Supporting Social Learning in Autism: An Autobiographical Memory Program to Promote Communication & Connection

Autobiographical memory (ABM)—the type of long-term memory that holds information about ourselves and our past experiences—is key to social learning and social communication. This groundbreaking guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social skills. A natural, strengths-based approach to autism intervention, this unique program is about promoting authentic connections by facilitating memory—not encouraging a specific set of behaviors or changing autistic habits of cognition. Ideal for speech-language pathologists and other practitioners, this book offers detailed guidance on how to assess ABM needs and implement activities that help autistic individuals encode and retrieve memories that aid in social learning. Professionals will get step-by-step instructions on using adaptable, person-centered techniques such as elaborative reminiscing, memory making activities, episodic memory draw-talks, and life stories. An innovative and practical guide that honors neurodiversity, this program empowers children to tap into and create meaning from their past experiences—and use those memories to plan, problem-solve, and form positive connections with others. Why This Program? Helps neurotypical and autistic children and adolescents develop memory retrieval and discourse strategies critical for academic and social success Evidence aligned—translates pioneering research into ready-to-use intervention strategies and activities Client centered—honors the child’s interests and follows their lead without prescribing scripts or rules Adaptable for a wide range of intervention settings—home, school, and community Developed by highly respected experts on autism and communication Customizable to meet the needs of the individual PRACTICAL MATERIALS: Professionals will get downloadable assessment and intervention forms, clear scope and sequences they can easily replicate, and handouts and worksheets to share with families so they can use the techniques at home.

Table of Contents:
About the Downloads About the Authors Preface For the Reader Dedication Section I: Foundations Of Social Learning And Autobiographical Memory In Autism Chapter 1 Supporting Social Learning in Autism Chapter 2 Understanding Autobiographical Memory Chapter 3 The Organization & Development of Autobiographical Memory Chapter 4 Autobiographical Memory and Autism Section II: Assessment Of Autobiographical Memory Chapter 5 Assessment for Clinical Decision Making Chapter 6 Assessment Of Autobiographical Memory in Autism Appendix 6.1 Informant Reports Appendix 6.2 Autobiographical Memory Test Appendix 6.3 The Cueing Procedure Appendix 6.4 The Remember/Know Task Appendix 6.5 The Remember/Know Story Task Appendix 6.6 The SENSEs Procedure Appendix 6.7 The Where-When-What Task Chapter 7 Assessment Of Autobiographical Memory in Autism: Application In A Case Example With Cooper Section III: Treatment Of Autobiographical Memory Chapter 8 Supporting Episodic Memory in Autism Chapter 9 Recall, Re-Experience, And Share the Past: Elaborative Reminiscing Chapter 10 Supporting Autobiographical Memory: Episodic Memory Stories Chapter 11 Supporting Memory, Social Learning, And Problem-Solving: Episodic Memory Draw-Talks Chapter 12 Facilitating Encoding of Episodic Memories: Making Memories Activities Chapter 13 Developing A Stronger Sense of Self: Life Stories Chapter 14 Treatment Of ABM In Autism: Application in A Case Example With Cooper Chapter 15 Autobiographical Memory: Goals, Maximizing Potential, Minimizing Barriers, and the Importance of Authenticity Appendix A: Elaborative Reminiscing Caregiver Training Materials and Procedures Glossary Recommended Readings References Index

About the Author :
Ashley R. Brien, Ph.D., CCC-SLP, Dr. Brien� (TM)s research focuses on the development, implementation, and social validity of family-centered interventions to support social learning and episodic memory in individuals with autism. She has also designed intervention materials to support social cognition and communication in a variety of populations with social learning challenges. Patricia Prelock, Ph.D., CCC-SLP, BCS-CL, is Provost and Senior Vice President, University of Vermont. Formerly the Dean of the College of Nursing and Health Sciences at the University of Vermont for 10 years, she is also Professor of Communication Sciences & Disorders, and Professor of Pediatrics in the College of Medicine at the University of Vermont. Dr. Prelock studies the nature and treatment of autism spectrum disorder with a specific focus on theory of mind and the development of interventions to support social cognition by using a family-centered approach. She is a board certified specialist in child language, a University of Vermont Scholar, an ASHA fellow and honoree, and a fellow in the National Academies of Practice in speech-language pathology.