What is a social skill that is least likely to be taught to an elementary student with Autism Spectrum Disorder?

What is a social skill that is least likely to be taught to an elementary student with Autism Spectrum Disorder?

• A. Making friends
• B. Learning to calm oneself in stress
• C. Starting conversations
• D. Responding to social cues

Answer: (B)

Learning to calm oneself in stress is considered a social skill that is least likely to be specifically taught as a traditional social interaction skill compared to the other options. While self-regulation and coping strategies are essential for all students, including those with Autism Spectrum Disorder, they do not directly relate to the immediate social interactions such as making friends, starting conversations, or responding to social cues. The other skills mentioned, like making friends, starting conversations, and responding to social cues, are directly tied to navigating social situations and interactions. These skills often form a significant part of social skills training for students on the autism spectrum. Teaching these competencies can help individuals understand and manage peer relationships and social environments more effectively. In contrast, while learning to calm oneself is an important self-management skill, it focuses more on emotional regulation rather than on the behaviors needed for social interaction, which typically come first in prioritizing social skills development in educational settings for children with Autism. Therefore, this distinction highlights why self-regulation is not primarily categorized as a social skill in the same way as the others.

Learning to calm oneself in stress is considered a social skill that is least likely to be specifically taught as a traditional social interaction skill compared to the other options. While self-regulation and coping strategies are essential for all students, including those with Autism Spectrum Disorder, they do not directly relate to the immediate social interactions such as making friends, starting conversations, or responding to social cues.

The other skills mentioned, like making friends, starting conversations, and responding to social cues, are directly tied to navigating social situations and interactions. These skills often form a significant part of social skills training for students on the autism spectrum. Teaching these competencies can help individuals understand and manage peer relationships and social environments more effectively.

In contrast, while learning to calm oneself is an important self-management skill, it focuses more on emotional regulation rather than on the behaviors needed for social interaction, which typically come first in prioritizing social skills development in educational settings for children with Autism. Therefore, this distinction highlights why self-regulation is not primarily categorized as a social skill in the same way as the others.