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Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact

By Tiare Dunlap @tiaredunlap

04/29/2016 AT 01:50 PM EDT
Shari Grande and her husband call the day their two-year-old son Elijah was diagnosed with autism “the day of nevers.”

“His physician told us he’ll never talk, he’ll never interact, it was just one ‘never’ after the next,” Grande, 49, tells PEOPLE.

Eleven years after his diagnosis, Elijah has gone on to accomplish much of what was deemed impossible. The Sunnyvale, California, teen even attends a mainstream public high school.

Grande, a clinical social worker, credits her son’s success to a number of interventions, including the learning app The Social Express.

Keep up with your favorite celebs in the pages of PEOPLE Magazine by subscribing now.

Created by parents Marc and Tina Zimmerman, whose identical twins Jason and Jared have autism, The Social Express is an interactive software that helps kids with autism learn how to read emotions, empathize and react in social situations.

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

The San Diego, California, couple invented the app as a way of giving their sons the tools they needed to ease the social isolation they experienced every day.

“It was very difficult because all of our nieces and nephews are highly social and have always had a lot of friends and play dates,” Marc tells PEOPLE. “Our kids never had many play dates and if put into a social situation, they would just go sit alone in a corner.”

However, after seeing how their sons responded to technology and cartoons, the Zimmermans enlisted experts to write a software program that could model social situations with engaging animation. The parents took turns sitting with their sons as they watched the animations, and helped them talk through their decision-making process when asked how a character on the screen should react.

“They would sit down to use the program and engage with us,” Marc recalls. “That was the tough part – getting them to engage. Once they were engaged we saw them speaking more to each other and acting more comfortable in social situations.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

Now 14, Jason and Jared are best friends attending a mainstream middle school, earning straight As and playing in a band. “They’re different kids than they were when they were diagnosed,” Marc reflects.

The twins’ case is not unusual. Since its launch in 2011, use of The Social Express as a teaching tool for kids with social differences has been adopted in 70 countries and in hundreds of schools around the U.S.

“We get emails from around the world from parents telling us about how it has helped their kids,” Marc says. “It’s just incredible to see how something we created to help our own kids has had such a bigger impact than we would have ever imagined.”

Parents of Twins with Autism Open Up About the App They Created to Help Kids Develop Social Skills: It’s ‘Incredible’ to See Its Impact| Twins, Autism, Medical Conditions, Real People Stories

That impact is not lost on moms like Grande, who says the program helped her son to open up and fit in.

“He’s just a nice, open and bubbly kid and he has become my greatest teacher,” she says.

http://www.people.com/article/social-express-california-couple-creates-app-social-skills-twins-with-autism

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These Parents of Autistic Twins Are Helping Kids All Over the World with Social Skills

When Marc Zimmerman’s twins were given an autism diagnosis, he decided to create something to make their lives better.

By Jamie Pacton

Zimmerman family Courtesy Marc Zimmerman

Marc Zimmerman has been a rockstar, composer, real estate broker, and software startup entrepreneur. But his latest project—founding and running the company responsible for the incredible social situation simulator The Social Express—is the one closest to his heart and home.Marc and his wife Tina are the parents of 14-year-old autistic twins Jared and Jason. When the boys were younger, Zimmerman wanted to create something that would help them navigate tricky social situations, reinforce what the boys were learning in therapy, and be something they could watch and learn from together. With this seed of an idea, Marc invested his life savings, made concrete plans, and now, with the help of Tina and many others, The Social Express is a reality.

So, what exactly does The Social Express do? According to its website, it, “provides an opportunity for the user to become more socially competent and have successful social interactions.” Or, put in simpler terms: It helps kids practice a variety of social situations in a low-stakes setting. Through colorful, expertly-animated videos and thoughtful storylines, kids can learn more about self-management, group participation, conversations, attentive listening, conflict management, relationships, non-verbal communication, and more. Kids watch the videos, then make choices that move them further along in the storyline. There are webisodes, e-books, music, and a “clubhouse” for social networking. It’s available for the computer or as an app, and Zimmerman notes that his sons and many other autistic kids really appreciate using technology as a vehicle for practicing social rules and conventions.

Social Express Social Express

Although I was skeptical about how much my children—a neurotypical 5-year-old and a non-verbal autistic 7-year-old—would take to the videos, I’m happy to report they were both enthralled by them. Together, we watched several in which kids tried to figure out which social choice was the most productive—and all of us appreciated the interactive aspect of The Social Express. We were also able to have a bit of conversation about the scenarios and why one way of acting was more positive than another in that social situation. I appreciated the conversation starters and the fact that this was low stakes, since social interactions in the real world cause both my children a lot of anxiety.

And my kids aren’t alone in appreciating The Social Express. Zimmerman reports that it is being used in homes and classrooms in more than 70 countries around the world, and it’s won quite a few awards, including being a part of the U.S. Department of Education’s National Education Technology Plan. Some schools are even using it with entire populations of students—not just autistic ones or those with special needs—and they’re seeing tremendous positive gains in social engagement. In fact, based on this success across student populations, Zimmerman is working on an anti-bullying program, similar to The Social Express, that will help kids figure out how to stop bullying in a variety of situations. He’s also planning on rolling out simulation programs to help with life skills and job training for older kids who are transitioning out of school.

The Social Express is a great program, and I love that it was inspired by the Zimmermans’ desire to help thier sons move more easily through the world. I’m hoping that with time, patience, and through practicing in many social situations both simualted and in the real world, my kids can see similar benefits to the Zimmerman twins, who are now artists, play in a band together, attend school, are good friends, and who are beginning to think about what the future might hold.

You can buy The Social Express here, and use this discount code at checkout to take 30% off the annual subscription: COOLTOOL. The code expires April 30, 2016.

Jamie Pacton lives in the Pacific Northwest where she drinks loads of coffee, dreams of sailing, and enjoys each day with her husband and two sons. Find her at www.jamiepacton.com and Twitter @jamiepacton.

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Bullying, Students with Disabilities, and Social Emotional Skills

Bullying, Students with Disabilities, and Social Emotional Skills

Students with disabilities face an increased risk of being bullied. Some also engage in bullying behavior. To ensure the emotional well-being of its most vulnerable students, schools must take essential steps to reduce the bullying of students with disabilities and remedy the harmful effects.

This document will address the federal laws associated with bullying of and by students with disabilities, research insight related to such bullying, as well as how The Social Express® and Cool School™ can support a multi-tiered approach to assist all students in gaining more effective social relationship skills.

Federal Laws Associated with Bullying and Students with Disabilities:

Three federal laws govern situations related to bullying of or by students with disabilities: Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II) and Individuals with Disabilities Education Act (IDEA).[i]

The importance of addressing the risks associated with bullying and students with disabilities was recently reinforced by the U.S. Department of Education (Department) in two Dear Colleague Letters. In 2013, the Department’s Office for Special Education and Rehabilitation Services (OSERS) issued a Letter that called upon schools to address bullying of or by students with disabilities who are receiving services under the IDEA.[ii] In 2014, the Department’s Office for Civil Rights (OCR) issued a Dear Colleague Letter reminding schools of their obligations to address the harassment of students with disabilities under Section 504 and Title II.[iii]

Under Section 504 and Title II, a school’s inappropriate response to harassment of a student based on disability constitutes disability-based harassment. It is the responsibility of schools under Section 504 and IDEA to ensure that students receive a free appropriate public education (FAPE). Bullying of student with a disability on any basis (whether based on the student‘s disability or not) can result in a denial of FAPE that must be remedied. Discriminatory harassment and denial of FAPE are two different, but related, issues.

In determining whether disability-based harassment has occurred, OCR will consider the following:

  • Was a student with a disability bullied by one or more students based on the student’s disability?
  • Was the bullying conduct sufficiently serious to create a hostile environment?
  • Did the school know or should it have known of the conduct?
  • Did the school fail to take prompt and effective steps reasonably calculated to end the conduct, eliminate the hostile environment, prevent it from recurring, and, as appropriate, remedy its effects?

Schools also face the potential of financial liability if sued by a student based on discriminatory harassment. In 2012, the Second Circuit upheld a 1 Million Dollar verdict against a New York school by a student who had endured over three years of harassment.[iv] It appeared the school was doing everything required in most anti-bullying statutes. It had a policy against bullying, held trainings, had a reporting system, and responded every time the student reported. The Court noted that the school ignored many signals that more action was needed and only engaged in “half-hearted efforts” to correct the “culture of bias” that was fueling the harassment.

When addressing discriminatory harassment, the focus is on the overall school climate, the behavior of other students towards students with disabilities, and the effectiveness of interventions in hurtful situations. If students with disabilities are regularly treated badly by their peers, a school must be engaging in diligent efforts to increase the level of respect demonstrated by all students towards those with special needs and intervene effectively.

In determining whether a student receiving IDEA FAPE or Section 504 FAPE services who was bullied or engaged in bullying was denied FAPE, OSERS or OCR will consider:

  • Did the school know or should it have known that the effects of the bullying may have affected the student’s receipt of IDEA FAPE or Section 504 FAPE?
  • If the answer is “yes,” did the school meet its ongoing obligation to ensure FAPE by promptly determining whether the student’s educational needs were still being met, and if not, making changes, as necessary, to his or her IEP or Section 504 plan?

When addressing FAPE, the focus is on the educational needs of and services provided to the student. A school’s investigation should determine whether that student’s receipt of appropriate FAPE services has been affected by the bullying. If bullying of a student has created a hostile environment, there is reason to believe this has also interfered with FAPE. But even if the situation does not meet the level of a hostile environment, or if this is a situation where the student with disabilities has engaged in bullying, the school still has an obligation to address FAPE-related concerns.

As part of an appropriate response to a bullying situation, the school should convene the IEP or 504 team to determine whether the student’s needs have changed such that the IEP or 504 FAPE services plan is no longer providing a meaningful educational benefit. The team must determine the extent to which additional or different FAPE services are needed to address the student’s individualized needs and then revise and implement the IEP or 504 plan accordingly. However, efforts to address the bullying situation must also not result in a denial of FAPE. For example, schools must avoid the unilateral placement of a student in a more restrictive environment as a way to address the bullying concerns.

Under IDEA, schools must establish objectives for both academic and functional skills. A student who is being or engaging in bullying will likely require additional or different functional skills objectives, specifically those related to improving this student’s social relationship skills.

If a student with a disability is engaging in bullying, the situation must be investigated thoroughly to determine whether this student’s inappropriate behavior is associated with his or her disability. For example, the symptoms associated with trauma or conduct disorder include aggressive behavior that could be considered bullying.[v] It is also possible that this student’s aggressive behavior is in response to being disparaged by other students.[vi] Both of these kinds of situations, should result in an IEP or 504 meeting to determine whether additional or different FAPE services, including functional skills objectives, are required.

Increased Risk of Bullying Associated with Disabilities:

Students with disabilities are more likely to be involved in bullying situations than their peers.[vii] This includes being bullied or engaging in bullying–or both. These students may have physical characteristics or engage in behaviors that place them at greater risk of being targeted. They may be perceived to be “different” because they leave the general classroom environment to receive more specialized services. Their disability itself may play a role in limiting their ability to accurately interpret social cues and respond in an effective manner. Also their disability may make it more difficult for them to recognize the concerns and gain adult assistance.[viii]

The aggressive behavior of students with disabilities, especially those who are classified as having emotional and behavioral disorders (EBD), may be a component of their disability. Alternatively, such aggressive behavior may be a reaction to the frustration of constantly being the target of aggressive behavior by others. It is important these situations are distinguished.

A consistent finding in the literature is that students with disabilities often lack the social relationship skills necessary to avoid involvement in bullying situations. One recent study found that students with disabilities engaged in fewer prosocial behaviors and were more socially isolated than students without disabilities.[ix] The authors outlined the necessary steps to address these concerns:

Effective interventions that target bullying behaviors in schools are designed to restructure the school climate so that it is positive and inclusive. These interventions underscore the complex ecology that foster and maintain a bullying climate suggested that by increasing awareness, understanding and acceptance among all students and teachers may decrease the risk of involvement in bullying for students in special education. Bullying prevention and intervention should be implemented for students, regardless of disability status and should emphasize the teaching of prosocial skills. Students in general education may participate in this process by serving as the prosocial role models for students with disabilities. Additionally, programming should be consistently implemented across general and special education, should occur in each grade, and should be part of the inclusive curriculum. Social and emotional learning initiatives can create a culture of inclusion for all individuals. A culture of respect, tolerance, and acceptance is our only hope for reducing bullying among all school-aged youth.

The Social Express® & Cool School™ Can Support Prosocial Behavior:

Addressing the challenges associated with bullying of and by students with disabilities will require a multi-tiered social-ecological approach. Schools must focus on increasing the tolerance and acceptance of students with disabilities by their peers and assisting those with disabilities in gaining the prosocial skills necessary to more effectively interact with peers. Social Express & Cool School™ can provide essential support for the necessary multi-tiered social-ecological approach.

Tier 1. Universal Instruction

The objective for universal instruction is focused on increasing the awareness, understanding, acceptance and compassion of all students, especially towards those who are “different,” including those who have disabilities. This instruction should also reinforce how students can reach out to be kind to others and step in to stop hurtful situations. The Social Express® and Cool School™ support effective universal instruction especially at the elementary school level.

Tier II. Individualized Targeted Supports.

Because students who have disabilities face greater social relationship challenges, it is recommended that schools proactively address this concern by providing social skills instruction in the Learning Center.

Students with social learning challenges require direct instruction, with each facet of every skill broken down into small pieces. The Social Express® addresses these areas of need by providing a highly interactive and visual presentation which allows for the generalization of skills outside of the teaching environment. Cool School™ utilizes the same individualized approach to address the specific challenges associated with those who are hurtful. For both of these programs, additional face-to-face role-playing activities can provide the opportunity for students to practice essential social skills in a protected environment.

Intensive Interventions:

The Social Express® and Cool School™ can also be incorporated into the more comprehensive intensive interventions required by the minority of students who face even greater social relationship and behavioral challenges.

 

[i] Section 504 of the Rehabilitation Act of 1973. 29 U.S.C § 79; The Americans with Disabilities Act of 1990. 42 U.S.C. §§ 12131-12134; and Individuals with Disabilities Act. 20 U.S.C. § 1400 et seq.

[ii] U.S. Department of Education, Office of Special Education and Rehabilitation Services (August 20, 2013) Dear Colleague Letter Keeping Students with Disabilities Safe from Bullying.

[iii] U.S. Department of Education Office for Civil Rights, (2014) Dear Colleague Letter on bullying of students under Section 504.

[iv] Zeno v. Pine Plains Central School District, 702 F3d 655 (2d Cir. 2012).

[v] Rose, C. A., Swearer, S. M., & Espelage, D. L. (2012). Bullying and students with disabilities: The untold narrative. Focus on Exceptional Children, 45(2), 1–10.

[vi] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[vii] Rose, C. A. (2011). Bullying among students with disabilities: Impact and implications. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in North American schools (pp. 34–44). (2nd ed.). New York, NY: Routledge.

[viii] Rose, C. A., Espelage, D. L., & Monda-Amaya, L. E. (2009). Bullying and victimization rates among students in general and special education: A comparative analysis. Educational Psychology, 29, 761–776,

[ix] Swearer, S. M., Wang, C., Maag, J. W., Siebecker,A. B., & Frerichs, L. J. (2012). Understanding the bullying dynamic among students in special and general education. Journal of School Psychology, 50, 503–520.

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Social Express named in Common Sense Media Power Up Special

Common Sense Media has officially launched its updated Power UP Special Needs and Learning Difficulties Guide for Kids; and The Social Express II is included!

Being featured in this guide is a meaningful milestone for us. The Common Sense Media team spent months diving deep into research, interviewing experts and educators, and testing products with families and field leaders. Their goal? To identify high‑quality, thoughtfully designed tools that can genuinely support kids who benefit from learning in non‑traditional ways.

We’re proud that The Social Express II was selected as one of those standout resources. It reinforces our mission to help all learners build the social‑emotional skills they need to thrive through engaging, interactive experiences that make skill‑building feel natural and fun.

If you’d like to explore the full guide, it’s available for free on Common Sense Media’s website:
http://www.commonsensemedia.org/guide/special-needs

At Brighten Learning, we’re committed to creating tools that meet diverse learners where they are. Being recognized in this guide motivates us to continue innovating and supporting educators, parents, and,most importantly, kids.

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Help for Asperger’s: Social Skills Program for Kids Celebrates First Anniversary

Jon Cornick ,President, Brighten LearningOur president, Jon Cornick and I and our entire team were so excited  to celebrate the first anniversary of our company! The Social Express was one-year old on November 11, 2012. We actually celebrated at ASHA12!

We’re all so humbled by the wonderful reception our social learning program has received from parents, school administrators, and teachers in our first year. Also from the dedicated speech-language pathologist (SLP) community that provides help for Asperger’s and autism everyday. So many  children who need special assistance with communication skills rely heavily on SLPs and their teachers.

Thanks to everyone we’ve met at ASHA and other conferences.

– Marc and Jon

 

Help for Asperger’s

 

PRWeb–November 29, 2012–The Social Express, a peer-reviewed program that recently won the coveted Software Information and Industry Association (SIIA) Innovation Incubator Award in Tech Ed, celebrates its first anniversary with a growing community of people helping kids to learn social skills.

The Social Express provides social skills help for Asperger’s and other children diagnosed on the autism spectrum. In its first year, The Social Express has received wide support and heartwarming testimonials from the autism and Asperger’s community of Speech-Language Pathologists (SLPs), educators, parents and teachers of children who need help for Asperger’s, ADHD, autism and related disorders.

Jon Cornick, President, said, “We are incredibly grateful for the amazing growth our company has achieved in our first year. We’ve found an enthusiastic community of supporters by participating in conferences, being featured in news stories, receiving wonderful reviews and publicity. The testimonials from educators, administrators, professionals and parents have been so encouraging.”

Marc Zimmerman, CEO, said, “My wife Tina and I were inspired to found our company in order to help other parents, like us, who have children with autism. We continue to be inspired, motivated and energized because of the deep commitment to help kids with autism and Asperger’s that we experience from the autism community.” Zimmerman continued, “We’d like to express our deep gratitude for all of the hard work the SLPs do everyday to help my twins and other children on the autism spectrum with communication skills.”

The Social Express is an interactive video modeling, social skills learning, and education for autism program. Parents, professionals, and educators of special needs children like the high-quality, Hollywood-style animation that holds their attention without over stimulation and the scenes that reinforce the best choices for kids to make in social situations. Learn more about The Social Express by visiting: thesocialexpress.com Twitter: @TheSocialExpres

About Brighten Learning, Inc.:

Brighten Learning™, founded by parents of autistic twins in 2010, is a privately held company based in Encinitas, California. The company develops The Social Express™ and other interactive social skills software and learning management systems. The company’s mission is to help special needs children with social-emotional deficits to improve their lives. The company’s video modeling social skills learning programs help children with ADHD, Autism, Asperger’s, and related disorders to improve their interactions with others.

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Help with Asperger’s: A Fun, Interactive Social Skills Learning Program

If you have a child or a student who needs social skills help with Asperger’s, ADHD, autism or other related disorder, welcome! You’re in the right place. This is our blog for The Social Express.

What is The Social Express?

The Social Express is a new, unique software program designed to teach children social skills using fun, interactive play.  Our social skills learning program is comprehensive with 16 lessons and 30 scenes. It uses original, engaging, animated characters and video modeling to hold your child’s attention. Our social skills learning program is evidence-based and designed to be used by you with your child or student.

Parents tell us that our program provides help with Asperger’s because kids who need help learning social skills get really engaged with our beautifully animated, original characters like Emma and Zack. We hear the same feedback from, school administrators, teachers, and Speech Language Professionals (SLPs). You can see what others say about their children’s and students’ experiences with The Social Express by clicking here.

How Does The Social Express Help with Asperger’s?

If your child is diagnosed on the autism spectrum or with Asperger’s, he may not have developed the basic skills that will help him to make friends. He may need extra help to learn the social skills that can help him to interact successfully with his peers.  As a parent, The Social Express gives you a learning tool you can use at home with your child to reinforce the social skills he’s learning in therapy or at school.

If you’re a SLP or teacher, you can join many SLPs and educators who use our social skills learning program in sessions with their students.

The software targets core social deficit areas that stand in the way of school and life success for children and young adults with social learning challenges. That’s why it’s so helpful for kids diagnosed with ADHD and other related disorders. It provides help for Asperger’s by teaching your child how to think about and manage social situations.

The Social Express Provides Help with Asperger'sThe Social Express uses original characters and socially valid dialog to provide a fun and evidence-based teaching approach for children with Asperger’s and other social learning challenges. Many children enjoy the program so much, they ask to use it daily! The Social Express also helps children with nonverbal learning disabilities or pragmatic language deficits.

Our community of SLPs, educators, and parents also tell us that the social skills lessons are quite realistic. Each of the 30 scenes reinforces the best choices for kids to make in social situations. Parents, SLPs and teachers like that The Social Express holds children’s attention without over stimulation.

How does The Social Express help with social learning challenges?

The Social Express provides help with Asperger’s because it targets core deficit social skill areas that are often challenging for children. The interactive software learning program uses video modeling to help children to see how to improve their social skills in areas such as:

–       How to be with a group

–       Using your eyes to figure out what to say or do

–       Identifying feelings and coping strategies

–       Developing conversational skills

–       Using figurative language in conversation

And much more!

Award Winner

The Social Express is a peer-reviewed program that recently won the coveted Software Information and Industry Association (SIIA) innovation Incubator Award in Tech Ed. And what we’re really the most proud about are the positive comments we receive from parents and professionals who use it everyday to help children get better at making good decisions in social situations with their peers at school and at play.

Enjoy your visit to The Social Express! Let us know if you have questions by contacting us here: contact (at) thesocialexpress.com

You might enjoy checking out some of our most popular posts:

5 Tips to Help Your Child Make Friends

Seven Tips for Using iPads with Kids with Autism (and My Favorite Learning Programs)

Autism Help for Parents: Websites for Buying a Used iPad

 

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Help with Asperger’s: Tips on Making Friendships

[vc_row][vc_column][vc_column_text]Help with Asperger's- Tips on Making FriendshipsHelping kids to learn social skills is the main mission for us here at The Social Express. We’re always on the lookout for help with Asperger’s and autism that we can share with you. Here’s a great example.

Dave Angel wrote a valuable article over on his blog, Parenting Aspergers. It’s about learning social skills and making friendships for children with Asperger’s.

According to Dave’s article, Asperger’s and Friendships (4 Great Tips), children with Asperger’s have difficulty understanding all of the non-verbal things that are going on in a conversation with other children. These non-verbal things include eye contact, tone of voice, body language and others.

Dave interviewed Dr. Lani Ravinovich, a Licensed Psychologist that has worked with many children with Aspergers. Among many other qualifications, she is trained in the PEERS Program (an evidence-based social skills program for adolescents with Asperger’s or High-Functioning Autism).

To Help with Asperger’s, Repetition is Important

Dave’s article has four great recommendations. Here are our two favorite tips from his list, and examples of how we’ve used them.

Break down social skills teaching into small topics and then reinforce them with your child. Repeat the lessons over and over.

This is one of the main reasons our social learning software, The Social Express, includes several places in the program for you to pause it. Then you can discuss with your child the best action to take. For example, you can ask your child: what’s the best action you can take when you want to be a part of the group?

– We like to reinforce the social skill, “keep your body facing the group”. A good way to work on this one is to show your child pictures of children in books. Ask him or her to tell you which of the children in the pictures are facing the group, and which are not.

Consistently work on social skills with your child. Repeat the social skills lessons often.

– We always try to do this with our twins. When handing one of them a cookie, we point to our eyes to remind them to make eye contact. We hold onto to the cookie until they look us in the eye. This is a simple exercise, but one that’s helped our boys to learn to make eye contact.

Thanks to Dave Angel for writing such helpful and easy to read tips. I recommend that if you’re looking for help with Aspergers, definitely read the full blog article. You can find it by clicking here.[/vc_column_text][/vc_column][/vc_row]

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