SOCCSS and ASD

Because one size does not fit all, there are two questions to ask when determining which individuals with ASD will benefit from SOCCSS.

• What prerequisite skills are needed for a student with ASD to benefit from SOCCSS?
• Which characteristics of students with ASD should be taken into consideration when determining the appropriateness of SOCCSS or the need for modifications?

What prerequisite skills are needed for an individual to benefit from SOCCSS?

Like any strategy, SOCCSS can be modified, However, some basic skills are required in order for an individual to benefit from the strategy. Even with modifications, SOCCSS requires some ability to:

• answer who, what, when, where and why questions
• understand a simple cause-and-effect relationship
• make choices
• follow multistep directions
• participate in social interactions
• problem-solve
• identify or accept a socially appropriate outcome
• generalize learning

To benefit from SOCCSS, these skills do not have to be mastered. They can be in various stages of development and may require teacher assistance. For individuals with severe cognitive and language impairments, sensory integration issues and acting out or aggressive behaviors SOCCSS may not be an effective strategy for teaching social skills.

Which characteristics of students with ASD should be taken into consideration when determining the appropriateness of SOCCSS and the need for modifications?

Certain characteristics of students with ASD make it difficult for them to engage in successful social interactions and learn social skills. These should consequently be taken into consideration when deciding the appropriateness of SOCCSS and the need for modifications. These characteristics include:

• literal interpretation of information
• poor perspective-taking
• inflexibility or a tendency to adhere strictly to a routine
• difficulty predicting outcomes
• lack of knowledge about social conventions such as turn-taking
• lack of understanding of the cause-and-effect relationship of one’s behavior on others
• difficulty generalizing learning
• difficulty multi-channeling (Lawson, 2001)

The presence of these characteristics does not mean that SOCCSS as a strategy for teaching social skills is inappropriate. However, the degree of impairment can have a significant impact on the effectiveness of SOCCSS, its use, and need for modifications.

Preteaching skills in a specific area of weakness such as social conventions, changing the teacher's role by increasing her degree of direction and relying less on student input, and increasing simulation activities are a few of the modifications that may compensate for student deficits and increase the effectiveness of the strategy.

Keep in mind......one size does not fit all!

SUMMARY

SOCCSS can be an effective strategy for interpreting or teaching social skills. This six-step problem-solving and decision-making process requires that students reflect on a problem or situation, offer alternative options and strategies, identify consequences and choose an appropriate course of action. As such, it can provide needed assistance in helping the children or youth understand how and/or why a situation developed as it did.

SOCCSS is not appropriate for all individuals with ASD. To determine whether the strategy is appropriate for a given student and calculate its potential effectiveness, teachers must take into consideration the basic requirements of the process, the strengths and weaknesses of the student, her degree of impairment and the need for modifications.

Next Steps

If you are considering SOCCSS as a method for teaching social skills,

• Learn the strategy. This includes understanding what is required of both the teacher and the student at each step of the process.
• If possible, find someone who is using the strategy and observe in action. Make notes and ask questions for clarification.
• Try the process on someone without a disability to experience the degree of skill and involvement needed on the part of the teacher and the student. This step will prepare you to recognize the pitfalls that may occur when you are using SOCCSS!

Practicing the process with a student without a disability is not required. However, it allows you to concentrate on learning the strategy without having to modify the steps to any great degree, giving you an opportunity to reflect on what is happening in each step. You'll experience the role of the facilitator, amount of facilitation needed, and the skills required of the student. Consider it your simulation!

Now determine whether the strategy is appropriate for the student with ASD.

End of lecture. Select your next place from the Jump Pad.