By Julie Roberts, M.S., CCC-SLP
January 11, 2020
Cite: Roberts, J. (2020, Jan 11). Training Social Skills is Dehumanizing (Part 1). Therapist Neurodiversity Collective. https://therapistndc.org/training-social-skills-is-dehumanizing-part-1/
Social Skills Training for Autistic and other Neurodivergent children, adolescents, and young adults is a multi-billion dollar industry.
Applied Behavioral Analysis (ABA) clinics, as well as many other for-profit and non-profit entities such as SLPs, OTs, and licensed Counselors, heavily advertise “social skills training” to the parents of Autistic children.
A quick Google search for “Social Skills Training” will provide links to thousands of ABA clinics, schools, therapy practices, summer camps, etc., along with thousands of books, videos, and “social skills training programs” that promise to “train social skills” into the autistic or other neurodivergent child, while simultaneously teaching them “how to make friends” through:
- Modeling (masking autistic characteristics)
- Differential Reinforcement (reinforcing only the desired response or behavior, and applying extinction to all other responses)
- Memorizing rote verbal or behavioral scripts for social scenarios.
- Role Playing (rehearsing rote verbal scripts)
- Behavioral scripts that compel compliance.
- Specific Social Skills Curriculum that predetermines rote expression
Investors across the United States, as well as around the world, enormously profit from the fact that while “Autism Awareness” is a fairly mainstream concept, Autism Acceptance sadly remains far from the norm.
2017 research published in Scientific Reports indicates that “first impressions of individuals with ASD made from thin slices of real-world social behavior by typically-developing observers are not only far less favorable across a range of trait judgments compared to controls, but also are associated with reduced intentions to pursue social interaction.”
Sasson, N. J. et al. Neurotypical Peers are Less Willing to Interact with Those with Autism based on Thin Slice Judgments. Sci. Rep. 6, 40700; doi: 10.1038/srep40700 (2016).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5286449/
The research demonstrates that it is the autistic social presentation style rather than the substantive content of social speech (that drives) negative impression formation of” (ibid) autistic individuals.
It is clear that the endless drilling of autistic children and adolescents to memorize and parrot “appropriate” rote phrases in specific social situations will not lead to their neurotypical peers judging them as more likable.
The “Business” of Autism incorporates tremendous amounts of money and time towards the task of “normalizing” the social, behavioral, developmental, and linguistic conventions of Autistic people. The end goal of ABA is to make the Autistic person appear indistinguishable from their peers.
As there is no “cure” for Autism, the only way to do this is for Autistic people to camouflage or compensate for their autistic differences through masking, which can lead to negative consequences such as exhaustion, anxiety, depression, negative self-perception, low self-esteem, and even suicidal ideation.
Neurodiversity-Affirming Therapists don’t “train” social skills. We believe that social skills training is one more way of dehumanizing Autism. Dictating how a neurodivergent person is expected to communicate in specific social situations takes away their self-determination. Training people as one trains animals is appalling. Therapist Neurodiversity Collective believes in respecting the authentic social communication of all people, which includes all Autistic people, rather than compelling compliance with neurotypical expectations through a system of rewards and punishments. Instead of role-playing and parroting memorized verbal and behavioral scripts, we use supports, such as visual schedules to help people navigate specific routines. We teach perspective-taking for all based on The Double Empathy Theory. We empower through teaching self-advocacy and encouraging self-determination.
Therapist Neurodiversity Collective believes that trauma-informed therapy means supporting the emotional well-being and sensory needs of our clients, first and foremost. It is important for neurotypical therapists to understand that social interaction can be exhausting for autistic people and other people who are neurodivergent, especially if they are being pressured to imitate neurotypical mannerisms and mask their autistic behaviors, mannerisms, and feelings. Neurodiversity-affirming therapists don’t “train” social skills, nor do we “treat Autism.” Historically, social skills training has been generally based upon neurotypical social communication expectations which do not take into consideration the diversity of the populations we serve.
Examples of Pro-Neurodiversity Objectives:
- Self-Advocacy
- Perspective Taking: Self and Others (The Double Empathy Problem)
- Interoception for: Self-Regulation, Self-Awareness, Flexibility of Thought, Intuition, Perspective Taking, Problem Solving, Social Understanding
- Teaching how one’s body sensations correlate to emotions
- Figurative Language: Metaphors, Similes, Personification, Hyperbole, Symbolism
- Building upon strengths
- Establishing and maintaining one’s own boundaries.
Note on Perspective Taking Therapy:
Targeting perspective taking may include teaching children and teens to understand how and why neurotypicals act the way they do in various settings and situations. A neurodiversity-affirming approach would not use rote social scripts or social stories that compel verbal or behavioral compliance as this takes away self-determination and leads to inauthentic communication. (See more about the use of social stories below.)
Targeting perspective taking may include teaching consenting Autistic people (old enough to determine their personal “social skills” goals, and old enough to understand potentially harmful aspects of masking) neurotypical socially expected norms in various social, educational, and work environments. Clients will self-determine if, or when they choose to use this knowledge.
Examples of Ableist Objectives:
- Treating Autism
- Eye Contact with Communication Partner
- Quiet Hands and Whole Body Listening
- Extinguishing perceived neurodivergent social deficits
- Teaching social scripting that encourages masking (feelings, emotions, stimming, sensory needs, quiet hands, compliance for rehearsed role-play, etc.) Using “Social Stories*” that are written and used in a manner that is meant to compel compliance
- Social skills goals that focus on making the client appear indistinguishable from their neurotypical peers
Notes on Social Stories
Carol Gray Social Stories: What is a Social Story? https://carolgraysocialstories.com/social-stories/what-is-it/ versus ABA Social Skills: Weiss, M., (2013) “Behavior Analytic Interventions for Developing Social Skills in Individuals with Autism.” Excerpted from Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders. edited by Peter F. Gerhardt Ed.D, & Daniel Crimmins Ph.D. http://archive.brookespublishing.com/documents/Gerhardt_social-skills.pdf
Carol Gray’s approach:
” First: Abandon all assumptions. Second: Recognize that the social impairment in autism is shared, with mistakes made on all sides of the social equation. Third: When Typical people interact with people with autism, both perspectives are equally valid and deserving of respect. To this day, these three principles define the Social Story philosophy and guide the development of each Story.” – Carol Gray
ABA approach:
“Social Stories are often used to convey behavioral expectations for multielement situations (which change frequently), for fear situations, and to reduce challenging behaviors.” – Mary Jane Weiss.
Resources:
Carol Gray Social Stories. Origins of the Social Story Philosophy (1986-1989). https://carolgraysocialstories.com/social-stories/origins-of-the-social-story-philosophy/
Excerpted from Weiss, M. (2013) “Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders”, edited by Peter F. Gerhardt Ed.D, & Daniel Crimmins Ph.D. http://archive.brookespublishing.com/documents/Gerhardt_social-skills.pdf?
Gray (2000) outlined suggestions for developing effective Social Stories and included guidelines about the types of sentences to be used.
There are seven recognized sentence types for creating Social Stories (Barry & Burlew, 2004; Crozier & Tincani, 2007; Reynhout & Carter, 2006)
Respectful practices will never use ABA methods in conjunction with the use of social stories.
Empathetic practitioners use “social stories” formats that do not compel compliance or dictate verbal or behavior scripting.
In the words of Carol Gray, “Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, “voice”, content, and learning experience that is descriptive, meaningful, and physically, socially, and emotionally safe for the (Autistic) child, adolescent, or adult.”
Carol Gray Social Stories: What is a Social Story? https://carolgraysocialstories.com/social-stories/what-is-it/
Ally clinicians must strive to further the cause of Autism Acceptance by educating the public, our professional peers, and especially our client families, while promoting “acceptance and inclusion and changing the dialogue about autism from fear, pity, and tragedy to support, acceptance, and empowerment.”
ASAN Autistic Self-Advocacy Network, Autism Acceptance Month: https://autisticadvocacy.org/projects/community/autism-acceptance-month/
Over the past 25 years, Julie has worked across a wide range of roles and settings with both pediatric and adult populations.
She is the author of "The Gold Standard Fallacy of ABA: A Reference Guide for Therapists, Educators, & Parents" and a co-author of the 2023 CARE PICORI grant for autism research.
In 2018, Julie founded the Therapist Neurodiversity Collective, an organization dedicated to transforming therapy, education, and advocacy practices to improve the approaches used with neurodivergent individuals by challenging how society defines and responds to neurodivergence.
Julie has had the privilege of delivering professional development to thousands of educators and therapists. Her journal article, blogs, and free educational resources have resonated with a broad audience across the Global North, shaping perspectives on the neurodiversity paradigm in therapeutic and academic contexts.
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