Treatment and Research Institute for Autism Spectrum Disorders (TRIAD)

Gian- Luke was assessed in the domain of social skill in order to identify areas of strength and weakness
and to obtain recommendations for treatment planning

The social skills assessment is based on information obtained from parental and teacher reports as well
as from direct interactions with the child. The child assessment consists of a structured, interactive,
activity-based evaluation of several aspects of social development, including affective understanding
and perspective-taking, social motivation, ability to initiate interactions and respond to social bids, social
reciprocity, and interpersonal problem-solving. Parental report of social behaviors is obtained through
an interview.

PARENTAL REPORT

Information about Martin’s social behaviors was collected from his parents using an interview. A report
from Martin’s teacher was unable to be obtained. The following is a summary and comparison of
Martin’s current difficulties with, interest in, and opportunities for social interactions according to
parent.

Current concerns:

Parent report: Martin’s mother indicated she is most concerned with Martin’s communication skills.
Specifically, she is concerned with Martin’s ability to understand body language and social cues, his
ability to make new friends, and his ability to express himself so others can understand him. In addition
to this, she would like to see Martin learn to appropriately interact with peers, learn make friends,
develop personal interests and be able to communicate and interact concerning them, and she would
like to see Martin learn to understand social cues and social thinking.

Interactions with others and participate in activities with peers.

Parent report: Martin’s mother reports that he engages with his siblings at home and typically will play
board and video games with hem, as well as, go for walks or play tag with his siblings when they choose
to play outside. Martin only engages with his siblings when at home and does not engage with other
children in the neighborhood, nor attend playdates. Martin's mother reports he has a few friends (less
than three) at school but describes them more like people he knows and is friendly with, but does not
typically play with. Martin typically plays alone at school and prefers activities in which he controls the
outcome.

UNDERSTANDING EMOTIONS AND PERSPECTIVE TAKING SKILLS

Parent report:

Strengths

Understanding what people’s facial expressions mean

Using a wide range of conventional facial expressions to express his feelings

Weaknesses

Understanding what other people’s body language means

Understanding that people can have thoughts and feelings other than his own

Understanding other people’s perspectives in a variety of situations

Understanding what makes others feel basic emotions

Understanding what makes others feel complex emotions

Initiating interactions:

Strengths

Initiating greetings to familiar people

Asking in a direct manner for what he wants

Asking for help when needed

Weaknesses

Inviting others to play with him

Joining a group of children already playing

Starting conversations with others

Getting the attention of others before talking to them

Offering to assist others when they need help

Offering comfort to others when they are hurt or upset

Apologizing in a sincere way to others, without being reminded

Complimenting or congratulating others

RESPONDING TO INITIATIONS

Strengths

Respond in a friendly manner when greeted by others

Responds in a friendly manner when invited to play

Responds in a friendly manner to questions or requests

Responds in a friendly manner when others try to start conversation with him

Responds in a positive way to compliments

Weaknesses

None

MAINTAINING INTERACTIONS

Strengths
Plays cooperatively with other children

Speaking in an appropriate tone of voice during social interactions (not robotic or mechanical)

Smiles to be friendly or indicate he likes something

Respects the personal space of others

Weaknesses

Having conversations on a wide range of topics

Talking about things that interest others

Keeping a conversation going by sharing information and asking the other person questions

Staying on topic during conversations

Listening to what others say and using this information during conversations

Sharing a conversation by talking and listening for about the same amount of time

Maintaining eye contact during interactions

INTERVENTION RECOMMENDATIONS

• It is recommended that the following social behaviors be targeted in a social intervention plan:

OBJECTIVE #1: UNDERSTANDING EMOTIONS AND PERSPECTIVE TAKING SKILLS: Specific goals

• Understanding what other people body language means for six different scenarios
• Understanding that others can have different thoughts and feeling
• Understanding other people perspectives (putting himself in their shoes)
• Understanding what makes others feel basic emotions
• Understanding what makes others feel complex emotions

OBJECTIVE #2: INITIATING INTERACTIONS: Specific goals

• Inviting others to play with him

• Joining a group of children who are already playing
• Starting conversations with others
• Getting the attention of others before talking
• Offering to assist others when they need help
• Offering comfort to others when they are hurt or upset
• Apologizing in a sincere way without being reminded
• Complimenting and congratulating others

OBJECTIVE #3: MAINTAINING INTERACTIONS: Specific goals

• Having conversations about a wide range of subjects

• Talking about things that interest others
• Keeping a conversation going by sharing information and asking the other person questions
• Staying on topic during conversations
• Listening to what others say and using this information and using this information during
conversations
• Share a conversation by talking and listening for about the same amount of time
• Maintaining eye contact with others during interactions