In collaboration with the Division on Autism and Developmental Disabilities (DADD)
Tuesday, May 12
4-5 p.m. ET
An essential characteristic of autism spectrum disorder (ASD) is difficulty acquiring the social skills needed to develop social competence, including the ability to form and maintain friendships and relationships with others. This webinar, designed for general and special educators who work with children with ASD, presents evidence-based practices shown to enhance social competence in children and youth with ASD. You’ll learn about approaches to build students’ social skills across school, home, and community settings, for students with varying skill levels in pre-K through high school. You’ll take away tools you can implement in your classroom, along with sample activities and materials to promote peer-related social competence of children and youth in play, peer networking, and leisure contexts.
After completing this program, you will be able to:
- Describe important social skill targets for children and youth with ASD.
- Implement user-friendly assessment methods to determine important social skill instructional targets.
- Deliver a range of instructional strategies to promote the social competence of children and youth with ASD.
Juliet Hart Barnett is an associate professor in the Mary Lou Fulton Teachers College of Arizona State University. She earned her doctoral degree in 2003 from the University of Miami, with a dual major in special education and teaching English to speakers of other languages. She has published nearly 70 articles, book chapters, book reviews, scholarly newsletters, and proceedings linked to special education, and has written a book with co-author Kelly Whalon to be released in fall 2014 on social skill development for students on the autism spectrum. A former teacher of students with emotional disturbance, she focuses her research and teaching on effective strategies for students with disabilities, in particular students with ASD, quality teacher preparation, and translation of research findings to classroom practice.
Kelly Whalon is an assistant professor at Florida State University in the School of Teacher Education. Dr. Whalon’s research interests include interventions to improve the academic achievement, social communication, language, and behavior of children with autism spectrum disorder (ASD). The majority of her work involves the adaptation of reading/early literacy interventions to enhance the reading, language, and social skills of children with ASD. Dr. Whalon has published many refereed articles and book chapters, and has presented at numerous national and local conferences on topics related to literacy instruction, language development, and social competence for children with ASD.