Teaching Social Skills Responses To Emotions │Autism

Teaching Social Skills Responses To Emotions │Autism

My name is Heather Nunziato and I’m a
Board Certified Behavior Analyst with Brett DiNovi & Associates in this
video I’ll be showing you clips from the TV show Parenthood and if you’re not
familiar with it one of the main characters in the show of his name is
max was diagnosed with Asperger’s syndrome so he’s very high-functioning
but it’s also TV so he understands a little bit more and he might be a little
bit more social than what we experienced with our actual clients but it is TV so
we have to take it as it is so in the show Max was previously in a fight with
another student and the principal ordered him that he has to apologize so
he’s working in this clip with his cousin and he doesn’t understand
emotions people with autism people with Asperger’s have a hard time
understanding other people’s emotions and they also have a hard time
expressing their own emotions so I’ll be commenting and showing you clips on how
she works with him she does a really great job working with him and using
behavior analysis and she doesn’t even know it
so in behavior analysis we learned early on that emotions and feelings are not
behavior because they aren’t measurable and they aren’t also observable those
are private events those are covert behavior but the behaviors that we use
to express those feelings and emotions are observable so in this clip I’m going
to show you the behavior strategies that they use to get the apology behavior
which is the ultimate goal in this scene what did they do details aren’t really
important but sad yes video models are a really great tweaked teaching strategy
for individuals on the spectrum because it really Punk scheme that rapid
acquisition by watching the model the individual can see all the steps in a
sequence and they can pause and go back so the video starts off with Max and his
cousin and she’s showing him a video she didn’t know was a video model of a
person apologizing so max is watching that and they start to take notes on
what the person is doing and how max thinks that person is feeling yes so the
next behavior principle that Max’s cousin uses is they do tack training so
she presents the st2 max as he’s watching the video of what do you think
this person is feeling so max continues to watch the video and he says oh he’s
sad and she provides him praise like right he is set why do you think he said
he says he apologizes his voice is very low he looks down when he talks and she
provides praise with all those things and reinforces that tact of yes that’s
right he is sad that’s what sad looks like um all of these characteristics
that you just named so after max is able to successfully
tact and label all of the sad characteristics that are in an apology
he then immediately imitates what the video model was doing
after he imitates his cousin then does a brief variation of what we call shaping
and shaping is reinforcing successive approximations to a terminal behavior
and that terminal behavior firm Max is the apology as a whole so the behaviors
or the responses that are within the whole terminal behavior the apology are
already in Max’s repertoire he’s able to look down he’s able to change the tone
of his voice but his cousin is providing that reinforcement and prompting him to
say okay now look down okay lower your voice in order to achieve that terminal
behavior of the apologizer so after max is able to successfully
demonstrate the apology as a whole his cousin then provides him with a very
highly reinforcing edible and he wants another one so she tells him you have to
do it again it’s really important to continue to provide reinforcement even
after the terminal behavior is achieved so that it remains in the person’s
repertoire as if learning to apologize and learning what an apology is wasn’t
enough at the end of the video max’s cousin provides him with more
reinforcement but in order for him to get that reinforcement she prompts him
to say thank you in a polite and socially acceptable way by maintaining
eye contact and always being able to smile thank you thanks for watching what we’re doing and
hacking human behavior if you like what we’re doing go ahead and hit the thumbs
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Author: Kennedi Daugherty

19 thoughts on “Teaching Social Skills Responses To Emotions │Autism

  1. Love this example! I use video modeling in the classroom with my learners. I try to capture moments when I observe target behaviors displayed amongst all of my learners. If one student is particularly great at one skill, I use that footage at a later time to teach another student the skill. They enjoy learning from each other and are more likely to display the target behavior since it was modeled by a peer. Great job Heather…thanks for sharing!

  2. Such a great video. The approach of showing the clip and explaining the ABA side of things along the way gives the perfect opportunity for teaching. Well done, Heather! I know a lot of people are going to get some great information out of this.

  3. This is a killer video ! Many parents often ask , “ Can we teach my child to label emotions?” Teaching a learner to label or imitate or identify the behaviors associated with certain feelings or emotions is much more functional and useful. What an amazing application of the science to assess deficits, implement effective behavior interventions based on learning principles and provide reinforcement to increase the likelihood of the skill occurring again. It would be perfect to take data on the effectiveness of the intervention ( trials to criterion perhaps) and/ or conduct a component analysis to see which part of the intervention is most effective ! I love the pop culture reference ! Thank you Heather … you are an amazing BCBA 😉

  4. I don’t watch that show, but I love that they used such a great application of behavior analysis in one of their episodes! Even greater that Heather broke it down and explained the principles being utilized. So important that the world starts to see and appreciate the science and how universal its application is! I wish that the same scene was shown with a neurotypical individual. Even neurotypical children often have difficulty interpreting their own emotions, understanding other peoples perspectives, inferring social meaning, etc., and can therefore benefit from social skills instruction. And research has shown that video modeling is a very effective way to do this! I personally teach a lot of social skills lessons with video modeling, but add in role-play and video feedback. I start by showing a video of a social situation, analyzing it with the group, having them role play a similar situation while I video them; and end by having them watch it back and critique themselves. They love watching themselves!

  5. Even though the topic of this particular video was about coming up with a behavior strategy dealing with emotions, Heather did an awesome job incorporating other aspects of ABA like tact training, repertoire, shaping and how the cousin used reinforcement when Max displayed proper emotion. She did a great job explaining how each of them pertained to the video. It’s easy for someone on the outside looking in to watch a video clip without knowing any ABA jargon but when you break it down into pieces and focus on on different ABA terms that help a Behavior Strategy like shown in this video it not only educates the viewers on the terms but can help them in similar situations that they may encounter.

  6. i wish you could learn when you're an adult, you're just told 'you're too old there's no hope for you you'll never understand what's wrong with you you'll just die with it it's incurable' well, that's helpful….

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