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Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA)

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Abstract

This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed.

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Author information

Author notes

  1. Pamela J. Crooke

    Present address: Department of Communicative Disorders and Sciences, San Jose State University, One Washington Square SH115, San Jose, CA, 95192-0079, USA

  2. Ryan E. Hendrix

    Present address: M.G. Winner’s Center for Social Thinking, San Jose, CA, USA

  3. Janine Y. Rachman

    Present address: Stone Oak Therapy Services and Learning Institute, San Antonio, Texas, USA

Authors and Affiliations

  1. Speech, Language & Hearing Sciences, University of Arizona, Tucson, AZ, USA

    Pamela J. Crooke, Ryan E. Hendrix & Janine Y. Rachman

  2. M.G. Winner’s Center for Social Thinking, San Jose, CA, USA

    Pamela J. Crooke

Authors
  1. Pamela J. Crooke
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  2. Ryan E. Hendrix
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  3. Janine Y. Rachman
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Corresponding author

Correspondence to Pamela J. Crooke.

Appendix

Appendix

All lessons were based on “thinking about what others are thinking about you” (Winner 2002, 2005). Also, the regulation of verbal and nonverbal behaviors can keep others’ thinking the way you want them to think about you.

General Lesson Descriptions

Looking = Thinking: What One is Looking at Represents what that Person is Thinking About

During this lesson the participants were taught that what one is looking at represents what that person is thinking about. For example, if you are talking with someone and he is looking at you, it signifies that he is thinking about you or what you are saying. Participants were taught that when they look at something other than the speaker, such as a picture on the wall, they are sending the message that they are thinking about the picture and not the speaker or their words. In other words, “looking = thinking” or “eyes have thinking.”

Expected vs. Unexpected: Verbal and Nonverbal Actions have Thought Consequences

In this lesson, the participants were taught that verbal and nonverbal actions have consequences in terms of how other people think about you and that “expected” actions can generate good thoughts and “unexpected” actions can generate weird thoughts. Participants were also taught that they can change others’ thoughts by changing their own actions.

Whole Body Listening: Bodies and Eyes are a Part of Listening and Conversation

Participants were taught that listening occurs with more than just ears. People also listen with their eyes, shoulders, hands, feet, and body, etc. Whole body listening reflects keeping all parts of one’s body “in the group.” This relates back to the kinds of thoughts others have about you and is connected to expected versus unexpected nonverbal behaviors.

Social Files: Brains Make Social Memories that Give Us a Strategy for Initiations

Participants were taught that social files are “brain files” for people to learn and remember things about each other. Storing information about others occurs in the form of social memories. “Social files” provide a framework for initiations. This lesson taught participants to be social “spies” and to observe others in their environment. Social files were related to looking = thinking, expected and unexpected, and whole body listening. Lessons were always related to the kinds of thoughts others have about you.

Knowledge and Opinions: What to Keep in & Let Out: Filtering Verbal Behavior (Unexpected Stays in Your Head & Expected Comes Out) Influences the Thoughts that Others Have About You

Participants were taught that certain types of knowledge/opinions should stay in one’s head and certain types of knowledge/opinions can come out. Participants were taught that knowledge should stay in if it is off topic, a “data dump” of facts, corrects someone. Participants were taught that opinions are always right but should not always be stated aloud. The lesson was then related to the thoughts that others have about one another and how to change or maintain others’ thoughts by filtering one’s own verbal comments.

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Crooke, P.J., Hendrix, R.E. & Rachman, J.Y. Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA). J Autism Dev Disord 38, 581–591 (2008). https://doi.org/10.1007/s10803-007-0466-1

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