatever solution the participant proposed received functional reinforcement by the conflict being resolved. This was done to ensure the problem-solving sequence resulted in reinforcement; however, the schedule of reinforcement for problem solving in the natural environment is certainly not fixed. Future research should make a transition to a variable schedule of reinforcement when teaching problem-solving skills. In addition, when a strategy to resolve a conflict fails, one must engage in a subsequent behavior chain of problem solving. Therefore, future research should investigate the additional problem-solving steps required when an initial solution is unsuccessful.

Overall, the current study was successful in teaching three individuals with ASD to resolve social conflicts occurring in their every-day lives using a problem-solving worksheet, multiple exemplar training, error correction, rules, and reinforcement. In addition, the results of this study indicate that acquired skills for problem resolution successfully generalized to untrained social conflicts and maintained after training. The most notable aspect of the study was that the findings of this study indicate that overt precurrent behaviors, such as completing a worksheet, were not needed by participants to successfully resolve social conflicts after receiving training in engaging in such precurrent behaviors. As noted by Frampton and Shillingsburg ( 2018 ), it is important to identify efficacious methods for teaching complex skills, such as resolving social conflicts, that often occur at the covert level. Finally, it should be noted that according to traditional psychology, problem solving is associated with executive function (EF; Zelazo et al., 1997 ). In our clinical practice, skills associated with EF have become a requested repertoire to be targeted during behavioral intervention. For example, individualized educational planning (IEP) team members and parents have requested goals related to EF skills. The findings of this study demonstrate that behavioral procedures can be used to address a skill that is traditionally categorized as being an EF skill.

Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial & Special Education, 23 (5), 279–288. https://doi.org/10.1177/07419325020230050301

Article   Google Scholar  

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC.

Axe, J. B., Phelan, S. H., & Irwin, C. L. (2019). Empirical evaluations of Skinner’s analysis of problem solving. Analysis of Verbal Behavior, 35 (1), 39–56. https://doi.org/10.1007/s40616-018-0103-4

Article   PubMed   Google Scholar  

Bernard-Optiz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism & Developmental Disorders, 31 (4), 377–384. https://doi.org/10.1023/A:1010660502130

Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29 (3), 180–200. https://doi.org/10.1016/j.dr.2009.05.002

Bonete, S., Calero, M. D., & Fernández-Parra, A. (2015). Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: A preliminary study. Autism, 19 (4), 409–420.

Bourret, J., Vollmer, T. R., & Rapp, J. T. (2004). Evaluation of a vocal mand assessment and vocal mand training procedures. Journal of Applied Behavior Analysis, 37 (2), 129–144. https://doi.org/10.1901/jeab.2010.93-455

Article   PubMed   PubMed Central   Google Scholar  

Feldman, M. A., Case, L., Rincover, A., Towns, F., & Betel, J. (1989). Parent education project III: Increasing affection and responsivity in developmentally handicapped mothers: Component analysis, generalization, and effects on child language. Journal of Applied Behavior Analysis, 22 (2), 211–222. https://doi.org/10.1901/jaba.1989.22-211

Frampton, S. E., & Shillingsburg, M. A. (2018). Teaching children with autism to explain how: A case for problem solving? Journal of Applied Behavior Analysis, 51 (2), 236–254. https://doi.org/10.1002/jaba.445

Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134 (1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31

Hudson, A. M. (1982). Training parents of developmentally handicapped children: A component analysis. Behavior Therapy, 13 (3), 325–333. https://doi.org/10.1016/S0005-7894(82)80041-5

Kisamore, A. N., Carr, J. E., & LeBlanc, L. A. (2011). Teaching preschool children to use visual imagining as a problem-solving strategy for complex categorization tasks. Journal of Applied Behavior Analysis, 44 (2), 255–278. https://doi.org/10.1901/jaba.2011.44-255

Lora, C. C., Kisamore, A. N., Reeve, K. F., & Townsend, D. B. (2019). Effects of a problem-solving strategy on the independent completion of vocational tasks by adolescents with autism spectrum disorder. Journal of Applied Behavior Analysis, 53 (1), 175–187. https://doi.org/10.1002/jaba.558

Luciano, C., Gil-Luciano, B., Barbero, A., & Molina-Cobos, F. (2020). Perspective-taking, empathy, and compassion. In M. Fryling, R. Rehfeldt, J. Tarbox, & L. Hayes (Eds.), Applied behavior analysis of language and cognition: Core concepts and principles for practitioners . Context Press.

Google Scholar  

Palmer, D. C. (1991). A behavioral interpretation of memory. In L. J. Hayes & P. N. Chase (Eds.), Dialogues on verbal behavior (pp. 261–279). Context Press.

Palmer, D. C. (2009). Response strength and the concept of the repertoire. European Journal of Behavior Analysis, 10 (1), 49–60. https://doi.org/10.1080/15021149.2009.11434308

Park, H. S., & Gaylord-Ross, R. (1989). A problem-solving approach to social skills training in employment settings with mentally retarded youth. Journal of Applied Behavior Analysis, 22 (4), 373–380.

Rodriguez, N. M., Levesque, M. A., Cohrs, V. L., & Niemeier, J. J. (2017). Teaching children with autism to request help with difficult tasks. Journal of Applied Behavior Analysis, 50 (4), 717–732. https://doi.org/10.1002/jaba.420

Sautter, R. A., LeBlanc, L. A., Jay, A. A., Goldsmith, T. R., & Carr, J. E. (2011). The role of problem solving in complex intraverbal repertoires. Journal of Applied Behavior Analysis, 44 (2), 227–244. https://doi.org/10.1901/jaba.2011.44-227

Shillingsburg, M. A., Valentino, A. L., Bowen, C. N., Bradley, D., & Zavatkay, D. (2011). Teaching children with autism to request information. Research in Autism Spectrum Disorders, 5 (1), 670–679. https://doi.org/10.1016/j.rasd.2010.08.004

Skinner, B. F. (1953). Science and human behavior . Free Press.

Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis . Prentice-Hall.

Skinner, B. F. (1984). An operant analysis of problem solving. Behavioral & Brain Sciences, 7 , 583–613. https://doi.org/10.1017/S0140525X0002741

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization 1. Journal of Applied Behavior Analysis, 10 (2), 349–367. https://doi.org/10.1901/jaba.1977.10-349

Szabo, T. (2020). Problem solving. In M. Fryling, R. Rehfeldt, J. Tarbox, & L. Hayes (Eds.), Applied behavior analysis of language and cognition: Core concepts and principles for practitioners . Context Press.

Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27 (2), 75–92. https://doi.org/10.1002/bin.1339

Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1 (2), 198–226. https://doi.org/10.1037/1089-2680.1.2.198

Download references

Acknowledgments

Victoria D. Suarez is Latina, Adel C. Najdowski is bi-racial: Latina and White, Jonathan Tarbox is White, Emma I. Moon is White, Megan St. Clair is White, and Peter Farag is Egyptian. We thank Jasmyn Pacheco, Lauri Simchoni, and Bryan Acuña for their assistance with this project.

Author information

Authors and affiliations.

Endicott College, Beverly, MA, USA

Victoria D. Suarez

Pepperdine University, Malibu, CA, USA

Adel C. Najdowski & Emma Moon

University of Southern California, Los Angeles, CA, USA

Jonathan Tarbox

Halo Behavioral Health, Valley Village, California, USA

Emma Moon, Megan St. Clair & Peter Farag

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Adel C. Najdowski .

Ethics declarations

Conflict of interest.

The authors declare that they have no conflict of interest.

Informed Consent

Informed consent was obtained by all human participants using a consent form approved by Endicott College’s IRB.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Suarez, V.D., Najdowski, A.C., Tarbox, J. et al. Teaching Individuals with Autism Problem-Solving Skills for Resolving Social Conflicts. Behav Analysis Practice 15 , 768–781 (2022). https://doi.org/10.1007/s40617-021-00643-y

Download citation

Accepted : 05 August 2021

Published : 30 August 2021

Issue Date : September 2022

DOI : https://doi.org/10.1007/s40617-021-00643-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Executive function
• Perspective taking
• Problem solving
• Social conflict
• Find a journal
• Publish with us
• Track your research

Can we help you find something?

Contact us today if you have any questions or suggestions.  We will work around the clock to assist you!

Confirmation

Contact us 24/7.

• Create an account

Engaging Work Tasks at Your Fingertips

Search through thousands of quality teaching materials that will help your students reach their learning goals.

View All or select a category.

• Australia/UK
• Digital No-Print Activities
• Early Childhood
• Fine Motor Skills
• Gross Motor Skills
• Holiday/Seasonal
• IEP Goal Skill Builder Packets
• Independent Functioning
• Language/Speech
• Learning Bags
• Meet My Teacher
• Occupational Therapy
• Physical Education
• PRINT and GO Resources
• Social Skills
• Social Studies
• Task Box Filler Activities
• Teacher Resources
• Visual Schedules

Select a Domain

Select an IEP domain and you'll find thousands of  free IEP goals, along with teaching materials to help your students master each goal.

• Academic - Math
• Academic - Reading
• Academic - Writing
• Communication & Language
• Social/Emotional

PRINT and GO Resource Sale

All of our PRINT and GO Resources are 20% off to help your students practice IEP goals and academic skills at home.

Add PRINT and GO Resources to your cart and apply coupon code PRINT to see the discount. Limited time offer.

• Problem Solving
• Free IEP Goal Bank

Our Mission

Our mission is to enhance special needs classrooms around the globe with engaging "hands-on" learning materials and to provide effective resources for Special Education teachers and therapists to share with their students.

[email protected]

Follow us on Facebook!

When you sign up for an account, you may choose to receive our newsletter with educational tips and tricks, as well as the occasional special freebie! Sign me up!

Information

• About Us: What's Our Story?
• Purchase Orders
• Privacy Policy
• Terms of Use
• Returns & Exchanges

Customer Service

• Education Team Members
• Gift Vouchers
• Order History
• My Teacher's Wish List

Autism Educators, Inc. © 2012-2024

Your cart is empty

Best-selling tees & hoodies.

Explore our top selling sensory-friendly t-shirts, hoodies and apparel, made for the...  

Estimated total

💚 Free Shipping on Your Order Over $99!

♾️ Tees & Hoodies Made for the Autism Community

Autism and Puzzle Solving: Building Skills for Life

Autism is a neurodevelopmental disorder that affects individuals in various ways. Puzzle solving has been found to be a beneficial activity for individuals with autism, as it helps develop cognitive skills, problem-solving abilities, and visual-spatial abilities. In this article, we will explore the importance of puzzle solving for individuals with autism, the types of puzzles that are suitable for them, and the numerous benefits of incorporating puzzle solving into their daily lives. We will also discuss strategies for introducing puzzle solving to individuals with autism and how to support them in this activity. Finally, we will share success stories of how puzzle solving has positively impacted individuals with autism, highlighting their improved cognitive abilities, enhanced problem-solving skills, increased social interaction, and greater sense of achievement.

Key Takeaways

• Puzzle solving can promote cognitive development and improve problem-solving skills in individuals with autism.
• It enhances visual-spatial abilities and helps develop attention and focus.
• Jigsaw puzzles, logic puzzles, pattern recognition puzzles, and maze puzzles are suitable for individuals with autism.
• Puzzle solving can improve fine motor skills and enhance social skills.
• Introducing puzzle solving in structured environments with visual supports and using reinforcement and rewards can be effective strategies.

Understanding Autism

What is Autism?

Autism, also known as Autism Spectrum Disorder (ASD), is a neurodevelopmental condition characterized by social communication challenges and restricted, repetitive patterns of behavior. It is important to understand that autism is not a disease or a result of bad parenting. Autism is a unique way of experiencing the world, and individuals with autism have diverse strengths and abilities.

• Autism is a spectrum disorder, meaning that it affects individuals differently and to varying degrees.
• Common signs of autism include difficulties in social interaction, communication, and engaging in repetitive behaviors.
• Autism is a lifelong condition, but with the right support and interventions, individuals with autism can lead fulfilling and meaningful lives.

Tip: Embrace the strengths and talents of individuals with autism, and create an inclusive and supportive environment that celebrates their unique abilities.

Autism Spectrum Disorders

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by social communication challenges and restricted , repetitive patterns of behavior. It encompasses previous separate diagnoses such as Autistic disorder, Asperger Syndrome, and PDD-NOS. The DSM-5 criteria for diagnosing ASD include persistent deficits in social communication and social interaction, as well as restricted, repetitive patterns of behavior, interests, or activities. Diagnosing ASD involves a complex process of assessment and observation, often requiring the expertise of multiple professionals.

Causes of Autism

The exact causes of Autism Spectrum Disorder (ASD) are still unknown. However, experts believe that a combination of genetic and environmental factors play a role in its development. Research suggests that certain genes, brain structure abnormalities, and chemical imbalances in the brain may contribute to the development of ASD. While the exact cause may be unclear, it is important to note that autism is not caused by vaccines or parenting styles.

Signs and Symptoms

Autism is characterized by persistent deficits in social communication and social interaction across multiple contexts. Individuals with autism may have difficulty understanding and responding to social cues, maintaining eye contact, and expressing or understanding emotions. They may also exhibit repetitive behaviors, insistence on routine, intense or focused interests, and sensory sensitivities . These characteristics must cause clinically significant impairment in social, occupational, or other important areas of functioning. It's important to note that autism is not solely due to developmental delay. Diagnostic criteria for autism include persistent deficits in social communication and social interaction, as well as restricted, repetitive patterns of behavior, interests, or activities.

The Importance of Puzzle Solving

Cognitive Benefits of Puzzle Solving

Engaging in puzzle activities can enhance cognitive function, improve memory, and promote overall mental well-being. Puzzle solving stimulates critical thinking and problem-solving skills, allowing individuals with autism to exercise their cognitive abilities. It also provides a sense of accomplishment and satisfaction when a puzzle is successfully completed. Additionally, puzzle solving can help individuals with autism develop patience, perseverance, and attention to detail. By engaging in puzzle solving, individuals with autism can strengthen their cognitive skills and build a foundation for lifelong learning and success.

Improving Problem-Solving Skills

Developing problem-solving skills is crucial for individuals with autism. By engaging in puzzle solving activities, they can enhance their ability to think critically, analyze information, and find creative solutions. Puzzle solving provides a structured and engaging way to practice problem-solving skills, allowing individuals with autism to develop and strengthen this important cognitive ability. Additionally, puzzle solving can help individuals with autism improve their attention to detail, spatial reasoning, and logical thinking. It is a fun and effective way to promote cognitive development and boost confidence.

Enhancing Visual-Spatial Abilities

Developing strong visual-spatial abilities is crucial for individuals with autism. These skills involve understanding and interpreting visual information, such as shapes, patterns, and spatial relationships. Visual-spatial abilities play a significant role in problem-solving, decision-making, and navigation. They are essential for activities like assembling puzzles, reading maps, and recognizing objects in the environment.

To enhance visual-spatial abilities in individuals with autism, various strategies can be implemented:

• Engage in activities that involve visual-spatial processing, such as jigsaw puzzles and pattern recognition puzzles.
• Provide visual supports, such as visual cues and diagrams, to help individuals understand and interpret visual information.
• Create a structured environment that promotes organization and orderliness.

Tip : When introducing puzzles, start with simpler ones and gradually increase the complexity to match the individual's skill level.

Developing Attention and Focus

Developing attention and focus is crucial for individuals with autism. It allows them to stay engaged and complete tasks effectively. Here are some strategies to help improve attention and focus:

• Create a structured environment that minimizes distractions.
• Use visual supports, such as schedules and visual timers, to provide clear expectations.
• Break tasks into smaller, manageable steps.
• Provide positive reinforcement and rewards for staying focused.

Remember, developing attention and focus is a skill that can be cultivated over time with patience and support.

Types of Puzzles for Individuals with Autism

Jigsaw Puzzles

Jigsaw puzzles are a popular choice for individuals with autism. These puzzles provide a tactile and visual experience, allowing individuals to engage their fine motor skills and spatial awareness. The process of fitting the pieces together can be both challenging and rewarding, promoting problem-solving abilities and a sense of accomplishment. Jigsaw puzzles come in a variety of themes and difficulty levels, allowing individuals to choose puzzles that match their interests and abilities. Whether it's a puzzle featuring animals, landscapes, or characters from their favorite movies, jigsaw puzzles offer a fun and engaging activity for individuals with autism.

Logic Puzzles

Logic puzzles are a fantastic way to challenge the mind and develop critical thinking skills in individuals with autism. These puzzles require analytical thinking and problem-solving abilities , allowing individuals to exercise their cognitive abilities while having fun. By engaging in logic puzzles, individuals with autism can enhance their logical reasoning and decision-making skills . Additionally, logic puzzles provide a sense of accomplishment and satisfaction when solved, boosting self-esteem and confidence. Incorporating logic puzzles into daily life can be a stimulating and enjoyable activity for individuals with autism, promoting cognitive development and fostering a love for problem-solving.

Pattern Recognition Puzzles

Pattern recognition puzzles are a valuable tool for individuals with autism. These puzzles challenge the brain to identify and understand patterns, which can improve cognitive skills and problem-solving abilities. By engaging in pattern recognition puzzles, individuals with autism can enhance their visual-spatial abilities and develop attention and focus. These puzzles provide a structured and engaging activity that celebrates the unique strengths of autistic individuals. Whether it's finding the missing piece or deciphering a complex pattern, pattern recognition puzzles offer a fun and rewarding experience for individuals with autism.

Maze Puzzles

Maze puzzles are a captivating and stimulating activity for individuals with autism. These puzzles provide a unique opportunity to enhance problem-solving skills and promote cognitive development. By navigating through the twists and turns of a maze, individuals with autism can improve their visual-spatial abilities and develop attention and focus. Maze puzzles also offer a sense of accomplishment and satisfaction when successfully completed. Incorporating maze puzzles into daily life can be a fun and engaging way to build skills for individuals with autism.

Benefits of Puzzle Solving for Individuals with Autism

Promoting Cognitive Development

Promoting cognitive development is crucial for individuals with autism. By providing appropriate stimulation and support, we can help enhance their cognitive abilities. Here are some strategies to promote cognitive development:

• Create a structured environment that fosters learning and exploration.
• Choose puzzles that are challenging yet achievable.
• Provide visual supports such as visual schedules and visual cues.
• Use reinforcement and rewards to motivate and reinforce learning.

Remember, each individual with autism is unique, so it's important to tailor the strategies to their specific needs and abilities.

Improving Fine Motor Skills

Engaging in fine motor skills activities is essential for individuals with autism to enhance their motor coordination, hand dexterity, and overall independence. These activities can include tasks such as manipulating small objects, using scissors, and practicing handwriting. By regularly engaging in fine motor skills activities, individuals with autism can improve their ability to perform everyday tasks and gain a sense of accomplishment. It is important to provide a supportive and structured environment to facilitate their progress. Additionally, incorporating sensory elements, such as tactile materials or fidget toys, can further enhance their engagement and sensory integration.

Enhancing Social Skills

Improving social skills is a crucial aspect of supporting individuals with autism . People with autism often face challenges in social situations and forming meaningful relationships. ABA therapy incorporates social skills training to address these difficulties. Therapists employ various strategies to help individuals with autism initiate conversations, understand body language, and develop appropriate social behaviors. By enhancing social skills, individuals with autism can build stronger connections with their peers and feel more confident in social settings.

Boosting Self-Esteem and Confidence

Boosting self-esteem and confidence is crucial for individuals with autism. It reinforces their belief in their abilities and encourages them to undertake and persevere through challenges. Building self-esteem can be achieved through various strategies, such as:

• Providing positive reinforcement and praise for accomplishments
• Encouraging independence and autonomy
• Fostering a supportive and inclusive environment
• Celebrating individual strengths and achievements

By implementing these strategies, individuals with autism can develop a strong sense of self-worth and confidence, leading to greater overall well-being and success in various aspects of life.

Strategies for Introducing Puzzle Solving to Individuals with Autism

Creating a Structured Environment

For individuals with autism, creating a structured environment is crucial. It promotes a sense of stability and reduces anxiety . By establishing routines and utilizing visual supports, individuals with autism can navigate their daily lives with more ease and confidence. A structured environment provides a predictable and organized space that helps individuals with autism feel secure and supported. It allows them to focus on tasks and activities, improving their attention and concentration. Creating a structured environment is an essential step in introducing puzzle solving to individuals with autism.

Choosing Appropriate Puzzles

When selecting puzzles for individuals with autism, it's important to consider their unique needs and abilities. Tailor the difficulty level to match their cognitive skills, ensuring that the puzzle is challenging but not overwhelming. Choose puzzles with clear visual cues and minimal distractions to help them stay focused. Additionally, select puzzles that align with their interests to keep them engaged and motivated. Remember, the goal is to provide a positive and enjoyable puzzle-solving experience that promotes skill development and boosts self-esteem.

Providing Visual Supports

Visual supports are essential for individuals with autism, as they provide structure and predictability. Consistency with rules is key, and visual schedules, reminders, or written rules can help them understand expectations. These supports can be tailored to the individual's needs and can be created in collaboration with their ABA therapist . By incorporating visual demonstrations and cues, individuals with autism can better navigate their daily routines and tasks. Remember, every individual is unique, so it's important to find strategies that work best for them.

Using Reinforcement and Rewards

Utilize positive reinforcement by providing rewards, praise, or privileges when your teen displays desired behaviors. This encourages them to repeat those behaviors in the future. Operant extinction can be implemented by withholding attention or rewards for unwanted behaviors, decreasing their occurrence over time. Offer prompts to help your teen learn and perform desired behaviors, using verbal, visual, or physical cues. Gradually fade the prompts as they become more independent. Parental involvement is crucial for reinforcing skills and promoting progress in ABA therapy at home.

Incorporating Puzzle Solving into Daily Life

Puzzle Solving as a Leisure Activity

Puzzle solving is not just a leisure activity; it's a gateway to relaxation and mindfulness . As we immerse ourselves in the process of solving puzzles, we can experience a sense of calm and focus. It's a chance to escape from the busyness of everyday life and engage in a soothing and meditative activity. Whether it's a jigsaw puzzle, a logic puzzle, or a pattern recognition puzzle, the act of solving puzzles can provide a much-needed break and a moment of tranquility.

Puzzle Solving in Educational Settings

Incorporating puzzle solving into educational settings can have a profound impact on individuals with autism. Puzzle solving provides a unique opportunity for cognitive development and problem-solving skills enhancement. It helps individuals improve their visual-spatial abilities and develop attention and focus . Here are some strategies for incorporating puzzle solving in educational settings:

• Create a structured environment that promotes engagement and concentration.
• Choose puzzles that are appropriate for the individual's skill level.
• Provide visual supports, such as visual cues or step-by-step instructions.
• Use reinforcement and rewards to motivate and encourage participation.

By integrating puzzle solving into educational settings, we can create an inclusive and stimulating learning environment for individuals with autism.

Puzzle Solving in Therapy

Therapy is an essential component of autism treatment, focusing on improving behavior and social skills. Positive reinforcement is used to encourage desired behaviors and reduce unwanted ones. Speech and Language Therapy helps improve communication skills, while Occupational Therapy focuses on daily living skills. Behavioral Therapy uses positive reinforcement to improve behavior and social skills. Puzzle solving can be incorporated into therapy sessions to enhance problem-solving abilities and promote cognitive development. It provides a structured and engaging activity that celebrates autistic identities and encourages skill building.

Puzzle Solving for Skill Building

Puzzle solving is more than just a leisure activity for individuals with autism. It is a powerful tool for skill building and personal growth. By engaging in puzzles, individuals with autism can develop important cognitive abilities, such as problem-solving skills and attention to detail. Puzzle solving also helps improve fine motor skills and enhances visual-spatial abilities. It provides a structured and engaging way to build skills that can be applied in various aspects of life.

Supporting Individuals with Autism in Puzzle Solving

Understanding Individual Needs

When it comes to individuals with autism, understanding their unique needs is crucial. Each person on the autism spectrum is different, and their support should be tailored to their specific requirements. By recognizing and addressing these needs, we can enhance their skills and promote their growth and development. Diagnosis of Autism and Intellectual Disability involves a complex process of assessment and observation, often requiring the expertise of multiple professionals. It's important to increase awareness and knowledge of these conditions to improve outcomes for individuals affected by them. Additionally, individuals with both autism and intellectual disability may require a comprehensive and multi-faceted approach to support their unique needs.

Providing Guidance and Assistance

When supporting individuals with autism in puzzle solving, it is crucial to provide guidance and assistance tailored to their unique needs. Here are some strategies to consider:

• Use prompts: Guide individuals with verbal, visual, or physical cues to help them find the correct response.
• Model tasks: Show them how to perform tasks, engage in social interactions, or follow routines through visual demonstrations.
• Establish clear rules: Create visual schedules, reminders, or written rules to provide structure and predictability.

Remember, consistency and individualized support are key to fostering success in puzzle solving for individuals with autism.

Encouraging Independence

Encouraging independence is crucial for individuals with autism to develop essential life skills. Here are some strategies to promote independence:

Provide clear and consistent rules at home, using visual schedules and reminders to help them understand expectations.

Gradually fade prompts and cues as they become more independent in executing tasks and behaviors.

Model tasks and social interactions to show them how to perform them.

Reinforce positive actions with praise and incentives to encourage repetition.

Give opportunities for learning new skills, tailored specifically for teenagers.

Remember, consistency and support are key in fostering independence and empowering individuals with autism to thrive.

Adapting Puzzles for Different Abilities

When it comes to puzzle solving, it's important to consider the diverse abilities of individuals with autism. Adapting puzzles can make them more accessible and enjoyable for everyone. Here are some strategies to ensure inclusivity:

• Provide puzzle options with varying difficulty levels
• Use visual supports, such as color-coding or picture cues
• Break down complex puzzles into smaller, manageable parts
• Modify puzzle pieces for easier manipulation

Remember, the goal is to create a positive and empowering puzzle-solving experience for individuals with autism.

Success Stories: How Puzzle Solving has Impacted Individuals with Autism

Improved Cognitive Abilities

Enhancing cognitive abilities is a key benefit of puzzle solving for individuals with autism. Cognitive abilities refer to the mental processes involved in acquiring knowledge, understanding, and problem-solving. By engaging in puzzle solving, individuals with autism can improve their critical thinking and reasoning skills , as well as memory and attention . Puzzle solving also stimulates visual-spatial processing , which is important for tasks such as reading maps or solving complex puzzles. Additionally, puzzle solving can enhance creativity and flexible thinking , allowing individuals with autism to approach challenges from different perspectives.

Enhanced Problem-Solving Skills

Developing problem-solving skills is a crucial benefit of puzzle solving for individuals with autism. Problem-solving is an essential skill that empowers individuals to overcome challenges and find creative solutions. By engaging in puzzle solving, individuals with autism can enhance their ability to think critically, analyze information, and make decisions. This skill is not only valuable in daily life but also in educational and professional settings. Puzzle solving provides a fun and engaging way for individuals with autism to develop and strengthen their problem-solving skills.

Increased Social Interaction

Improving social skills is a crucial aspect of puzzle solving for individuals with autism. Puzzle solving activities provide opportunities for social interaction and collaboration, allowing individuals to practice communication, turn-taking, and teamwork. Engaging in puzzles with others can help individuals with autism develop and strengthen their social skills, fostering meaningful connections and relationships. Through puzzle solving, individuals with autism can enhance their ability to initiate conversations, understand non-verbal cues, and engage in cooperative play. By promoting social interaction, puzzle solving empowers individuals with autism to integrate into society, establish meaningful relationships, and gain independence.

Greater Sense of Achievement

Individuals with autism who engage in puzzle solving often experience a greater sense of achievement. Completing a puzzle, whether it's a jigsaw puzzle, logic puzzle, pattern recognition puzzle, or maze puzzle, provides a tangible result that can boost self-esteem and confidence. The feeling of accomplishment that comes from solving a puzzle can be especially empowering for individuals with autism, as it showcases their problem-solving abilities and showcases their unique strengths. Puzzle solving allows individuals with autism to showcase their intelligence and creativity, and it can be a source of pride and joy. It's a reminder that they are capable of overcoming challenges and achieving success.

Success Stories: How Puzzle Solving has Impacted Individuals with Autism. Puzzle solving has been proven to have a positive impact on individuals with autism. It helps improve cognitive skills, problem-solving abilities , and social interaction. Many individuals with autism have found solace and joy in solving puzzles, as it provides a sense of accomplishment and boosts self-esteem. At Autism Store, we understand the importance of puzzle solving for individuals with autism. That's why we offer a wide range of autism-themed puzzles, including jigsaw puzzles, 3D puzzles, and more. Visit our website to explore our collection and find the perfect puzzle for yourself or your loved ones. Join the puzzle-solving community and experience the benefits it brings to individuals with autism.

In conclusion, the journey of understanding and appreciating individual differences and strengths is crucial in supporting individuals with autism. Embracing these differences can lead to remarkable growth and connection, enabling individuals to build essential life skills and contribute meaningfully to society. It is imperative to focus on remediating all the things that are not going well, and instead, put autistic students in jobs that play to their strengths. This approach fosters independence, social integration, and personal growth, ultimately leading to a more inclusive and supportive environment for individuals with autism.

Frequently Asked Questions

What is autism.

Autism is a neurodevelopmental disorder that affects communication, social interaction, and behavior.

What are autism spectrum disorders?

Autism spectrum disorders (ASD) are a range of conditions characterized by challenges with social skills, repetitive behaviors, and communication difficulties.

What are the causes of autism?

The exact causes of autism are not known, but it is believed to be a combination of genetic and environmental factors.

What are the signs and symptoms of autism?

Signs and symptoms of autism can vary, but common ones include difficulties with social interaction, repetitive behaviors, and challenges with communication.

What are the cognitive benefits of puzzle solving?

Puzzle solving can improve cognitive skills such as problem-solving, attention, and visual-spatial abilities.

How does puzzle solving improve problem-solving skills?

Puzzle solving requires individuals to think critically, analyze patterns, and find solutions, which enhances problem-solving skills.

What types of puzzles are suitable for individuals with autism?

Suitable puzzles for individuals with autism include jigsaw puzzles, logic puzzles, pattern recognition puzzles, and maze puzzles.

How does puzzle solving enhance social skills?

Puzzle solving can promote social interaction, cooperation, and communication when done in a group setting or with a partner.

Leave a comment

Please note, comments need to be approved before they are published.

Keep reading

Autism diagnosis: navigating the family journey.

Explore essential tips for families navigating an autism diagnosis, from support networks to educational resources.

Sensory Issues and the Autism Diagnosis

Explore sensory issues in autism, their impact, and effective management strategies for daily life.

Autism and Comorbid Conditions: Diagnosing the ...

Explore the complexities of autism and its comorbid conditions, focusing on diagnosis, treatment, and real-world impacts.

Collapsible content

Popular articles.

• Empowering Autism Affirmations
• Visual Stimming
• Autism Dating Tips
• Music Sensory Activities
• Best Hobbies for Autistic Adults

More Autism Blog Topics

Explore a diverse range of topics on autism, including symptoms, coping strategies, treatments, family support, employment, and more. Our blog covers everything from communication and sensory overload to autism art, self-care, and mental health, providing valuable resources for the autism community.

• Coping Strategies
• Autism Products
• Family Support
• High-Functioning Autism
• Mental Health
• Sensory Overload
• Communication

Home / Autism Blog / Autism and Puzzle Solving: Building Skills for Life

Stay Connected

Sign up for our latest resources, special offers and tips on creating sensory-friendly spaces.

• Choosing a selection results in a full page refresh.
• Opens in a new window.

Life Skills in Children with Autism

The Importance of Life Skills for Children with Autism

Developing life skills is of paramount importance for children with autism. These skills empower them to navigate their daily lives, foster independence, and enhance their overall quality of life. In this section, we will explore the significance of life skills for children with autism, including the understanding of autism and the benefits of life skills development.

Understanding Autism and Life Skills Development

Autism, or Autism Spectrum Disorder (ASD), is a developmental disorder that affects communication, social interaction, and behavior. Individuals with autism often face challenges in various areas, including communication, social skills, and adaptive behavior. However, with the right support and guidance, these challenges can be overcome through life skills development.

Life skills encompass a wide range of capabilities that enable individuals to function independently and effectively in their daily lives. For children with autism, life skills development involves focusing on essential areas such as communication, social skills, self-care, emotional regulation, and cognitive abilities.

How Life Skills Benefit Children with Autism?

The development of life skills has a profound impact on the lives of children with autism. Here are some key benefits:

• Improved Communication : Enhancing communication skills is crucial for individuals with autism. By honing their communication abilities, children with autism can express their needs, thoughts, and emotions more effectively.
• Enhanced Social Interaction : Building social skills allows children with autism to engage in meaningful interactions and establish connections with others. These skills enable them to navigate social situations, make friends, and develop valuable relationships.
• Greater Independence : Life skills training empowers children with autism to become more self-reliant and independent in their daily lives. By acquiring essential self-care skills and adaptive behaviors, they gain the confidence and competence to perform tasks independently.
• Emotional Regulation : Cultivating emotional regulation skills helps children with autism manage their emotions and cope with stress and anxiety. These skills provide them with effective strategies to regulate their emotional responses and promote their overall emotional well-being.
• Enhanced Cognitive Abilities : Developing cognitive skills, including critical thinking, problem-solving, and cognitive flexibility, equips children with autism with the tools to navigate challenges and adapt to new situations. These skills assist in their cognitive and intellectual growth.

By focusing on life skills development, parents, caregivers, and therapists play a vital role in supporting children with autism to reach their full potential. The acquisition of these skills equips them with the tools necessary to lead fulfilling and independent lives.

Developing Communication Skills

Effective communication skills are essential for children with autism to navigate their daily lives and form meaningful connections with others. In this section, we will explore communication strategies specifically designed for children with autism, as well as methods to enhance both verbal and nonverbal communication.

Communication Strategies for Children with Autism

Children with autism often face challenges in expressing their thoughts, emotions, and needs. Implementing the right communication strategies can help them overcome these obstacles and improve their ability to communicate effectively. Here are some strategies that can be beneficial:

• Visual Supports : Visual aids, such as picture schedules, social stories, and visual cues, can assist children with autism in understanding and following instructions. These visual supports provide a concrete representation of concepts and help foster comprehension and communication.
• Augmentative and Alternative Communication (AAC) : For individuals with limited verbal abilities, AAC systems can be invaluable. These systems include tools like communication boards, sign language, and electronic devices that allow individuals to express themselves using symbols, pictures, or text.
• Social Skills Training : Social skills training focuses on teaching children with autism the necessary skills to engage in social interactions. This training helps them understand social cues, take turns, initiate conversations, and maintain eye contact, ultimately facilitating more meaningful connections with others.

Enhancing Verbal and Nonverbal Communication

Improving both verbal and nonverbal communication skills is crucial for children with autism. Here are some strategies to enhance communication in these areas:

• Speech Therapy : Speech therapy plays a vital role in supporting children with autism in developing their verbal communication skills. Speech therapists use various techniques, such as articulation exercises, language modeling, and auditory training, to improve speech clarity, vocabulary, and sentence formation.
• Pictorial Communication : Using visual supports, such as PECS (Picture Exchange Communication System), can assist children with autism in communicating their wants, needs, and thoughts. PECS involves using pictures or symbols to help individuals initiate and engage in conversations.
• Body Language and Gestures : Nonverbal communication, including body language and gestures, is an essential aspect of communication. Teaching children to recognize and interpret facial expressions, gestures, and body postures can enhance their ability to understand others and express themselves nonverbally.

By implementing effective communication strategies and focusing on both verbal and nonverbal communication, parents and caregivers can support children with autism in developing their communication skills.

Remember that each child is unique, and it's important to tailor these strategies to meet their specific needs and abilities. With patience, practice, and consistent support, children with autism can make significant progress in their communication abilities, leading to improved interactions and a greater sense of connection with the world around them.

Building Social Skills

Developing social skills is a vital aspect of life skills development in children with autism. By focusing on teaching social interaction skills and encouraging social engagement and play, parents and caregivers can support the social development of children with autism.

Teaching Social Interaction Skills

Teaching social interaction skills involves providing children with autism the tools and strategies they need to navigate social situations effectively. Some key strategies that can be helpful include:

• Visual supports : Visual supports, such as social stories or visual schedules, can help children with autism understand social expectations and routines. These visual aids provide a concrete and visual representation of social situations, helping children understand appropriate behaviors and responses.
• Social scripts : Social scripts provide children with autism with predetermined phrases or sentences they can use in social situations. These scripts help children initiate and maintain conversations, ask for help, or express their feelings appropriately.
• Role-playing : Role-playing is an effective technique that allows children with autism to practice social skills in a safe and controlled environment. Through role-playing, children can learn turn-taking, active listening, and other important social skills.
• Structured social activities : Structured social activities, such as group games or cooperative projects, can provide opportunities for children with autism to interact with their peers. These activities can be designed to target specific social skills, such as sharing, taking turns, and following rules.

Encouraging Social Engagement and Play

Encouraging social engagement and play is essential for fostering social skills in children with autism. Here are some strategies to promote social interaction and play:

• Peer modeling : Peer modeling involves pairing a child with autism with a peer who demonstrates appropriate social behaviors. By observing and imitating their peers, children with autism can learn social skills and engage in meaningful play.
• Structured playdates : Organizing structured playdates with peers who are understanding and accepting can provide opportunities for children with autism to practice social skills in a supportive environment. These playdates can be facilitated by parents or caregivers to ensure successful interactions and promote positive social experiences.
• Community programs and support groups : Participating in community programs or joining support groups specifically designed for children with autism can provide opportunities for social interaction and play. These programs often incorporate structured activities and socialization opportunities that cater to the unique needs of individuals with autism.
• Social skills training programs : Enrolling children in social skills training programs can provide systematic and comprehensive instruction in various social skills areas. These programs, often led by professionals with expertise in autism, focus on teaching specific social skills through structured lessons and practice opportunities.

By implementing these strategies and providing children with autism ample opportunities for social interaction and play, parents and caregivers can help them develop and enhance their social skills. Remember, every child with autism is unique, so it's important to tailor the approach to their individual needs and abilities.

Fostering Independence and Self-Care Skills

For children with autism, developing independence and self-care skills is essential for their overall growth and well-being. These skills empower them to navigate daily life with confidence and autonomy. In this section, we will explore two key aspects of fostering independence and self-care skills in children with autism: daily living skills and promoting self-care and personal hygiene.

Daily Living Skills for Autistic Children

Daily living skills encompass a wide range of activities that are important for children with autism to learn and master. These skills enable them to become more self-reliant and participate actively in their daily routines. Some common daily living skills that can be taught to children with autism include:

By incorporating these daily living skills into their routine, children with autism can develop a greater sense of independence and actively contribute to their daily lives.

Promoting Self-Care and Personal Hygiene

Promoting self-care and personal hygiene is crucial for children with autism to maintain good health and well-being. Teaching them self-care skills not only fosters independence but also helps build confidence and self-esteem. Here are some strategies to promote self-care and personal hygiene in children with autism:

• Visual supports: Utilize visual schedules, social stories, and visual cues to help children understand and follow the steps involved in personal hygiene routines, such as brushing teeth, washing hands, and taking a shower.
• Break tasks into smaller steps: Break down self-care tasks into smaller, manageable steps to make it easier for children with autism to learn and follow. For example, breaking down toothbrushing into wetting the toothbrush, applying toothpaste, brushing each tooth, and rinsing.
• Model and practice: Demonstrate the desired self-care behaviors and provide opportunities for children to practice these skills in a supportive and structured environment. Offer praise and positive reinforcement for their efforts and progress.
• Sensory considerations: Recognize and accommodate sensory sensitivities that may impact a child's willingness or ability to engage in self-care activities. Modify the environment, such as using soft towels or adjusting water temperature, to create a more comfortable experience.
• Consistency and routine: Establish consistent daily routines for self-care activities to help children develop a sense of predictability and comfort. Use visual schedules to provide a clear sequence of tasks and reinforce the importance of maintaining personal hygiene.

By focusing on these strategies, parents and caregivers can support children with autism in developing essential self-care and personal hygiene skills, promoting their independence and overall well-being.

As we continue our exploration of developing life skills in children with autism, the next section will delve into the importance of cultivating emotional regulation and strategies to support emotional well-being.

Cultivating Emotional Regulation

Emotional regulation is a vital life skill for children with autism as it helps them manage and express their emotions in a healthy and appropriate manner. Cultivating emotional regulation involves teaching strategies for emotional regulation and providing support for emotional well-being.

Strategies for Emotional Regulation

Children with autism often face challenges in understanding, identifying, and expressing their emotions. Implementing strategies for emotional regulation can greatly assist them in navigating their emotions more effectively. Here are some strategies that can be beneficial:

• Visual Supports : Visual aids, such as emotion charts or visual schedules, can help children with autism recognize and label their emotions. These supports provide a visual representation of different emotions and can aid in developing emotional awareness.
• Social Stories : Social stories are short narratives that describe social situations and appropriate emotional responses. They help children with autism understand various emotions and provide guidance on how to respond in specific scenarios.
• Deep Breathing and Relaxation Techniques : Teaching deep breathing exercises and relaxation techniques can help children with autism manage their emotions. These techniques promote self-calming and provide a sense of control during moments of emotional distress.
• Sensory Strategies : Sensory experiences can significantly impact emotions in children with autism. Implementing sensory strategies, such as providing sensory breaks or using sensory tools like fidget toys, can help regulate emotions by providing sensory input and reducing sensory overload.

Supporting Emotional Well-being

In addition to teaching strategies for emotional regulation, providing ongoing support for the emotional well-being of children with autism is crucial. Here are some ways to support their emotional well-being:

• Emotional Validation : Validating the emotions of children with autism is essential. Acknowledge their feelings and let them know that their emotions are valid and understood. This helps build trust and a sense of emotional security.
• Establishing Routines : Consistent routines provide a sense of predictability and stability, which can contribute to emotional well-being. Establishing daily routines can help children with autism feel more secure and reduce anxiety.
• Encouraging Self-expression : Provide opportunities for children with autism to express their emotions in a safe and supportive environment. Encourage them to use alternative forms of communication, such as visual aids, writing, or drawing, to express their feelings.
• Promoting Positive Relationships : Foster positive relationships and social connections for children with autism. Encourage interactions with peers, siblings, and family members to help them develop social skills and emotional bonds.

By implementing strategies for emotional regulation and providing support for emotional well-being, parents and caregivers can help children with autism develop essential life skills to navigate their emotions more effectively. Remember, each child is unique, so it's important to tailor strategies and support to their individual needs.

Enhancing Cognitive and Problem-Solving Skills

In addition to communication, social, and self-care skills, developing cognitive and problem-solving abilities is crucial for children with autism. These skills play a vital role in their overall development and independence. Let's explore two key aspects of enhancing cognitive and problem-solving skills in children with autism: developing critical thinking and problem-solving abilities, and promoting cognitive flexibility and adaptability.

Developing Critical Thinking and Problem-Solving Abilities

Critical thinking and problem-solving skills enable children with autism to navigate various situations and challenges they may encounter in their daily lives. These skills empower them to analyze information, make informed decisions, and find effective solutions.

To develop critical thinking and problem-solving abilities, parents and caregivers can employ various strategies. One effective approach is using visual supports, such as visual schedules and task analysis, to break down complex tasks into manageable steps. This helps children understand the process and identify potential solutions. Additionally, incorporating problem-solving activities and games into their routines can enhance their analytical thinking and decision-making skills.

Encouraging open-ended questions and providing opportunities for children to express their thoughts and opinions also fosters critical thinking. Engaging in activities that require logical reasoning, such as puzzles and riddles, can further strengthen their problem-solving abilities.

Promoting Cognitive Flexibility and Adaptability

Cognitive flexibility refers to the ability to shift one's thinking, adapt to new situations, and consider alternative perspectives. For children with autism, developing cognitive flexibility is essential as it helps them navigate changes, transitions, and unexpected events.

To promote cognitive flexibility and adaptability, parents and caregivers can incorporate structured activities that introduce new concepts, encourage creative thinking, and provide opportunities for flexible problem-solving. Engaging in pretend play, where children take on different roles and scenarios, can enhance their ability to adapt and think flexibly.

Providing a supportive and predictable environment is also crucial for children with autism to build cognitive flexibility. Establishing routines and gradually introducing changes can help them develop the skills needed to adapt to new situations. It's important to offer guidance and reassurance during transitions, allowing them to adjust at their own pace.

By focusing on developing critical thinking and problem-solving abilities, as well as promoting cognitive flexibility and adaptability, parents and caregivers can empower children with autism to face challenges and navigate their world with confidence. These skills, along with effective communication, social, and self-care skills, contribute to their overall growth and independence. Seeking professional guidance through autism life skills training can provide further support in nurturing these essential skills.

What are some common challenges that children with ASD face when learning life skills?

Children with ASD may face challenges such as difficulty with communication, social interaction, and self-care. Some children may struggle to understand social cues or have difficulty expressing themselves verbally. Others may have sensory issues that make self-care tasks, such as grooming or dressing, challenging.

How can parents and caregivers help teach life skills to children with ASD?

Parents and caregivers can help teach life skills to children with ASD by using visual aids, role-playing activities, and breaking down tasks into smaller steps. Visual aids can help children understand daily routines or social rules, while role-playing activities allow them to practice social skills in a safe environment. Breaking down tasks into smaller steps can also make learning self-care skills more manageable.

Is it possible for children with ASD to learn life skills at their own pace?

Yes! It is important to remember that every child is unique and learns at their own pace. Some children may pick up certain life skills quickly while others may need more time and practice. It is important to be patient and supportive of your child's learning process.

Are there any resources available for parents and caregivers who want to teach life skills to their child with ASD?

Yes! There are many resources available for parents and caregivers who want to teach life skills to their child with ASD. Occupational therapists or speech-language pathologists may be able to provide guidance on teaching specific skills. Additionally, there are many books, websites, and support groups available online that offer tips and strategies for teaching life skills to children with ASD.

In conclusion, teaching life skills to children with ASD is a critical part of their development. By focusing on communication, social interaction, and self-care skills, you can help your child build a foundation for their future success. With patience, persistence, and a willingness to learn, you can help your child with ASD develop the life skills they need to thrive.

• https://www.autismspeaks.org/life-skills-and-autism
• https://www.sarahdooleycenter.org/life-skills-for-autism-education/
• https://tacanow.org/family-resources/life-skills/

Continue Reading

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings
• My Bibliography
• Collections
• Citation manager

Save citation to file

Email citation, add to collections.

• Create a new collection
• Add to an existing collection

Add to My Bibliography

Your saved search, create a file for external citation management software, your rss feed.

• Search in PubMed
• Search in NLM Catalog
• Add to Search

Teaching Individuals with Autism Problem-Solving Skills for Resolving Social Conflicts

Affiliations.

• 1 Endicott College, Beverly, MA USA.
• 2 Pepperdine University, Malibu, CA USA.
• 3 University of Southern California, Los Angeles, CA USA.
• 4 Halo Behavioral Health, Valley Village, California USA.
• PMID: 34484617
• PMCID: PMC8404753
• DOI: 10.1007/s40617-021-00643-y

Resolving social conflicts is a complex skill that involves consideration of the group when selecting conflict solutions. Individuals with autism spectrum disorder (ASD) often have difficulty resolving social conflicts, yet this skill is important for successful social interaction, maintenance of relationships, and functional integration into society. This study used a nonconcurrent multiple baseline across participants design to assess the efficacy of a problem-solving training and generalization of problem solving to naturally occurring untrained social conflicts. Three male participants with ASD were taught to use a worksheet as a problem-solving tool using multiple exemplar training, error correction, rules, and reinforcement. The results showed that using the worksheet was successful in bringing about a solution to social conflicts occurring in the natural environment. In addition, the results showed that participants resolved untrained social conflicts in the absence of the worksheet during natural environment probe sessions.

Keywords: Autism; Executive function; Perspective taking; Problem solving; Social conflict.

© Association for Behavior Analysis International 2021.

PubMed Disclaimer

Conflict of interest statement

Conflict of InterestThe authors declare that they have no conflict of interest.

Problem-solving worksheet

Reinforcement grading scale

Percentage of correct problem-solving steps…

Percentage of correct problem-solving steps emitted by participants

Similar articles

• Teaching Children with Autism to Identify Known and Unknown Information across Self and Others. St Clair M, Najdowski AC, Welsh F, Simchoni L, Milne CM, Fullen JA, Acuña B, Suarez VD. St Clair M, et al. Behav Anal Pract. 2022 Dec 21;16(3):837-848. doi: 10.1007/s40617-022-00768-8. eCollection 2023 Sep. Behav Anal Pract. 2022. PMID: 37680330 Free PMC article.
• Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training. Fredericks BM, Sng SSY, Parry-Cruwys D, MacDonald RPF. Fredericks BM, et al. J Autism Dev Disord. 2023 Mar;53(3):1117-1129. doi: 10.1007/s10803-022-05615-x. Epub 2022 Jun 18. J Autism Dev Disord. 2023. PMID: 35717449
• Teaching children with autism to respond to disguised mands. Najdowski AC, Bergstrom R, Tarbox J, Clair MS. Najdowski AC, et al. J Appl Behav Anal. 2017 Oct;50(4):733-743. doi: 10.1002/jaba.413. Epub 2017 Sep 13. J Appl Behav Anal. 2017. PMID: 28901545
• The effect of caregiver-delivered social-communication interventions on skill generalization and maintenance in ASD. Hong ER, Neely L, Gerow S, Gann C. Hong ER, et al. Res Dev Disabil. 2018 Mar;74:57-71. doi: 10.1016/j.ridd.2018.01.006. Epub 2018 Jan 20. Res Dev Disabil. 2018. PMID: 29360047 Review.
• [Social skills training groups for children and adolescents with Asperger syndrome: A review]. Andanson J, Pourre F, Maffre T, Raynaud JP. Andanson J, et al. Arch Pediatr. 2011 May;18(5):589-96. doi: 10.1016/j.arcped.2011.02.019. Epub 2011 Apr 1. Arch Pediatr. 2011. PMID: 21458972 Review. French.
• Examination of Ethical Decision-Making Models Across Disciplines: Common Elements and Application to the Field of Behavior Analysis. Suarez VD, Marya V, Weiss MJ, Cox D. Suarez VD, et al. Behav Anal Pract. 2022 Nov 29;16(3):657-671. doi: 10.1007/s40617-022-00753-1. eCollection 2023 Sep. Behav Anal Pract. 2022. PMID: 37680335 Free PMC article. Review.
• Teaching Children with Autism Spectrum Disorder Desire-Based Emotion Prediction and Cause. Persicke A, Najdowski AC, Tarbox J, St Clair M. Persicke A, et al. Behav Anal Pract. 2022 Dec 6;16(3):826-836. doi: 10.1007/s40617-022-00765-x. eCollection 2023 Sep. Behav Anal Pract. 2022. PMID: 37680329 Free PMC article.
• Agran M, Blanchard C, Wehmeyer M, Hughes C. Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial & Special Education. 2002;23(5):279–288. doi: 10.1177/07419325020230050301. - DOI
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Washington, DC.
• Axe JB, Phelan SH, Irwin CL. Empirical evaluations of Skinner’s analysis of problem solving. Analysis of Verbal Behavior. 2019;35(1):39–56. doi: 10.1007/s40616-018-0103-4. - DOI - PMC - PubMed
• Bernard-Optiz V, Sriram N, Nakhoda-Sapuan S. Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism & Developmental Disorders. 2001;31(4):377–384. doi: 10.1023/A:1010660502130. - DOI - PubMed
• Best JR, Miller PH, Jones LL. Executive functions after age 5: Changes and correlates. Developmental Review. 2009;29(3):180–200. doi: 10.1016/j.dr.2009.05.002. - DOI - PMC - PubMed

Related information

Linkout - more resources, full text sources.

• Europe PubMed Central
• PubMed Central
• Citation Manager

NCBI Literature Resources

MeSH PMC Bookshelf Disclaimer

The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). Unauthorized use of these marks is strictly prohibited.

Social Skills Activities for Children with Autism

AutismTeachingStrategies.com

problem solving

Problem and solution cards ~ fast and fascinating self-awareness project easily completed with child during sessions.

Do-it-yourself social skills cards designed to look like Pokémon and Yu-gi-oh In mental health, special...

What I should have done different – A simple worksheet for children to work on a problem

German translation of this resource: Was-ich-hätte-anders-machen-sollen-ein-einfaches-Arbeitsblatt en español – Lo que debe hacer diferente What...

Mental Health Professionals

School-based professionals, speech professionals.

Special Educator Academy

Free resources, how social problem solving and social skills deficits in autism impact behavior.

Sharing is caring!

In this episode, I am exploring how social skills deficits, and specifically difficulties with social problem solving, impact the behavior of students with autism, particularly those who are working in general education classrooms. One of the areas that I see many students struggle with in schools is how to handle those situations that occur in recess, at lunch, in group assignments or other unstructured times when something unexpected happens. Those are the times that our students with ASD may respond in a way that makes sense to them, but may not always make sense to those around them.

Social competence, which is how I often refer to the larger approach to social skills, is a very huge deal. It encompasses a lot of different skills and abilities. Some of these are specific, definable skills. For instance, when to say hello to someone. But others involve more esoteric, less easily observed skills.

Episode 69 Highlights

In this episode, I’m talking about how deficits in social problem solving puts our students at risk for negative behavior.

I will also talk about why we need to look at social skills and social problem solving as part of our functional behavior assessment .

And why we need to incorporate social problem solving instruction into our students’ curriculum to prevent challenging behavioral issues.

Finally, I’ve got a free tool that to download in the post for this episode that can help to remind them of some social problem solving strategies.

Grab Your Free Option Cards And Check Out The Academy

Come join the Academy and check out the Social Skills course. Grab a free 7-day free trial with the button below.

This week, I am exploring how social skills deficits, and specifically difficulties with social problem solving, impact the behavior of students with autism, particularly those who are working in general education classrooms. One of the areas that I see many students struggle with in schools is how to handle those situations that occur in recess, at lunch, in group assignments or other unstructured times when something unexpected happens. Those are the times that our students with ASD may respond in a way that makes sense to them, but may not always make sense to those around them.

The Student In the Gym

For instance, a student who found himself in a gym locker room unsupervised. Other kids were teasing him and giving him a hard time. He was feeling threatened and wanted them to stop. But he didn’t know how to remove himself from the situation or ask them to stop. He didn’t have the skill or know the right thing to do. So, he said something threatening that he had heard in a movie when someone was feeling uncomfortable. He told them he would come back and beat them up. They left him alone (so it worked), but they also told the principal and he was suspended. Knowing him, he had no intention to act upon that threat. But the other students and administrators wouldn’t know that.

It was poor social problem solving on his part. He didn’t know how to ask them to leave him alone or remove himself from the situation in a more appropriate way. He didn’t have social skills at his finger tips for handling that situation.

But he also couldn’t figure out why they were teasing him and how to address it. He didn’t have the ability interpret what they might be thinking. He simply didn’t have good social problem solving for the situation. And his behavior got him into trouble.

In this episode, I’m talking about how deficits in social problem solving puts our students at risk for negative behavior.

And why we need to incorporate social problem solving instruction into our students’ curriculum to prevent challenging behavioral issues.

Finally, I’ve got a free tool that to download in the post for this episode that can help to remind them of some social problem solving strategies. You can find that at autismclassroomresources.com/episode69.

So let’s get started.

The Impact of Social Problem Solving on Behavior

Students on the spectrum often have difficulty interpreting others’ behavior, predicting what others might be thinking, and determining that right action to take based on particular situations. They often struggle with reading the nonverbal cues of body language and tone of voice. And all of that together means that they can have difficulty knowing how to respond in social situations.

Like the student in the gym, that means that the way they respond to situations may not be the best options. These are students whose challenging behaviors are often more esoteric than just aggression. It might be categorized as a “meltdown.” Or it might be a group of behaviors that get conveyed as being rude, uncommunicative, shutting down, refusing to participate in activities, etc.

Sometimes these behaviors look just rude or antisocial rather than being a result of not being able to “read the room” or understand the social context. But they also sometimes lead to some big social misunderstanding that can get these students into bigger trouble.

The Importance of Social Problem Solving in Behavior Assessment and Support

Given the impact that social problem solving deficits can have on these students’ behavior, it’s critical that we address them in our assessments and interventions. That leads to two avenues.

In the FBA, we need to include a focus on their social skills and problem solving. We probably don’t need a formal assessment tool. But in our interviews and observations, we should be looking for how the student manages in social situations.

Then, in our interventions, we should be including strategies for addressing social problem solving. These are critical replacement skills given that some of the challenging behaviors may be the result of poor social problem solving and deficits in social skills. And we need to make sure that this training is intensive and not just happening as needed. If students are demonstrating challenging behavior, they need explicit interventions.

Teaching Social Problem Solving to Prevent Challenging Behavior

If the student’s behavior does not rise to the level of needing an FBA (yet), then we should be thinking about how we can prevent that from happening. Many of our students on general education standards don’t get social skills instruction because it isn’t part of their academic curriculum. But they will struggle in the long run without it. So we need to make it a priority. So here are 2 strategies that are fairly easy to implement in the classroom that can help.

Social Narratives, Role Playing, Reinforcement

Social narratives are one strategy that we can use to teach our students how to solve social problems. Narratives are like Social Stories™️ and are designed to describe social situations. The most important component of social narratives for these students are that they should highlight others’ perspectives of the social situation. They should also present options to the student about how to handle the situation and how those actions might be interpreted by others.

Social narratives are also used in combination with other interventions. They aren’t a quick fix that works on their own. I have had some students who respond really well to them. Others who didn’t respond at all. Typically, they have worked as a great way to introduce information to the students. But they aren’t necessarily the behavior change agent for instruction. That is going to take practice.

For practice we need to do role playing, practice, and feedback. We can use video modeling. Students can practice with others or with adults. And we need to reinforce them. So there is a lot of explicit instruction that needs to happen as well as part of a social skills curriculum. Tools such as Michelle Garcia Winner’s Social Thinking and Scott Bellini’s Building Social Relationships are both good resources for these.

Option Cards

And that brings me to a second tool that I wanted to highlight in this episode. Option cards are simply visual supports that remind students of what their options are. You know that student who always calls out whenever he needs help? He doesn’t know to wait his turn. Or he doesn’t know to ask a friend. And instead he’s always calling out in class and interrupting.

Option cards are a way of reminding him what he could do instead. So in the case of the interrupting student, you might have an option card that says, If I don’t know what to do, I could raise my hand and ask for help, or I could ask a friend. You can tape it to his desk or put it in his pocket or notebook as a reminder.

You can also use them to help prevent more significant challenging behaviors. So some students I’ve worked with have an option card that says, “If I get upset, I can ask for a break or get a fidget.” I’ve had option cards for students during PE that said, “If I lose the game, I could congratulate the other team or go get a drink of water.” The second option may not be the most socially appropriate, but it’s better than screaming at the other team and denying that they won.

And I have a free option card that you can download in the resource library. You can sign up and grab it at autismclassroomresources.com/episode69.

Other Tools

Obviously there are tons of other tools that we can use to address social problem solving, like contingency maps , some of the self-regulation tools I talked about in episode 67 and social skills instructional strategies. But the key is that we need to be addressing these issues for these students. Often times we forget that they need this as explicit instruction. And it’s not included in the general education academic curriculum. We need to advocate for the needs for these students to learn these skills to avoid behavior but also to promote success within and after school.

So head over to the website page for this episode at autismclassroomresources.com/episode69 to grab your free option cards and contingency maps. And if you are interested in learning more about how to teach social competency, we have a whole course on teaching the specific skills for all different populations, including autism, in the Special Educator Academy. So, come join us for a 7-day free trial of the Academy at specialeducatoracademy.com

And I would love to hear about how you teach social problem solving to your students. So if you are an educator, hop over to the free Facebook group at specialeducatorsconnection.com and share.

Never Miss An Episode!

Grab a Free Resource

(and get free tips by email)

Training & Professional Development

• On-Site Training
• Virtual Training

Privacy Policy

Disclosures and copyright.

• Core Beliefs

Unlock Unlimited Access to Our FREE Resource Library!

Welcome to an exclusive collection designed just for you!

Our library is packed with carefully curated printable resources and videos tailored to make your journey as a special educator or homeschooling family smoother and more productive.

HURRY – ONLY ONE WEEK LEFT! The Road to Regulation Bundle features over $500 in savings! Learn more →

Problem-Solving Skills in Children with Autism

Anecdotal reports have long suggested that people with autism spectrum disorders (ASD) are better at math than their neurotypical peers, but there has not been enough research to substantiate the claim. Vinod Menon, professor of psychiatry and behavioral sciences at Stanford University, led a study designed to reveal connections between mathematical skill and ASD . The results suggest that there may be a link between enhanced math or problem-solving performance and ASD due to neuroplasticity in the brain.

The subjects of the study comprised of 36 children—18 with ASD and 18 typically developing. There were 14 boys and four girls aged seven to 12 in each group. The two groups were age, gender, and IQ-matched. The children with autism were verbal and had normal IQs.

Each child took a standardized math test. The results showed that the ASD group performed better numerical and mathematical ability. To further investigate the performance gap, the children were then ask to complete 18 simple addition problems and explain their accompanying thought process. The explanations included recall, counting, and decomposition—a technique that involves breaking problems into simpler components. The children with ASD used decomposition 22% of the time—twice as much as the neurotypical children.

These findings could indicate that children with autism are “at a more advanced stage of math development than their peers,” according to Menon.

Afterwards, the children were asked to complete a set of problems while inside an fMRI (functional magnetic resonance imaging) scanner. The researchers observed that the same brain areas are active while doing math for children with and without ASD; however, there was a difference between groups in the the use the ventral temporal-occipital cortex (VTOC), a part of the brain used for processing visual information, words, numbers, and faces.

There was a correlation between problem-solving skills and a deviation from typical neural patterns. The children with ASD whose VTOCs were most different from those of the typically-developing group also exhibited the best math skills. Although this association was clear in the children with ASD, it was not present in the neurotypical children.

These findings suggest that highly plastic sectors in the brains of people with autism are repurposed for other tasks. Menon explains that “There’s a lot of competition for this cortical space” and that the neuroplasticity of the region may allow the development of “specialized expertise in areas such as math.”

This research is published in the journal Biological Psychiatry .

Previous news in autism:

• Single gene deletions associated with autism
• Boys with autism play more video games

Professionals

Events Calendar

Safe and Sound Protocol

Integrated Listening System

Rest and Restore Protocol

Return/Cancel

Social Impact Grants

Unyte Provider Criteria

We’re Hiring

We’ll send you the free e-book “Why Effective Processing and Regulation are the Essential Foundation for Health.”

Statements on Unyte’ site have not been evaluated by the FDA, and the products and services are not intended to diagnose, treat, cure, or prevent any disease. Unyte products are not medical devices or medical instruments.

It is solely the responsibility of each user (whether a professional user or personal user) to determine whether the products and/or services may be beneficial for their patients/clients or themselves.

We're not around right now. But you can send us an email and we'll get back to you, asap.

Start typing and press Enter to search

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

The PMC website is updating on October 15, 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Europe PMC Author Manuscripts

Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD.

Young people with autism spectrum disorders (ASDs) are often reported to have difficulty with spontaneously generating plans and strategies to solve new problems [ Channon, Charman, Heap, Crawford, & Rios, 2001 ; Mackinlay, Charman, & Karmiloff-Smith, 2006 ; Minshew, Meyer, & Goldstein, 2002 ]. Compared with tasks with a fixed set of responses, children with ASD can struggle with more “open-ended” cognitive tasks where a range of strategies could be deployed to achieve a particular goal [ White, Burgess, & Hill, 2009 ]. Knowing more about why this occurs is important in both the lab and the real world, as it has implications for adaptive skills and independent living [ Kenworthy, Yerys, Anthony, & Wallace, 2008 ].

Problem Solving in People with ASD

A simple example of this is seen on the Twenty Questions Task (TQT), a verbal problem-solving 1 test based on the traditional guessing game [ Mosher & Hornsby, 1966 ]. In the TQT, the experimenter selects a target from a picture array of everyday objects, and the participant asks a series of questions to establish its identity. Typically, the questions will narrow down possibilities via a categorical hierarchy, such as “Is it living?”, “Is it an animal?” and so on. Compared with age and intelligence quotient (IQ)-matched typically developing (TD) peers, high-functioning children and adults with ASD take more guesses on the game and ask fewer category-based questions [ Minshew, Siegel, Goldstein, & Weldy, 1994 ]. Moreover, the grouping questions used by ASD participants are often too specific: for example, they may ask “Is it something you eat soup with?” when it may be more effective to first ask “Is it something you eat with?” or “Is it cutlery?” [ Alderson-Day & McGonigle-Chalmers, 2011 ].

Because many ASD individuals are able to identify basic categories when they are prompted to on other tasks [ Tager-Flusberg, 1985 ; Ungerer & Sigman, 1987 ], it has been suggested that this reflects a specific problem with “concept formation,” namely a difficulty in organizing a set of items into a new grouping heuristic when this needs to be done spontaneously [ Minshew et al., 2002 ]. But the TQT—and problem-solving more generally—also involves a range of other, complex demands that could be affecting ASD performance.

First, efficient problem solving relies on executive functions (EFs); that is, the set of skills required to retain and manipulate information “on-line” during goal-directed tasks, such as planning, flexibility, selective attention, inhibition and working memory [ Hill, 2004 ]. Two studies by Alderson-Day and colleagues studied the effects of these factors on TQT performance [ Alderson-Day, 2011 ; Alderson-Day & McGonigle-Chalmers, 2011 ]. The typical TQT includes an array of pictures that do not change throughout the task, meaning that participants have to remember their questions “on-line” as they play [ Mosher & Hornsby, 1966 ]. Alderson-Day and McGonigle-Chalmers [2011] tested what effect this has using a version of the TQT based on a Guess Who? board, where participants could knock down items as they searched. Compared with controls, a sample of high-functioning children with ASD had to ask more questions on average to reach the target when they were unable to physically eliminate items.

When items cannot be removed, participants not only have to remember questions, but they also have to selectively attend to relevant information in the visual array. To parse out these demands, a second study by Alderson-Day [2011] provided participants with a written reminder of their questions when knocking down items was prohibited. This eliminated the need for additional questions in the ASD group—even though the visual demands of the task had not changed—implying a problem with memory for questions rather than attention. In addition, the participants in Alderson-Day [2011] appeared to have difficulty with the planning demands of the TQT. Compared with controls, ASD participants could recognize good questions to ask in isolation but struggled to plan a series of questions in advance that would be likely to narrow down options. Thus, while the TQT may require some element of concept formation, problems with working memory and planning also appear to affect ASD problem solving in this case.

Effects of Language on Problem-Solving: The Comparison With Deafness

Another important factor to consider is the role of language skills, which is prompted by similarities in problem solving between ASD and deafness. In a study with deaf schoolchildren, Marschark and Everhart [1999] observed more guessing and less use of category questions in deaf participants compared with hearing participants, with similar problems being evident in a follow-up sample of deaf graduate students. Executive difficulties are sometimes evident in deaf children, usually presenting as problems with self-regulation and impulsivity [see Hauser, Lukomski, & Hillman, 2008 , for a review]. But rather than explain their data in terms of EF skills, Marschark and Everhart proposed that they are likely to reflect the atypical language development that many deaf children experience. Deafness per se is not associated with delays or deficits: if deaf children have early access to language, usually by having deaf parents or relatives who can sign, they tend to develop very good language and cognitive skills [ Mayberry, 2002 ]. However, over 90% of deaf children have hearing parents [ Mitchell & Karchmer, 2004 ], meaning that many will not encounter skilled users of signing until school age, and some may only be encouraged to use spoken language rather than sign. Accordingly, there can be a range of delays in language skills for deaf children [e.g. Blamey, 2003 ; Moeller, Tomblin, Yoshinaga-Itano, Connor, & Jerger, 2007 ], and it has been suggested that this has consequences for language-related cognitive skills, particularly those more dependent on knowledge of spoken English [ Marschark, 2006 ]. For instance, there is evidence of subtle differences in verbal reasoning, categorization and free recall in deaf adults when compared to hearing controls [ Farjardo, Arfé, Benedetti, & Altoé, 2008 ; Koh, Vernon, & Bailey, 1971 ; Marschark, Convertino, McEvoy, & Masteller, 2004 ; McEvoy, Marschark, & Nelson, 1999 ; Ormel et al., 2010 ; Yi et al., 2011 ].

Given the presence of early communication difficulties in ASD [ Boucher, 2012 ], it could be that similar factors affect verbal problem solving in autism. One way to test this is to compare TQT performance in young people with high-functioning autism (HFA) and Asperger syndrome (AS). In contrast to HFA, AS has typically been associated with the presence of intact structural language skills in the first 3 years of life [ American Psychiatric Association, 1994 ; World Health Organization, 1993 ]. In most other respects, however, HFA and AS are considered to be alike [as indicated by the removal of AS as a separate diagnosis in DSM 5; American Psychiatric Association, 2013 ]. While some early studies reported greater EF skills and stronger verbal than nonverbal skills in AS compared with HFA [e.g. Szatmari, Archer, Fisman, Streiner, & Wilson, 1995 ], studies that have controlled for IQ generally find very few cognitive differences at all between the two groups, including similar performance on many EF tasks [ Manjiviona & Prior, 1999 ; Mayes & Calhoun, 2004 ; Ozonoff, South, & Miller, 2000 ]. No studies, however, have compared verbal problem-solving skills of this kind between autism and AS.

If early language skills affect verbal problem solving in ASD, then children with AS should show intact verbal problem-solving skills compared with children with autism. The main aim of the present study was to test this by comparing children with HFA, AS and typical development in their TQT performance. The first hypothesis was that HFA but not AS participants would show impaired performance on the task compared with TD children.

Explaining Differences in Problem-Solving Performance

The second aim of the study was to explain why such a difference might exist by ruling out confounds and identifying potential markers of early language skills. Poor problem-solving performance could just result from problems with question understanding, planning ahead and coming up with new questions on the spot; none of which are necessarily indicative of early language skills [AS participants, for instance, in some cases show an advantage over HFA participants on tests of word fluency; Spek, Schatorje, Scholte, & van Berckelaer-Onnes, 2009 ]. To rule out such differences, three tasks were deployed: a question discrimination (QD) task and a plan construction (PC) task from Alderson-Day [2011] , and a verbal fluency measure. Following prior evidence of generally similar executive and language skills in HFA and AS, we hypothesized that there would be no difference between the two ASD groups on these measures.

For early language skills to have an effect on later problem solving, they would plausibly need to shape how different strategies are internally considered and selected. For instance, early language delays could disrupt the development of inner speech, interfering with self-regulation and verbal deliberation [ Diaz & Berk, 1992 ]. Alternatively, delays in language could lead to visually mediated cognitive strategies taking precedence over verbally mediated ones [ Soulieres et al., 2009 ]. Arguably the most plausible route, though, is via semantic memory. Delays to early communication could disrupt the learning of new semantic groupings and the development of typical associations between exemplars and categories [ Horton & Markman, 1980 ; Marschark et al., 2004 ]. To test this, a novel semantic decision task (SDT) was included in the testing battery. It was hypothesized that HFA but not AS participants would show atypical semantic decision skills and that this would be associated with group differences in problem solving.

Finally, a questionnaire measure of language milestones was deployed as an exploratory tool to assess possible links between language history and task performance. If semantic skills were not observed to explain problem-solving performance, then language milestones could still indicate the presence of an unspecified effect of language delay.

Participants

Fifteen children with AS (14 m; ages 9–16) and 15 children with HFA (14 m: ages 9–18) were recruited from the local area via parent groups and a local autism charity. Participants possessed a diagnosis of either autism or AS in accordance with ICD-10 research diagnostic criteria [ World Health Organization, 1993 ]. All ASD participants were originally diagnosed via contact with local clinical services, where diagnoses are made based on agreement by a multidisciplinary panel and use of the Autism Diagnostic Observation Schedule [ Lord et al., 2000 ] and Autism Diagnostic Interview—Revised [ADI-R: Lord, Rutter, & Couteur, 1994 ]. Five participants had also had their diagnosis confirmed within the past 3 years by a trained researcher using the ADI-R. Exclusion criteria included the presence of any other neurological conditions, specific language impairments (SLIs) or reading difficulties. 2 Fifteen TD children (10 m; ages 9–18) were recruited from a participant database to provide a neurotypical comparison group. All recruitment and study procedures were approved by the University of Edinburgh research ethics committee.

Cognitive abilities were estimated using the vocabulary, similarities and matrix reasoning subtests of the Wechsler Abbreviated Scale for Intelligence [WASI: Wechsler, 1999 ], providing scores for full-scale IQ (vocabulary and matrix reasoning) and verbal IQ (vocabulary and similarities). Pairwise t -tests indicated that the three groups did not significantly differ in IQ, although trends were observed for mean differences in VIQ ( P = 0.089) and, to a lesser extent, FSIQ ( P = 0.098) between HFA and TD participants specifically. While HFA and TD participants were age matched, the HFA group was significantly older than the group of AS participants (HFA > AS, t (28) = 2.157, P = 0.040) 3 ( Table 1 ).

Age and IQ Scores for ASD and TD Participants

AS, Asperger syndrome; HFA, high-functioning autism; n.s., not significant; SD, standard deviation; TD, typically developing.

Materials and Procedure

The first task attempted was the TQT. The task was presented on a board containing pictures of 24 everyday items, displayed in hinged frames (allowing for participants to eliminate items after each question). Participants completed three trials of Twenty Questions: the first two trials allowed item elimination during search by knocking down pictures that were no longer needed. On the last trial, elimination was prohibited, increasing the memory demands of the task. Alongside the game board, a 15” laptop was used to provide a “random selector” animation and audiovisual feedback during the game [for a full explanation of the TQT procedure, see Alderson-Day, 2011 ].

The primary outcome for the TQT was question quality (QQ), defined as the minimum proportion of items eliminated per question. For example, in a set of 10 items including five animals, “Is it an animal?” would eliminate at least half of the items irrespective of the answer, providing a score of 0.5. A direct guess (“Is it the dog?”) would only be guaranteed to eliminate one item out of 10, scoring 0.1. For comparison with previous studies, the number of questions used per trial and percentages of grouping questions and guesses were also recorded.

Following the TQT, participants attempted the QD and PC tasks from Alderson-Day [2011] . For QD, participants were presented with 10 hypothetical scenarios from Twenty Questions and asked to select which of two questions would be the best to ask first in each scenario. Five 12-item scenarios and five 24-item scenarios were presented using a stimulus book. The task was scored for the number of correct answers out of 10.

For PC, participants were presented with an array of 32 possible questions and asked to select five questions that would be useful to use “if we were to play the game again in a moment.” Once five questions were selected, participants were asked to order them in terms of which question they would ask first, second and so on. Responses were scored based on the mean QQ for the five questions selected, assuming a 24-item TQT set. For example, a sequence asking about living things, animals and pets would be guaranteed to eliminate 12, 6 and 3 items on average from the set, and would be allocated scores of 0.5, 0.25 and 0.125. Greater scores indicate greater efficiency of plans.

Verbal fluency

To assess verbal fluency abilities, the letter and semantic fluency subtests from the Addenbrooke’s Cognitive Examination—Revised [ACE-R; Mioshi, et al., 2006 ] were administered. Raw scores for letter fluency (words beginning with “P”) and semantic fluency (animals) were used.

The SDT was based on semantic association measures used by Gaffrey et al. [2007] and Marschark et al. [2004] , and presented on a laptop using E-Prime [ Schneider, Eschman, & Zuccolotto, 2002 ]. Participants viewed a target word (e.g. ANIMAL) and were then asked to judge whether a series of cue words was associated with the target (e.g. DOG, HAMMER, HORSE). In the category condition, the target word was a superordinate category term (such as ANIMAL or TOOL), and the cue words were all basic exemplars, only some of which belonged to the target category. In the exemplar condition, a basic exemplar was the target (e.g. DOG), and the cue words were all superordinate category terms (e.g. ANIMAL, PET, FRUIT). Participants completed three blocks of 10 trials in each condition. Each trial consisted of a target word (2-sec presentation), a 500-msec interval and a cue word, which would remain on screen until the participant responded. Responses were followed by a feedback page (showing “Correct!” or “Incorrect”). Based on prior evidence of intact category identification in ASD [ Minshew et al., 2002 ], the reaction times for accurate responses (indicating semantic association) were used as the primary outcome of the task. In addition, accuracy scores were collected for each condition. 4

Language questionnaire

Parents were asked to indicate (a) age of first word, (b) age of first phrase of two or more words and (c) language ratings at age 3, 5, 7 and current age in relation to other children of the same age. Ratings were made on a Likert scale ranging from 1 (“Much worse than other children of the same age”) to 5 (“Much better than other children”). Items (a) and (b) were chosen based on their standard use in the ADI-R [ Lord et al., 1994 ]. Language ratings beyond age 3 were included to reflect the possibility of later language abilities also having important predictive value [see, e.g. Bennett et al., 2008 ].

Unless otherwise stated, analysis of covariance (ANCOVA) was used to compare the three groups on the main task outcomes. Covariate analysis, using age and VIQ as covariates, was used to account for potential influences of age and general ability. VIQ but not full-scale IQ was included as a covariate because of (a) strong collinearity between scores for both and (b) the greater relevance of VIQ to verbal problem solving. Where dependent variables were nonnormal, nonparametric tests were used (specifically, Kruskal–Wallis tests with Mann–Whitney post-hoc tests when assessing group differences and Spearman’s Rho for correlational analysis).

ANCOVA was first of all applied to performance on the TQT to test the hypothesis that HFA but not AS participants would be less efficient than TD participants in their problem solving. Second, ANCOVAs and Kruskall–Wallis tests were used to assess group differences in QD, planning, fluency and semantic decision. To test their effect on problem solving, they were then also included as covariates in a reanalysis of TQT performance. Finally, correlation and hierarchical regression analyses were used to test for potential predictors of problem-solving performance across all three groups combined.

P -values were not corrected across different tasks because there were deemed to be testing separate questions (namely do the groups differ in problem solving, is that because of clear confounds in other relevant skills, and is it because of a difference in semantic abilities?). Within each task, post hoc comparisons were made using P -values Bonferroni-corrected for the number of pairwise tests between groups.

Comparing Problem-Solving Skills

Table 2 displays the main task outcomes for the TQT. To test overall problem-solving efficiency, an ANCOVA was run comparing mean QQ scores in the three groups. This indicated a main effect of group ( F (2, 40) = 5.303, P = 0.009, eta p 2 = 0.210), alongside covariate effects of VIQ ( F (1, 40) = 4.092, P = 0.001, eta p 2 = 0.244) and age ( F (1, 40) = 5.262, P = 0.027, eta p 2 = 0.116). As hypothesized, pairwise comparisons indicated that HFA participants’ questions were significantly less efficient than those of AS participants ( P = 0.016) and TD participants ( P = 0.029). No difference was observed between AS and TD participants ( P = 1.0).

Mean Task Scores in AS, HFA and TD Participants

AS, Asperger syndrome; HFA, high-functioning autism; n.s., not significant; QQ, question quality; SD, standard deviation; TD, typically developing.

For the secondary outcomes of the TQT, similar group differences were evident for the number of questions on each trial (group main effect: F (2, 40) = 4.056, P = 0.025, eta p 2 = 0.169), although only the HFA vs. TD contrast was significant ( P = 0.032). Use of grouping was high in all groups (60–65%), and on average guesses were used twice as much by ASD participants, but Kruskal–Wallis ANOVAs (used because of skew in the rates of grouping and guessing) indicated no significant group differences (all P > 0.400). A mixed ANCOVA was also used to check for any changes in efficiency across the three task trials. Despite the switch from allowing (trials 1 and 2) to prohibiting elimination (trial 3), no significant trial effects or interactions were evident for QQ (all P > 0.05, all eta p 2 < 0.1), suggesting that overall group differences on these variables were consistent across trials.

Explanations of Problem-Solving Differences

ANCOVA indicated no significant Group effect or any covariate effects on QD (all P > 0.05, all eta p 2 < 0.06). For PC, plan efficiency was significantly influenced by VIQ ( F (1, 40) = 6.658, P = 0.014, eta p 2 = 0.164), but no effects of group or age were observed (all P > 0.05, all eta p 2 < 0.06).

All verbal fluency scores were nonnormal, necessitating the use of nonparametric tests. Kruskal–Wallis tests indicated a trend on letter fluency score ( X 2 (2) = 5.175, N = 45, P = 0.075) and a significant difference on semantic fluency score ( X 2 (2) = 6.33, N = 45, P = 0.042) between the groups. In general, performance was best in TD participants and worst in AS participants (see Table 2 ), but no pairwise differences survived correction for multiple comparisons. To test for potential effects of fluency performance on problem solving, letter and semantic fluency scores were then added separately as covariates to ANCOVAs of TQT QQ. Neither significantly contributed to TQT performance, and all original main effects remained the same (all P > 0.600, all eta p 2 < 0.02).

A 3 × 2 (group × condition) mixed ANCOVA was used to compare reaction times in each group on the SDT. Significant contributions of age ( F (1, 40) = 10.774, P = 0.002, eta p 2 = 0.212) and VIQ ( F (1, 40) = 5.388, P = 0.025, eta p 2 = 0.119) were observed, but no significant effect of group. Nominally, mean reaction times were slower for exemplar-to-category associations than the reverse (see Table 2 ), but no significant difference was observed between the two conditions ( P = 0.154, eta p 2 = 0.050) nor any group × condition interactions.

Accuracy scores for the same task were nonnormally distributed. Kruskal–Wallis tests indicated no significant differences in accuracy on the exemplar condition ( X 2 (2) = 4.295, N = 45, P = 0.117), but a significant contrast for the category condition ( X 2 (2) = 8.462, N = 45, P = 0.012). Mann–Whitney U -tests indicated that AS participants were less accurate than TD participants ( U = 49.50, N = 30, P = 0.042) in their identification of exemplars when provided with a superordinate category (e.g. Does it go with TOOL?). No other pairwise comparisons reached significance (all P > 0.05).

When SDT outcomes were included as covariates in the TQT analysis, no significant covariate effects were observed (all P > 0.300, all eta p 2 < 0.03), suggesting that they could not explain group differences in problem-solving efficiency.

Early language ratings

Language milestones and parent ratings are displayed in Table 3 . Spearman’s correlations were used to assess the validity of language ratings for ages 3 and up, showing moderate correlations with full-scale ( r = 0.26–0.29) and verbal IQ ( r = 0.19–0.30). A hierarchical regression analysis was used to explore potential predictors of problem-solving performance, using mean QQ as the dependent variable. Block 1 included age and gender (as control variables), block 2 added ages of first word and first phrase, and block 3 added language ratings for 3, 5, 7 and current age. The only individual predictor to reach significance in any model was age of first phrase (stan. beta = −0.532, P = 0.029), and while block 2 showed a significant R 2 change over block 1 ( ΔR 2 = 0.145, F (2,44) = 3.492, P = 0.043), none of the resulting models significantly predicted mean QQ (all P > 0.110).

Early Language Milestones and Parent Ratings

AS, Asperger syndrome; HFA, high-functioning autism; SD, standard deviation; TD, typically developing.

The main finding of the study was that HFA participants, but not AS participants, adopted less efficient strategies than TD children during verbal problem solving. As was hypothesized, HFA participants asked questions that eliminated fewer items each time, whereas AS participants performed at a similar level to TD children. This suggests that atypical language development may be important to explaining inefficiencies in the task performance of ASD participants and that prior evidence of problems on the TQT in ASD samples [ Alderson-Day & McGonigle-Chalmers, 2011 ; Minshew et al., 1994 , 2002 ] may only apply to those with experience of language delay. There was also tentative evidence to suggest that age of first phrase acquisition was related to problem-solving performance, although in general early language milestones and ratings from parents did not significantly predict success on the TQT.

Alongside this, AS and HFA participants displayed a very similar profile on a range of other measures. No differences between ASD participants were observed in question understanding, planning and verbal fluency, in support of the hypothesis that such skills would not explain group differences in problem solving. This is consistent with prior reports of comparable EF and fluency skills in autism and AS [ Manjiviona & Prior, 1999 ; Miller & Ozonoff, 2000 ; Verté, Geurts, Roeyers, Oosterlaan, & Sergeant, 2006 ; cf. Spek et al., 2009 ]. It may have been expected that AS participants would be generally be more fluent than HFA participants and thus able to generate questions on the task, but the direction of results indicated the opposite. Furthermore, performance on the task was unrelated to problem-solving efficiency on the TQT.

These results add to the prior findings of Alderson-Day [2011] and Alderson-Day and McGonigle-Chalmers [2011] by suggesting that verbal problem solving might be a specific problem for HFA children, rather than ASD as a whole. Moreover, while those studies identified specific executive demands posed by the TQT, the present study suggests that language background may be more important to understanding why children with ASD struggle to use the most effective questions.

The final hypothesis—that differences on the TQT would map on to underlying differences in semantic skill—was not supported: performance on a SDT was unrelated to success on the TQT. Contrary to predictions, AS rather than HFA participants showed the most atypical performance on this task, scoring lowest for the identification of exemplars for specific superordinate categories. This is consistent with prior evidence of atypical semantic skills in AS compared with TD children ( Kamio et al., 2007 ) but hard to explain in relation to HFA participants. Very few studies have directly compared categorization or other related lexico-semantic skills in AS and HFA, and those that have usually find HFA to be more atypical in profile than AS [e.g. Speirs, Yelland, Rinehart, & Tonge, 2011 ]. In any case, there is little evidence here to suggest that semantic skills provide the link between language history and later problem solving for children with HFA.

One process that could be implicated instead is inner speech (also known as silent speech or internal monologue). Inner speech is often argued to be developmental in origin and has been historically associated with problem solving and self-regulation [ Vygotsky, 1987 ]. Problems with early communicative interaction would in theory impact upon inner speech and its developmental precursor, private speech [ Fernyhough, 1996 ]. Intriguingly, use of private speech appears to be intact in children with ASD and can even enhance their performance on cognitive tasks relative to when they are silent [ Winsler, Abar, Feder, Schunn, & Rubio, 2007 ]. However, a range of studies have indicated that inner speech is less likely to be utilized by people with ASD [ Holland & Low, 2010 ; Wallace, Silvers, Martin, & Kenworthy, 2009 ; Whitehouse, Maybery, & Durkin, 2006 ], and this seems to be particularly the case for more complex planning and problem-solving tasks [ Williams, Bowler, & Jarrold, 2012 ]. If the development and internalization of inner speech was more likely to be disrupted in HFA compared with AS, then this could have long-term consequences for activities like verbal problem solving.

Such an explanation is speculative, but it has specific implications that are testable. One prediction is that there would be differences in inner speech use within the autism spectrum according to language history, at its simplest varying as a function of language delay, or varying with the degree of early communicative impairment in some other way. Another implication is that we should expect similar problem-solving profiles in other children with a history of language difficulties, such as those with a SLI. There is initial evidence to suggest that children with SLI show intact use of inner speech but less internalized use of private speech during planning tasks, implying a delayed development of verbal strategy skills [ Lidstone, Meins, & Fernyhough, 2012 ]. It may be that similar delays in the internalization of self-directed language skills affects ASD as well: a question for future research would be to examine how the relative proportions of private and inner speech use vary for ASD children in relation to their degree of language delay.

Another possibility, not mutually exclusive to the first, is that participants with HFA were more likely than AS or TD participants to adopt other, nonverbal strategies in their approach to the TQT. Anecdotally, there are many accounts of people with ASD preferring to “think in pictures” rather than speech [ Grandin, 1995 ; Kunda & Goel, 2011 ]. Direct experimental comparisons are few, but there is some evidence to suggest HFA but not AS participants respond faster to visuospatial rather than verbal matrix reasoning puzzles [ Sahyoun, Soulières, Belliveau, Mottron, & Mody, 2009 ]. If this were to explain differences in problem-solving skill, the implication would be that ASD individuals with language delay would be more likely to adopt visual strategies than those with more typical language development. As the TQT involves a visual array, visualizing potential groupings or basing questions on concrete and perceptual similarities represent possible ways of attempting the task, but also ones that may not identify the most abstract categories for questioning (such as organic vs. nonorganic entities). Dependence on visual or verbal strategies could be investigated by manipulating levels of perceptual similarity and abstractness in the test materials [for a preliminary example, see Alderson-Day & McGonigle-Chalmers, 2011 ].

It is of course possible that AS and HFA participants were differing in other ways on the task. Given its visual presentation, it could be that HFA participants were narrowly focusing on small groupings at the expense of more global categories, as would be typical of a “local-biased” processing style [ Happé & Frith, 2006 ]. However, signs of local bias are generally evident across the autistic spectrum [e.g. Jolliffe & Baron-Cohen, 1997 ]. It is also not clear why, developmentally, the two groups would be more likely to differ in this regard, but not differ in other ways more closely related to language.

Before discussing the practical implications of these findings, some caveats must be acknowledged. First, the sample size tested here is small, and it was not possible to closely match the participant groups in age and IQ abilities. The analytic method used here to compensate for this (ANCOVA) adjusts for the effects of age and IQ, but it should not be interpreted as fully “controlling” for their influence [ Miller & Chapman, 2001 ]. This is perhaps less of a concern regarding age, as HFA participants were significantly older than AS participants and yet still performed worse on the TQT. That being said, the relatively wide age range may have also obscured important differences in ability, given that executive skills and overall problem-solving competence can change considerably for ASD participants in adolescence [ Van den Bergh, Scheeren, Begeer, Koot, & Geurts, 2014 ]. The inequivalence of the groups is more important regarding VIQ, as theoretically this could have driven group differences in performance despite the statistical correction of using ANCOVA. In mitigation, it is worth noting that group differences between HFA and TD participants have previously been observed in samples closely matched for IQ [ Alderson-Day, 2011 ; Minshew et al., 1994 ] and that HFA participants in the present study performed comparably on almost every other task. Nevertheless, these findings need to be replicated in a larger, more closely matched sample before the potential contributions of age and IQ to group differences in problem solving can be clearly ruled out.

Second, the study did not include a standardized measure of language skills, such as the Clinical Evaluation of Language Fundamentals (CELF) test [ Semel, Wiig, & Secord, 1995 ]. To allow for other experimental tasks to be used in the time allowed, it was not possible to deploy an in-depth language battery in this instance: a larger study with an existing database of ASD participants should be able to achieve this. However, while a standardized language measure was not deployed here, the tasks used covered a range of relevant skills, including lexical knowledge (WASI vocabulary), category knowledge (SDT) and word fluency (ACE-R letter and semantic fluency). Thus, a number of language-dependent skills were accounted for, even if a standardized battery was absent.

Finally, the use of parent’s retrospective reports of early language abilities—which may have occurred over 10 years ago—at best only offer a rough proxy for language skills at the time, and without additional data it is unknown how reliable those ratings truly are. The data provided by families generally fitted existing diagnoses, but only longitudinal data could fully demonstrate relationships between early language and later cognitive skills. Such data would also be important in assessing how problem-solving abilities may change with language skills over time for people with ASD.

Notwithstanding those limitations, the study has a range of potential implications for methods and practice. First, if the TQT and other measures of verbal problem-solving are used with ASD groups [as it is in the Delis Kaplan Executive Function System; Delis, Kaplan, & Kramer, 2001 ], then task performance needs to be considered in the context of current and past language skills. The TQT is not a simple measure of problem solving or concept formation: it is a complex task with considerable executive and linguistic demands. Other cognitive tasks where the most effective strategies are language dependent, and the executive load is high—such as certain types of free recall or counterfactual reasoning—are also likely to create similar problems for HFA individuals.

Second, although the recent changes to diagnostic criteria have eliminated the diagnosis of Asperger disorder [ American Psychiatric Association, 2013 ], these data act as a reminder that variation in language skills and development across the spectrum are important and can impact upon cognition in subtle ways for people with ASD, even if the large majority of cognitive outcomes appear similar. This is likely to be particularly important in educational contexts for understanding what kinds of strategies are going to be most useful for facilitating verbal problem-solving skills in ASD individuals. In social problem-solving training [ Solomon, Goodlin-Jones, & Anders, 2004 ], for example, young people with HFA who have good structural language skills but a history of language delay may still need considerable support for use of new verbal strategies. Alternatively, they may be more likely to benefit from use of visual materials such as decision trees, Venn diagrams or other graphical techniques that can be used to support decision making [ Davies, Stock, & Wehmeyer, 2003 ; Dexter & Hughes, 2011 ]. AS individuals, in contrast, may be better placed to handle the language demands of such training, while still struggling with the social-cognitive aspects of its core content.

Any problem-solving task presents a range of complex demands: verbal problem solving often requires generating linguistic strategies and applying them flexibly to a new situation. The results presented here suggest that even a simple, game-based example of problem solving could be affected by an individual’s developmental background. A replication of this result, with more closely matched groups and a wider age range, would test this more idea more comprehensively. Understanding how language development can selectively affect performance in a range of problem-solving contexts is crucial to developing better educational tools and better support for people with an ASD.

Acknowledgments

This research was completed as part of a doctoral degree by the author at the University of Edinburgh and supported by a University of Edinburgh College of Humanities and Social Sciences Studentship. Margaret McGonigle-Chalmers and Robert Logie are thanked for their help and support for the research. Thanks are also due to Charles Fernyhough for comments on the manuscript. The author declares no conflicts of interest.

The author is currently supported by Wellcome Trust grant WT098455.

1 “Problem solving” is a term that has been applied to a wide range of tasks that can sometimes vary considerably [c.f. Rumsey, 1985 ; Soulieres et al., 2009 ]. Broadly, it is used to refer to tasks or puzzles where the solution is not made apparent in the task materials. More specifically, problem-solving tasks often require (a) the generation of a strategy to achieve success and (b) working through a series of moves or steps towards a solution [ Newell & Simon, 1972 ].

2 One HFA participant had also previously received a diagnosis of attention deficit hyperactivity disorder (ADHD). Because of the high comorbidity of ASD and ADHD [ Leyfer et al., 2006 ], this participant was not excluded, but the data weremarked for later analysis in case of potential outliers in performance. However, all of the participant’s data fell well within range for their group.

3 Parents were also asked to complete a version of the Autism Quotient [AQ-Adolescent; Baron-Cohen, Hoekstra, Knickmeyer, & Wheelwright, 2006 ] about their child as a further means of matching the groups. Questionnaires were available for all but one HFA participant. Both HFA and ASD participants scored higher than TD participants ( P < 0.05). No difference was observed between the ASD groups ( P = 0.596).

4 Participants also initially completed a practice round of identifying four-, six- and eight-letter words without a semantic decision component, but that is not reported here.

• Alderson-Day B. Verbal problem-solving in autism spectrum disorders: A problem of plan construction? Autism Research. 2011; 4 :401–411. doi: 10.1002/aur.222. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Alderson-Day B, McGonigle-Chalmers M. Is it a bird? Is it a plane? Category use in problem-solving in children with autism spectrum disorders. Journal of Autism and Developmental Disorders. 2011; 41 :555–565. [ PubMed ] [ Google Scholar ]
• American Psychiatric Association. DSM-IV: Diagnostic and statistical manual of mental disorders. 4th ed. Washington, DC: American Psychiatric Association; 1994. [ Google Scholar ]
• American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Publishing; 2013. [ Google Scholar ]
• Baron-Cohen S, Hoekstra RA, Knickmeyer R, Wheelwright S. The Autism-Spectrum Quotient (AQ)—adolescent version. Journal of Autism and Developmental Disorders. 2006; 36 :343–350. [ PubMed ] [ Google Scholar ]
• Bennett T, Szatmari P, Bryson S, Volden J, Zwaigenbaum L, et al. Differentiating autism and Asperger syndrome on the basis of language delay or impairment. Journal of Autism and Developmental Disorders. 2008; 38 :616–625. [ PubMed ] [ Google Scholar ]
• Blamey PJ. Development of spoken language by deaf children. In: Marschark M, Spencer P, editors. Oxford handbook of deaf studies, language, and education. New York, NY: OUP; 2003. pp. 232–246. [ Google Scholar ]
• Boucher J. Research review: Structural language in autistic spectrum disorder—Characteristics and causes. Journal of Child Psychology and Psychiatry. 2012; 53 :219–233. [ PubMed ] [ Google Scholar ]
• Channon S, Charman T, Heap J, Crawford S, Rios P. Real-life-type problem-solving in Asperger’s syndrome. Journal of Autism and Developmental Disorders. 2001; 31 :461–469. [ PubMed ] [ Google Scholar ]
• Davies DK, Stock SE, Wehmeyer ML. A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research and Practice for Persons with Severe Disabilities. 2003; 28 :182–193. [ Google Scholar ]
• Delis DC, Kaplan E, Kramer JK. Delis Kaplan executive function system examiner’s manual. San Antonio, TX: The Psychological Corporation; 2001. [ Google Scholar ]
• Dexter DD, Hughes CA. Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly. 2011; 34 :51–72. [ Google Scholar ]
• Diaz RM, Berk LE. Private speech: From social interaction to self-regulation. Hillsdale, NJ: Erlbaum; 1992. [ Google Scholar ]
• Farjardo I, Arfé B, Benedetti P, Altoé G. Hyperlink format, categorization abilities and memory span as contributors to deaf users hypertext access. Journal of Deaf Studies and Deaf Education. 2008; 13 :241–256. [ PubMed ] [ Google Scholar ]
• Fernyhough C. The dialogic mind: A dialogic approach to the higher mental functions. New Ideas in Psychology. 1996; 14 :47–62. [ Google Scholar ]
• Gaffrey MS, Kleinhans NM, Haist F, Akshoomoff N, Campbell A, Courchesne E, et al. Atypical participation of visual cortex during word processing in autism: an fMRI study of semantic decision. Neuropsychologia. 2007; 45 (8):1672–1684. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Grandin T. How people with autism think. In: Schopler E, Mesibov G, editors. Learning and cognition in autism. New York, NY: Springer; 1995. pp. 137–156. [ Google Scholar ]
• Happé F, Frith U. The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders. 2006; 36 :5–25. [ PubMed ] [ Google Scholar ]
• Hauser PC, Lukomski J, Hillman T. Development of deaf and hard-of-hearing students’ executive function. In: Marschark M, Hauser PC, editors. Deaf cognition: Foundations and outcomes. New York, NY: Oxford University Press; 2008. pp. 286–308. [ Google Scholar ]
• Hill EL. Evaluating the theory of executive dysfunction in autism. Developmental Review. 2004; 24 :189–233. [ Google Scholar ]
• Holland L, Low J. Do children with autism use inner speech and visuospatial resources for the service of executive control? Evidence from suppression in dual tasks. British Journal of Developmental Psychology. 2010; 28 :369–391. [ PubMed ] [ Google Scholar ]
• Horton MS, Markman EM. Developmental differences in the acquisition of basic and superordinate categories. Child Development. 1980; 51 (3):708–719. [ Google Scholar ]
• Jolliffe T, Baron-Cohen S. Are people with autism and Asperger syndrome faster than normal on the Embedded Figures Test? Journal of Child Psychology and Psychiatry, and Allied Disciplines. 1997; 38 :527–534. [ PubMed ] [ Google Scholar ]
• Kamio Y, Robins D, Kelley E, Swainson B, Fein D. Atypical lexical/semantic processing in high-functioning autism spectrum disorders without early language delay. Journal of Autism and Developmental Disorders. 2007; 37 (6):1116–1122. [ PubMed ] [ Google Scholar ]
• Kenworthy L, Yerys BE, Anthony LG, Wallace GL. Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review. 2008; 18 :320–338. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Koh SD, Vernon M, Bailey W. Free-recall learning of word lists by prelingual deaf subjects. Journal of Verbal Learning and Verbal Behavior. 1971; 10 :542–547. [ Google Scholar ]
• Kunda M, Goel A. Thinking in pictures as a cognitive account of autism. Journal of Autism and Developmental Disorders. 2011; 41 :1157–1177. [ PubMed ] [ Google Scholar ]
• Leyfer OT, Folstein SE, Bacalman S, Davis NO, Dinh E, et al. Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorders. 2006; 36 :849–861. [ PubMed ] [ Google Scholar ]
• Lidstone JSM, Meins E, Fernyhough C. Verbal mediation of cognition in children with specific language impairment. Development and Psychopathology. 2012; 24 :651–660. [ PubMed ] [ Google Scholar ]
• Lord C, Risi S, Lambrecht L, Cook EH, Leventhal BL, et al. The Autism Diagnostic Observation Schedule— Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders. 2000; 30 :205–223. [ PubMed ] [ Google Scholar ]
• Lord C, Rutter M, Couteur A. Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders. 1994; 24 :659–685. [ PubMed ] [ Google Scholar ]
• Mackinlay R, Charman T, Karmiloff-Smith A. High functioning children with autism spectrum disorder: A novel test of multitasking. Brain and Cognition. 2006; 61 :14–24. [ PubMed ] [ Google Scholar ]
• Manjiviona J, Prior M. Neuropsychological profiles of children with Asperger syndrome and autism. Autism: The International Journal of Research and Practice. 1999; 3 :327–356. [ Google Scholar ]
• Marschark M. Intellectual functioning of deaf adults and children: Answers and questions. European Journal of Cognitive Psychology. 2006; 18 :70–89. [ Google Scholar ]
• Marschark M, Convertino C, McEvoy C, Masteller A. Organization and use of the mental lexicon by deaf and hearing individuals. American Annals of the Deaf. 2004; 149 :51–61. [ PubMed ] [ Google Scholar ]
• Marschark M, Everhart V. Problem-solving by deaf and hearing students: Twenty questions. Deafness & Education International. 1999; 1 :65–82. [ Google Scholar ]
• Mayberry RI. Cognitive development in deaf children: The interface of language and perception in neuropsychology. In: Segalowitz S, Rapin I, editors. Handbook of neuropsychology, Part II. 2nd ed. Vol. 8. Amsterdam, the Netherlands: Elsevier; 2002. pp. 71–107. [ Google Scholar ]
• Mayes SD, Calhoun SL. Influence of IQ and age in childhood autism: Lack of support for DSM-IV Asperger’s disorder. Journal of Developmental and Physical Disabilities. 2004; 16 :257–272. [ Google Scholar ]
• McEvoy C, Marschark M, Nelson D. Comparing the mental lexicons of deaf and hearing individuals. Journal of Educational Psychology. 1999; 91 :312–320. [ Google Scholar ]
• Miller G, Chapman J. Misunderstanding analysis of covariance. Journal of Abnormal Psychology. 2001; 110 :40–48. [ PubMed ] [ Google Scholar ]
• Miller J, Ozonoff S. The external validity of Asperger disorder: Lack of evidence from the domain of neuropsychology. Journal of Abnormal Psychology. 2000; 109 :227–238. [ PubMed ] [ Google Scholar ]
• Minshew NJ, Meyer J, Goldstein G. Abstract reasoning in autism: A dissociation between concept formation and concept identification. Neuropsychology. 2002; 16 :327–334. doi: 10.1037//0894-4105.16.3.327. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Minshew NJ, Siegel DJ, Goldstein G, Weldy S. Verbal problem-solving in high-functioning autistic individuals. Archives of Clinical Neuropsychology. 1994; 9 :31–40. [ PubMed ] [ Google Scholar ]
• Mioshi E, Dawson K, Mitchell J, Arnold R, Hodges JR. The Addenbrooke’s Cognitive Examination Revised (ACE-R): a brief cognitive test battery for dementia screening. International journal of geriatric psychiatry. 2006; 21 (11):1078–1085. [ PubMed ] [ Google Scholar ]
• Mitchell RE, Karchmer MA. Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies. 2004; 4 :138–163. [ Google Scholar ]
• Moeller MP, Tomblin JB, Yoshinaga-Itano C, Connor CM, Jerger S. Current state of knowledge: Language and literacy of children with hearing impairment. Ear and Hearing. 2007; 28 :740–753. [ PubMed ] [ Google Scholar ]
• Mosher FA, Hornsby JR. On asking questions. In: Bruner JS, Olver RR, Greenfield P, editors. Studies in cognitive growth. New York, NY: Wiley; 1966. pp. 86–102. [ Google Scholar ]
• Newell A, Simon HJ. Human problem solving. Englewood Cliffs, NJ: Prentice-Hall; 1972. [ Google Scholar ]
• Ormel EA, Gijsel MAR, Hermans D, Bosman AMT, Knoors H, Verhoeven L. Semantic categorization: A comparison between deaf and hearing children. Journal of Communication Disorders. 2010; 43 :347–360. [ PubMed ] [ Google Scholar ]
• Ozonoff S, South M, Miller J. DSM-IV-Defined Asperger syndrome: Cognitive, behavioral and early history differentiation from high-functioning autism. Autism: The International Journal of Research and Practice. 2000; 4 :29–46. [ Google Scholar ]
• Rumsey JM. Conceptual problem-solving in highly verbal, nonretarded autistic men. Journal of Autism and Developmental Disorders. 1985; 15 :23–36. [ PubMed ] [ Google Scholar ]
• Sahyoun C, Soulières I, Belliveau JW, Mottron L, Mody M. Cognitive differences in pictorial reasoning between high-functioning autism and Asperger’s syndrome. Journal of Autism and Developmental Disorders. 2009; 39 :1014–1023. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Schneider W, Eschman A, Zuccolotto A. E-Prime reference guide. Pittsburgh, PA: Psychology Software Tools, Inc; 2002. [ Google Scholar ]
• Semel E, Wiig EH, Secord WA. Clinical evaluation of language fundamentals. 3rd edn. San Antonio, TX: Psychological Corporation; 1995. [ Google Scholar ]
• Solomon M, Goodlin-Jones BL, Anders TF. A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders. 2004; 34 :649–668. [ PubMed ] [ Google Scholar ]
• Soulieres I, Dawson M, Samson F, Barbeau EB, Sahyoun CP, et al. Enhanced visual processing contributes to matrix reasoning in autism. Human Brain Mapping. 2009; 30 :4082–4107. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Speirs S, Yelland G, Rinehart N, Tonge B. Lexical processing in individuals with high-functioning autism and Asperger’s disorder. Autism: The International Journal of Research and Practice. 2011; 15 :307–325. [ PubMed ] [ Google Scholar ]
• Spek A, Schatorje T, Scholte E, van Berckelaer-Onnes I. Verbal fluency in adults with high functioning autism or Asperger syndrome. Neuropsychologia. 2009; 47 :652–656. [ PubMed ] [ Google Scholar ]
• Szatmari P, Archer L, Fisman S, Streiner DL, Wilson F. Asperger’s syndrome and autism: Differences in behavior, cognition, and adaptive functioning. Journal of the American Academy of Child & Adolescent Psychiatry. 1995; 34 :1662–1671. [ PubMed ] [ Google Scholar ]
• Tager-Flusberg H. Basic level and superordinate level categorization by autistic, mentally retarded, and normal children. Journal of Experimental Child Psychology. 1985; 40 :450–469. [ PubMed ] [ Google Scholar ]
• Ungerer JA, Sigman M. Categorization skills and receptive language-development in autistic-children. Journal of Autism and Developmental Disorders. 1987; 17 :3–16. [ PubMed ] [ Google Scholar ]
• Van den Bergh S, Scheeren A, Begeer S, Koot H, Geurts H. Age related differences of executive functioning problems in everyday life of children and adolescents in the autism spectrum. J Autism Dev Disord. 2014; 44 (8):1959–1971. doi: 10.1007/s10803-014-2071-4. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Verté S, Geurts HM, Roeyers H, Oosterlaan J, Sergeant JA. Executive functioning in children with an autism spectrum disorder: Can we differentiate within the spectrum? Journal of Autism and Developmental Disorders. 2006; 36 :351–372. [ PubMed ] [ Google Scholar ]
• Vygotsky L. Thinking and speech: the collect works of Lev Vygotsky. New York, NY: Plenum Press; 1987. [ Google Scholar ]
• Wallace GL, Silvers JA, Martin A, Kenworthy LE. Brief report: Further evidence for inner speech deficits in autism spectrum disorders. Journal of Autism and Developmental Disorders. 2009; 39 :1735–1739. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Wechsler D. Wechsler abbreviated scale of intelligence. New York, NY: Psychological Corp; 1999. [ Google Scholar ]
• White SJ, Burgess PW, Hill EL. Impairments on “open-ended” executive function tests in autism. Autism Research. 2009; 2 :138–147. [ PubMed ] [ Google Scholar ]
• Whitehouse AJ, Maybery MT, Durkin K. Inner speech impairments in autism. Journal of Child Psychology and Psychiatry. 2006; 47 :857–865. [ PubMed ] [ Google Scholar ]
• World Health Organization. The ICD-10 classification of mental and behavioural disorders: Diagnostic criteria for research. Geneva: World Health Organization; 1993. [ Google Scholar ]
• Williams D, Bowler DM, Jarrold C. Inner speech is used to mediate short-term memory, but not planning, among intellectually high-functioning adults with autism spectrum disorder. Development and Psychopathology. 2012; 24 :225–239. [ PubMed ] [ Google Scholar ]
• Winsler A, Abar B, Feder MA, Schunn CD, Rubio DA. Private speech and executive functioning among high-functioning children with autistic spectrum disorders. Journal of Autism and Developmental Disorders. 2007; 37 :1617–1635. [ PubMed ] [ Google Scholar ]
• Yi K, Li D, Park WS, Park K, Shim T, et al. Korean deaf adolescents’ awareness of thematic and taxonomic relations among ordinary concepts represented by pictures and written words. Journal of Deaf Studies and Deaf Education. 2011; 16 :375–391. [ PubMed ] [ Google Scholar ]

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Teaching Individuals with Autism Problem-Solving Skills for Resolving Social Conflicts

Behavior Analysis in Practice

Related Papers

Adrián Garrido Zurita

This study aims to examine the usefulness of an ad hoc worksheet for an Interpersonal Problem-Solving Skills Program (SCI-Labour) the effectiveness of which was tested by Bonete, Calero, and Fernández-Parra (2015). Data were taken from 44 adolescents and young adults with Autism Spectrum Disorder (ASD) (age M = 19.73; SD = 3.53; 39 men and 5 women; IQ M = 96.27, SD = 15.98), compared to a matched group (in age, sex, and nonverbal IQ) of 48 neurotypical participants. The task was conceived to promote the generalization of interpersonal problem-solving skills by thinking on different possible scenarios in the workplace after the training sessions. The results show lower scores in the worksheet delivered for homework (ESCI-Generalization Task) in the ASD Group compared to neurotypicals in total scores and all domains (Problem Definition, Quality of Causes, and Solution Suitability) prior to program participation. In addition, after treatment, improvement of the ASD Group was observed i...

Proceedings of the 4th International ICST Conference on Pervasive Computing Technologies for Healthcare

Rosa I Arriaga , Jackie Isbell

... B. Related Wark Social skills training interventions are an important part of the education of children with Asperger&amp;amp;amp;amp;amp;amp;amp;#x27;s syndrome and HF ASD. ... Following the Social Story&amp;amp;amp;amp;amp;amp;amp;#x27;s, format this passage was presented on a sheet of paper with brightly colored icons. ... The m_ing sta rts soon.&amp;amp;amp;amp;amp;amp;amp;#x27; ...

Journal of Autism and …

ΕΙΡΗΝΗ ΛΥΚΟΥ-ΧΑΪΔΗ

Child and Adolescent Psychiatric Clinics of North America

Patricia Prelock

Research in Autism Spectrum Disorders

Patrice Weiss

Angela Livingston

Autism Spectrum Disorder (ASD) is characterized by detrimental deficits in social communication and interaction, restrictive and repetitive patterns of behaviors, interest or activities. It is estimated that 70% of children with ASD suffer from uncontrollable behavioral outbursts that increase their peer isolation along with the stress of their caregivers. These uncontrollable and involuntary behaviors are stressful to the individual in many ways. This research study is being conducted to review the benefits of encouraging an increase in organized social activities between people with and without ASD in hopes that some of the uncontrollable behavioral outbursts that previously increased peer isolation will decrease or disappear over experience with organized social activities. Previous research on this study has been thoroughly reviewed and examined in order to gain a crucial understanding of this topic. The research potential from the interview style experiment will assist in future programs with the complete integration of children, adolescents, and young adults into the mainframe of society.

Journal of Autism and Developmental Disorders

Revista de Investigación en Logopedia

Numerous studies reveal the benefits of early intervention for the adequate development of children with autism spectrum disorders (ASD). Most of the interventions designed for people with ASD focus exclusively on a sole methodology. This study proposes a Combined Early Intervention Program (hereafter CEIP) using different methodologies with scientific evidence: Early Intensive Behavioral Interventions (EIBI), Early Start Denver Model (DENVER), spatial-temporal organization (TEACCH), augmentative communication systems (the Picture Exchange Communication System—PECS—, Total Communication Program, Picture Communication Symbols—PCS), behavioral strategies, and training of the parents. This CEIP contemplates intervention in areas that are typically affected in ASD: socialization, communication, symbolization, and behavioral flexibility, producing considerable improvement in the children&#39;s behavior, decreasing problem behaviors and improving social communication.

Language, Speech, and Hearing Services in Schools

Linda R Watson

Purpose This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders ( n = 17) diagnosed with autism spectrum disorder (ASD) and their parents. Method A randomized delayed treatment control group design with pre- and postintervention assessments of both parents and children was implemented within a community practice setting. Two follow-up assessments at 3 and 6 months postintervention were also completed. Results Overall, results indicate that the intervention is efficacious in teaching social communication and self-regulation concept knowledge to children with ASD and their parents. Both parents and children demonstrated an increase in social communication and self-regulation knowledge after participating in the Growing, Learning, and Living With Autism Group as compared to a delayed t...

T. McLaughlin , K. Derby

Persons with autism spectrum disorder (ASD) often display difficulties interacting with their peers and care providers. In fact, social deficits are an essential diagnostic feature of ASD. Functional Communication Training (FCT) is one of the most common and effective treatments for communication and behavioral needs of children with developmental disabilities. Its application to children with ASD is robust. An essential feature of FCT is that it has been shown to result in generalized effects. That is, positive social interactive behaviors have been shown to increase in occurrence. The essential feature of FCT is that differential reinforcement contingencies are applied to increase a desired social response if problem behaviors are placed on an extinction schedule. Specifically, more appropriate forms of communication are consequated using identified functional reinforcers. To date, there are several treatments to increase social behaviors in children with ASD, which utilize differential reinforcement as an essential component including picture exchange communication system (PECS), pivotal response therapy (PRT) and FCT. In addition, there are a number of procedures that, although commonly used, lack empirical support in the recent literature. The purpose of this review is to examine the treatment effectiveness of differential reinforcement based treatments designed to increase communication and social skills of children with ASD. In addition, we will provide a review of two commonly used procedures, Relationship Development Intervention (RDI) and DIR/Floortime™ that lack empirical support in the recent literature. Nevertheless, due to their widespread use, the utility of the application procedures will be discussed.

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Frontiers in Psychology

M. Teresa Anguera

Journal of autism and developmental disorders

Nirit Bauminger

Frontiers in Psychiatry

Alice Medalia

Gary Sasso , Debra Kamps

Autism : the international journal of research and practice

Mikle South

Shylla Webb

Journal of Applied Behavior Analysis

Steven Kapp

Scott Bellini

Amy Laurent

Dialogic Pedagogy: An International Online Journal

Ali Nouri Qarahasanlou

Cynthia A Waugh

Focus on Autism and Other Developmental Disabilities

Daniel Tingstrom , Susan Wilczynski

Research, Society and Development

Amanda Rubim

Barbara Liberi

Alina Bobarnac

Journal of Child Psychology and Psychiatry

Gregory Wallace , Daniel Naiman , Lauren Kenworthy , Monica Werner

Shreeya Pradhan

Journal of applied behavior analysis

Dorothea Lerman

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024