Social Skills Point System

When using ABA, or in our case a partial ABA program, there will be a window of about a week where teachers and other involved personnel will be observing Alex and noting his unwanted behaviour. Alex’s unwanted behaviour stems from his Aspergers syndrome and directly affects his abilities to interact with his peers in a positive and helpful manner.

Alex’s support system will implement a social skills point system where Alex will be rewarded for using proper strategies for interacting with students in various social situations. Each time he uses a pre-taught strategy he can gain a point in order to do things he likes in the school environment, which will be agreed upon by Alex and set out by his teachers.

As stated in Bianco’s article it’s important to start work with the strengths and interests of the child rather than their deficits. This is why we think it’d be best to create a “Magic the Gathering” club where students can get together and play the game during their nutrition breaks. Not only does this provide a positive platform for Alex to express his interests but it also gives teachers opportunities to make observations for what behaviours need to be worked on with Alex. During the time spent at the recess club Alex can maximize his social interactions with something he enjoys doing as well he can have more opportunities to employ the various strategies for improved social interaction that he is taught.

We feel that this environment might lower the danger running into some of the cons of the ABA program such as disrupting other students learning, and having a false sense of real social interaction. Thankfully Alex and many of his classmates are interested in Magic cards so it will create places to use ABA outside of class time and create social interaction on real levels.

Alex’s social skill point system will consist of him earning points (for example collecting popsicle sticks) where he can earn a new privilege in the school environment. For example when Alex finds himself becoming frustrated with another student, instead of having a meltdown, he uses a pre-taught coping method (eg. walking away and coming back when he has calmed down) he will earn a point. It may be best for Alex to continue to earn points to gain privileges directly related to his Magic card game. Some ideas may include:

• Being the spokes person for the club
• Writing morning announcements/advertisements about the club
• Organizing tournaments
• Deciding when the club will meet
• Allowing additional weekly meetings

These are just a few ideas about how incentives for Alex that might work however these can also be extended to in class activities if his teachers should see fit depending on the situations. Alex will have to earn enough points to be able to select and take part in his specific rewards. As some students with Aspergers have social behaviours based on familiar situations rather than the social partner, some concern might be that Alex will only be able to practice good social skill techniques while playing Magic Cards; but we argue that things such as, taking turns, discussing what is fair, explaining rules/giving instructions to friends, listening, and sharing other interests will arise in this time.

When Alex has the incentives to gain points to do additional things around the school and classroom that he enjoys it will help direct his academic performance. He will know that to continue to do well he must stay on task when recess is over. Alex learning to control his frustrations and avoid his meltdowns will translate into his math curriculum as his hyper focus can get him stuck on some details in his math work. Alex’s teachers and support system will continue to nurture his giftedness by continuing to provide a supportive environment for him by providing curriculum to support his gifts in the subjects of reading and writing.