Social Skills at Bright Beginnings Autism Services

At Bright Beginnings Autism services, our Instructor Therapists work in one-to-one and small group sessions to assist children in developing appropriate social skills. The Instructor Therapist’s role is to teach specific skills, as determined by the functional skills assessment, through direct instruction, role play, written tasks, homework assignments and directed discussion.

The assessment for the Social Skills Intervention program is completed by the Senior Therapist, Mary MacNaull. and consists of parent interview, parent and school questionnaires and direct work with the child. This assessment will form the basis by which the intervention plan is developed. A decision is made with the parents as to whether their child’s needs can be best met in one-to-one instruction, small group instruction by being paired with peers, or a combination of the two. Parents are active partners in the child’s intervention and their input will be included at all times during the assessment and intervention.

A maximum of five goals will be identified at any one time. Some goals may be achieved in a relatively short period of time while others may take considerably longer.

Some of these goals may include, but not be limited to:

  • Increasing compliance and cooperation in structured teaching
  • The development of social pragmatic skills
  • The development of social and conversational reciprocity
  • The development of self-awareness
  • Cooperative play and peer-related skills
  • The development of impulse control
  • The development of empathy and perspective-taking skills
  • The ability to cope with change and transitions
  • The development of a healthy self-image and self-esteem
  • The understanding and importance of rules and routines
Read More Testimonials

Mary has been the Senior Therapist, supervising the IBI Program for a young boy to whom I've been the Instructor Therapist for the past four years. Although, Mary only started supervising his program in this past year, during this time the child has made significant gains, progressing at a steady pace.
I believe the difference in the child's progress is that Mary listens and responds to the wishes of the people that know the child best. Even though originally, his speech was not clear, Mary identified that he was being consistent in his verbal responses and provided programming at a verbal level. With the extra verbal practice, his speech has improved significantly and he is responding at a sentence level a great deal of the time.
The child is feeling proud of his gains and is willing to attempt new programs more readily. I would highly recommend Mary as a Senior Therapist. Her experience and ability to relate to the families on her caseload is superior!

Vicky - Instructor Therapist