making the connection - bellini chapters 6 and 7

S. Bellini ©2008 AAPC

Distinguishing Between Skill Acquisition Deficits and Performance Deficits

Chapter 6


Why Important? The success of social skills programming

depends on distinguishing between Skill acquisition deficits

and Performance deficits

The distinction between the two kinds of deficits guides the selection of intervention strategies


Skill Acquisition Deficits Absence of a specific skill or behavior Child or adolescent needs to be taught

the skill or behavior


Performance Deficit Skill or behavior is present, but not

displayed Child or adolescent needs to be

supported; factor impeding implementation needs to be addressed Motivation Anxiety Sensory sensitivities, etc.


Important Note Being able to recite how to perform a

skill or behavior and actually being able to perform the skill or behavior are two different things


Skill Acquisition-Performance Deficit Dichotomy: Link to Intervention

Guides selection of intervention strategies Skill acquisition deficit

Teach new skills Performance deficit

Enhance existing skills Remove barriers to success


Skill Acquisition Continuum Novice Intermediate Mastery


Factors Affecting Performance Motivation Sensory sensitivities Anxiety Attention and impulsivity Memory Self-efficacy Movement differences


Factors Affecting Performance Can impact mastered skills, too


Motivation Possible reasons for lack of motivation

Experienced peer failure and rejection Lack of common interests with peers

Strategies Expose to positive peer interactions Provide reinforcement for peer

interactions (only if needed)


Sensory Sensitivities Can involve any of the senses Can lead to social withdrawal,

avoidance, diminished social performance

Strategies Sensory integration Self-relaxation Environmental modifications


Anxiety Can range from mild to high levels Strategies

Determine how the anxiety impacts performance (e.g., withdrawal, social phobias)

Implement plan to reduce anxiety


Attention and Impulsivity Can impede social reciprocity and turn

taking Strategies

Self-monitoring Self-regulation Planning


Memory Memory to do something (versus how

to do something) Strategies

Prompts Behavior repetitions


Self-Efficacy Confidence Possible consequences of low self-

efficacy Fear and/or avoidance of social

interactions Giving up easily Viewing failure as confirmation of

shortcomings Anxiety Depression


Strategies That EnhanceSelf-Efficacy (Bandura, 1994)

Mastery Experiences Experience personal success and

accomplishment Avoid failure



Successful Models Observe model similar to self “If she can do it, I can do it”



Social Persuasion Encouragement Positive feedback



Manage Anxious Responses Teach children to recognize and

understand their physiological responses Teach regulation strategies


Movement Differences Starting

Initiating movements Possible need: a simple prompt to start

Stopping Terminating activities Possible need: a cue to end


Movement Differences Switching

Transitioning from one thought, activity, or emotion to another

Combining Processing multiple sensory inputs at

once


Skill Acquisition Deficit or Performance Deficit:

Distinguishing Between the Two

Five Questions to Ask


Question #1 Does the child perform the skill across

multiple settings and persons? If no: probably a skill acquisition deficit


Question #2 Does the child perform the skill without

support or assistance? If no: typically a skill acquisition deficit


Question #3 Does the child perform the skill fluently

and effortlessly? If yes: probably a performance deficit


Question #4 Does the child perform the skill when

reinforcement is provided? If yes: performance deficit


Question #5 Does the child perform the skill when

environmental modifications are made? If yes: performance deficit


References Bandura, A. (1994). Self-efficacy. In V. S.

Ramachaudran (Ed.), Encyclopedia of human behavior, (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).


SelectingIntervention Strategies

Chapter 7


There is no single intervention that will help all children and adolescents with ASD strengthen their social skills


Need to use a combination of strategies that prove most effective for a given child’s or adolescent’s needs What works well for one child or

adolescent may not work well for another


Matching Strategies Match strategies with the type of skill

deficit Skill acquisition Social performance


Questions to Answer When Selecting Intervention Strategies Which specific social skills will be targeted? Does the strategy match the type of skill deficit

demonstrated (for each skill)?


Questions to Answer When Selecting Intervention Strategies What is the child’s developmental level (language

and cognitive functioning)? Is the strategy supported by research?


Questions to Answer When Selecting Intervention Strategies If the strategy is not supported by research, what

is the rationale/logic for using it? Which components of social interaction skills (i.e.,

thinking, feeling, doing) does the strategy address?


Social Accommodation vs. Social Assimilation Important to consider prior to selecting

intervention strategies The key is to address both

Teach skills and modify the environment Balance based on the child’s or

adolescent’s developmental skills (what is appropriate for him and his areas of strength and challenge)


Accommodation Modifies the physical or social

environment to promote positive social interactions For example: training peer mentors,

conducting autism awareness training Emphasizes changing the environment Enhances social performance


Assimilation Instruction that facilitates skill

development that allows the child to be more successful in social interactions

Emphasis is on changing the behavior of the child or adolescent with ASD

Enhances skill acquisition

making the connection - bellini chapters 6 and 7

Education

specific skill

taughtthe skill

behavior child

combination of strategies

enhanceselfefficacy

doesthe child

peers strategies expose

high levels strategies