Course #19 Social Skills-Autism


Friday- March 10, 2017

Course #19  – Teaching Social Skills: Evidenced-Based Strategies for School Age Children with Autism

by Rebecca A. Moyes, MEd, Grade Point Resources, Leechburg, PA

About the Speaker

photoRebecca A. Moyes, MEd, is a former general education teacher in public and private schools. She has served on Pennsylvania Governor Ridge’s Task Force for Autism and was a member of the PA SAFE Project for Verbal Behavior. She is the author of six books for educators who teach students with special needs.  She holds a master’s in teaching and curriculum with an emphasis on special needs children.  She also holds an autism certificate in PA and advanced training in applied behavior analysis.  She has trained educators and parents in 43 states and in Canada.  She has also served as a consultant for the Steele Law Firm in Pittsburgh.  In 2009, Becky was charged with the task of creating a new autism model for a private school in Pittsburgh for students with significant impairment.  She now serves as consultant to four school districts in the Pittsburgh area for students with emotional disturbance, as well as for kids with severe behaviors, autism, and/or those who participate in life skills classrooms.  Recently, she has implemented four extended school year programs in various school districts  Disclosure: Financial- Rebecca is the Executive Director for Grade Point Resources, receives speaking and consulting fees, and royalties for her publications from Jessica Kingsley and Future Horizons. Nonfinancial-There are no nonfinancial relationships to disclose.

Target Audience (who should attend): General Education Teachers, Special Education Teachers, Resource Room Teachers, Title 1 Teachers, School Psychologists, Principals/Administrators, Speech-Language Pathologists, Occupational Therapists, Autism Specialists, Case Managers, Social Workers, Behavior Specialists, Instructional Assistants and Paraprofessionals

Target Age Range: Kindergarten through 10th Grade

Course Description: Registrants will become familiar with many of the pragmatic language difficulties and social behavioral difficulties inherent to individuals with autism spectrum disorder.  They will learn about and become competent in using three evidenced-based strategies used to teach social replacement skills:  social stories, video modeling, peer-mediated instruction.  Participants will also discover how ABA practices can be used to shape appropriate social skills.  They will also discover how to use visual supports to teach needed replacement skills.

What You Will Learn
Course Objectives– Participants will be able to:

  • List at least three pragmatic language difficulties common in children with autism spectrum disorder
  • Describe at least four social behavioral deficits common to this population of learners
  • Write a social story to remediate or support the social deficit when given a problem social behavior
  • Describe the steps to develop a video model and provide two examples of social deficits that may be addressed using this modality
  • Write three measurable social IEP goals and design a data collection tool for each to measure progress on those goals
  • Describe four ways to incorporate visuals to support difficulty social behavior
  • Design a procedure to teach a social replacement skill using differential reinforcement of other (appropriate) behavior


8:00-9:00 IDSM-V Diagnostic criteria for autism/ social skills deficits evident
9:00-10:00 Effective social skills; teaching “layering” of instruction; setting up a social skills group
10:00-10:15 Break
10:15-11:00 Communication deficits and interventions; conversations
11:00-12:00 Reading comprehension and literalness strategies; perseverative talk strategies; personal space
12:00-1:00 Lunch- On Your Own
1:00-2:00 Teaching Theory of Mind and social stories
2:00-2:45 Video modeling
2:45-3:00 Break
3:00-4:00 Challenging social behaviors; using student passions to increase motivation; sensory difficulties, anger, and stress management
4:00 Complete program evaluations