The Social Skills Picture Book. Jed Baker

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      language processing difficulties and distractibility, making abstract concepts more concrete and stable.

      Reading the picture books is not a substitute for actually practicing the skills. The picture books are tools to use in the initial

      acquisition of skills and should be followed with actual practice of the skills in the situations in which they are needed. If the goal is

      for a student to demonstrate a skill in a particular situation, then ultimately the student will need to repeatedly practice that skill in that

      situation. However, before students can physically practice a skill, they need some understanding of what to do. The picture books can

      facilitate that initial understanding.

      The reason one performs a skill is often because it achieves a desired outcome. The picture books help individuals visualize (a) the

      positive outcomes of performing a skill and (b) how people think and feel in response to their behaviors.

      Who Should Use Picture Books?

      The picture books will benefit most “typical” students by engaging attention and breaking down abstract skills into more concrete

      steps. It will be particularly helpful for those who have difficulties with auditory/language processing, abstract thinking, and sustaining

      attention. This includes individuals on the autistic spectrum as well as those with Attention Deficit/Hyperactivity Disorders and/or

      multiple learning disabilities.

      How to Use the Picture Books

      Using the picture books involves the four stages described below: (1) initial instruction, (2) role-playing the skill, (3) reviewing the

      skill steps with corrective feedback, and (4) generalization. The first three stages can be repeated many times, such that one could

      go back to stage 1 after stage 3. These stages are quite similar to the stages of “structured learning,” described by Goldstein and

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      colleagues in their “skills streaming” series (McGinnis & Goldstein, 1997). Structured learning contains four components: didactic

      instruction (explanation of the skill steps), modeling, role-playing with feedback, and practice for generalization. The difference is that

      didactic instruction and modeling stages are replaced by using the picture books. Thus there is less reliance on verbal instruction and

      instructor modeling.

      Initial Instruction

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