Today s Presentation - Glenbard Parent Series · & Horner (2001); Quinn, Kavale, Mathur, Rutherford Jr., & Forness (1999) Five Basic Tenets of Social Skills Programming Tenet One:

Building Social Relationships

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Building Social Relationships through Evidence Based Social Skills

Programming for Youth with ASD Scott Bellini, Ph.D., HSPP

Director

Social Skills Research Clinic School Psychology Program

Department of Counseling and Educational Psychology School of Education

Indiana University, Bloomington [email protected]

Today’s Presentation

n  The Building Social Relationships Model n  An Overview of Strategies to Teach Social Skills

Early Intervention/Early Childhood Education Usage Practices in the State of

Indiana (Hume, Bellini, & Pratt, 2005) % Used Hours/Week Contrib. to Growth

1. Speech Therapy 89.2 2.0 76 (2) 2. Occupational Therapy 83.1 1.7 65.6 (7) 3. Classroom Aide 46.7 15.4 65.9 (6) 4. Consultation 45.1 1.6 46.7 (16) 5. Augmentative Communication 43.1 11.6 62.7 (9) 6. Sensory Integration 40.0 3.1 69 (3) 7. Behavior Supports 30.8 7.8 50 (14) 8. Physical Therapy 29.7 1.1 51.7 (12) 9. Discrete Trial Training 26.2 16.2 68.4 (4) 10. Other 25.5 5.3 63 (8) 11. Music Therapy 23.1 2.4 50 (15) 12. Counseling/Psychotherapy 22.6 2.3 60.8 (10) 13. Parent Training 21.0 3.5 78.2 (1) 14. Floor Time 20.5 5.5 51.1 (13) 15. Social Skills 15.9 3.8 67.5 (5) 16. Recreational Therapy 12.8 3.4 57.9 (11)


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Since you were going to ask…

n  Where should social skills be taught? n  How frequently should social skills be taught? n  Who should teach social skills? n  Who will benefit from social skills

programming? n  What do I do with a kid that…

Why Social Skills Training is Ineffective!*

n  Insufficient “Dosage” n  Contrived and Decontextualized Intervention Settings n  Failure to Match Skill Deficit with Type of Intervention Strategy n  Failure to Assess Social Skills Prior to Intervention n  Use of Ambiguous Intervention Objectives n  Lack of Systematic Programming n  Poorly Implemented Interventions *Sources: Bellini, Peters, Benner, & Hopf (2007); Gresham, Sugai,

& Horner (2001); Quinn, Kavale, Mathur, Rutherford Jr., & Forness (1999)

Five Basic Tenets of Social Skills Programming

Tenet One: n  Youth on the autism spectrum want to establish meaningful social

relationships Tenet Two:

n  If we want youth on the autism spectrum to be successful socially, then we have to teach them the skills to be successful

Tenet Three: n  Successful social behaviors are not always “appropriate” social

behaviors Tenet Four:

n  Social success is dependent upon our ability to adapt to our environment

Tenet Five: n  Social interaction skills are not the equivalent of academic skills.


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The Essence of Social Interaction Skills

n  Three Integrated Components: n  Thinking

n  Knowledge n  Social Problem Solving n  Perspective Taking n  Observational Learning n  Self-Awareness n  Attention

n  Feeling n  General Mood n  Anxiety n  Depression

n  DOING! n  Execution n  Body Position/Movement n  Fluency n  Timing

Thinking

Feeling

Doing

The Building Social Relationships Model

n  Identify and assess areas of need

n  Discern between skill acquisition deficits and performance deficits

n  Select appropriate intervention strategies

n  Implement intervention strategies

n  Evaluate program and modify as needed

Gresham et al. (2002): Three Categories of Social Skills Assessment

n  Type I measures n  Include rating scales and interviews designed to measure

social competence.

n  Type II measures n  Involve the direct assessment of the child’s social skills

n  Type III measures n  Involve conducting role-play scenarios or asking questions of

the child related to social cognition (e.g., social problem solving or perspective taking tasks)


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Categories of Social Skill Difficulties in Youth on the Autism Spectrum

n  Difficulties with Social Initiation n  Difficulties with Reciprocity and Terminating

Interactions n  Non-verbal Communication Difficulties n  Difficulties with Social Cognition n  Difficulties associated with Perspective Taking

and Self-awareness n  Social Anxiety and Social Withdrawal.

The Autism Social Skills Profile-2

Relationship between Social Objectives and Component Skills

n  Objectives represent what you will measure n  Component Skills represent what you will teach


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Social Objectives are Made up of Multiple Component Skills

Social Objective 1: Scotty will join-in activities with peers at recess at least 5 times per observational period

Skills needed to successfully reach objective: n  Reading non-verbal and contextual cues n  Knowledge of social rules (i.e., when to join a conversation with two

people without interrupting) n  Perspective Taking n  Regulation of emotion n  Coordination of motor movements n  Timing n  Use of eye contact and other non-verbal expression n  Effective conversational planning n  …and many more!

Examples of Social Objectives

Social Objective 1: Scotty will join-in activities with peers at recess at least 5 times per observational period Social Objective 2: Scotty will engage in positive social interactions with peers at recess during 40% of observed intervals Social Objective 3: Scotty will respond to 75% of initiations by peers during a structured play group

Selecting Component Skills

n  Identify Critical Skills n  Social Importance n  Practical Importance

n  Choose Commonly used Skills n  Select Pivotal Skills n  Ensure that Skills are within the Child’s Zone of

Proximal Development (ZPD) n  Select Component Skills that are Necessary to

Successfully Achieve Social Objective


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n  Identify and assess areas of need

n  Discern between skill acquisition deficits and performance deficits

n  Select appropriate intervention strategies n  Implement intervention n  Evaluate program and modify as needed

Step Two: Discern between a Skill Acquisition and Performance Deficit

n  Classification of Social Skill Deficits n  Skill Acquisition Deficit:

n Refers to the absence of a particular skill or behavior n Goal of Intervention: Teach new skills or develop

recently acquired skills

n  Performance Deficit: n Refers to a skill or behavior that is present, but not

demonstrated or performed n Goal of Intervention: Enhance performance of existing

skills

Matching Intervention Strategy with Type of Skill Deficit

n  Strategies that Promote Skill Acquisition n  Thoughts, Feelings, and

Interest Activities n  Social Problem-Solving

and Social Rules n  Reciprocal Intervention

Strategies n  Social Stories n  Role Playing/Behavioral

Rehearsal n  Self-Awareness Strategies n  Prompting Strategies n  Interaction/Conversation

Planning n  Video Modeling

n  Strategies that Enhance Social Performance n  Reinforcement/Contingency

Strategies n  Priming Social Behavior n  Peer Mediated Interventions n  Game Playing n  Environmental Modifications n  Increased Social

Opportunities/In-vivo (Live) Practice

n  Disability Awareness/Peer Sensitivity Training

n  Self-Awareness* n  Relaxation Strategies* n  Prompting Strategies* n  Video Modeling* n  Social Stories*


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Skill Acquisition: From Novice to Mastery

n  Novice Intermediate Mastery

Factors Affecting Performance: Moving Beyond “Can’t Do vs. Won’t Do”

n  Motivation n  Sensory sensitivities n  Anxiety n  Attention and impulsivity n  Memory n  Self-efficacy n  Movement differences

How to Discern between a SAD and PD?

n  Does the child perform the skill across multiple settings and persons?

n  Does the child perform the skill when reinforcement is provided?

n  Does the child perform the skill without support or assistance?

n  Does the child perform the skill fluently and effortlessly?

n  Does the child perform the skill when environmental modifications are made?


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n  Identify and assess areas of need n  Discern between skill acquisition deficits and

performance deficits

n  Select appropriate intervention strategies n  Implement intervention strategies n  Evaluate program and modify as needed

The Social Skills Research Clinic (SSRC): Structure of Sessions

n  Part 1: (20 minutes)

n  Social cognitive instruction that targets at least two of the following areas each session: n  Social Problem Solving n  Perspective Taking (and pre-perspective taking skills) n  Self-Awareness n  Observational Learning n  Joint Attention n  Selective/Divided Attention n  Declarative Knowledge (social rules, norms, etc.)

n  Part 2: (20 minutes) n  Behavioral strategies that target one or more of the component skills

(i.e., “Featured Skills) such as: n  Joining in Others Play n  Asking Others to Join in Play n  Asking Questions n  Responding to Initiations n  Taking Turns

n  Part 3: (5 minutes) n  Data collection/Free play

Part I: Social Cognitive Strategies

n  Stop, Watch, and Follow Along n  Social Cognitive Skill: Observational Learning

n  Reading Non-Verbal Cues and Inferring Feelings in Pictures n  Social Cognitive Skill: Pre-Perspective Taking

n  Modified Sally Anne-Tasks n  Social Cognitive Skill: Perspective Taking

n  Peg Board n  Social Cognitive Skill: Joint Attention

n  Social Problem Solving (with pictures and videos) n  Social Cognitive Skill: Social Problem Solving

n  Modified I-Spy n  Social Cognitive Skill: Joint Attention

n  Self-monitoring Activity During Monkey in the Middle and Telephone Game n  Social Cognitive Skill: Self-Awareness


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Part I: Social Cognitive Strategies (Cont.)

n  Point it Out n  Social Cognitive Skill: Joint Attention

n  Follow the Leader n  Social Cognitive Skills: Perspective Taking, Joint Attention, Self-

Awareness n  Infer Interests

n  Social Cognitive Skill: Perspective Taking

n  Musical Chairs with Visual Cues n  Social Cognitive Skill: Divided Attention

n  Conversation Game during Play Activity n  Social Cognitive Skills: Divided Attention

Part II: Social Skill Instructional Strategies

n  Social Narratives n  Social Skill Targeted: Social Initiation and Social Responding

n  Behavioral Rehearsal n  Social Skill Targeted: Social Initiation and Social Responding

n  Conversation Game n  Social Skill Targeted: Reciprocal Conversation

n  Structured Play (Prompting) n  Social Skill Targeted: Social Initiation, Social Responding, and

Social Engagement n  Video Modeling

n  Social Skill Targeted: Social Initiation, Social Responding, and Social Engagement

Evidence Based Practices for Youth on the Autism Spectrum

National Professional Development Center

on Autism: http://autismpdc.fpg.unc.edu/content/briefs National Autism Center http://www.nationalautismcenter.org/pdf/NAC

%20Standards%20Report.pdf


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performance deficits n  Select appropriate intervention strategies n  Implement intervention

n  Evaluate program and modify as needed

Planning the Program (Before You Start)

1.  Select Target Children 2.  Determine Group Composition 3.  Select Peer Mentors 4.  Assemble the Team 5.  Identify Resources and Gather Materials 6.  Determine Location of Groups Sessions 7.  Determine Schedule



performance deficits n  Select appropriate intervention strategies n  Implement intervention n  Evaluate program and modify as needed


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Step Five: Evaluate and Monitor Progress

n  Connect with Social Profile n  Integrate with Social and Behavioral Objectives n  Continually monitor and modify n  Collect data across settings and individuals n  Proceed from skill acquisition to mastery of

performance

SSRC Outcome Evaluations

n  Every week in Clinic for Social Objectives (Initiating, Responding, and Total Social Engagement)

n  Pre-post (every 9 weeks) for Social Competence (ASSP and SSRS)

n  Pre-post for Social Objectives at School

SSRC Forms and Data

n  Sample Session Plan n  SSRC Progress Monitoring Form n  SSRC Outcomes


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In Closing

n  Start with Assessment…End with Assessment n  Don’t start with what you want teach, start with

what the child needs to learn

n  Programming with a purpose…be systematic. n  Use systematic model to guide programming

n  Stop “Chasing” Behaviors n  Address underlying skill deficits

n  Develop a LARGE intervention tool chest n  Keep learning and never stop challenging your

personal and theoretical assumptions

Documents

Today s Presentation - Glenbard Parent Series · & Horner (2001); Quinn, Kavale, Mathur, Rutherford Jr., & Forness (1999) Five Basic Tenets of Social Skills Programming Tenet One: