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Get the Job: Keep It with Social SkillsSocial Skills Instruction using Multimedia

Madeline RosensheinOCALI Consultant

mrosenshei@aol.com

What are social skills?

an array of interpersonal behaviors such asgreeting others, commenting/acting onothers’ requests or remarks, initiating anexchange, asking others to respond to orengage in an activity, entering into anongoing social dyad or group, taking turns,taking actions intended to maintain anexchange or social activity, andterminating an interaction (Janney & Snell,2000).

Why do people get fired?• Based on data collected by Simply Fired, the top five

reasons people reported getting fired for were:1. Inappropriate Behavior / Inability to get along with

others2. Casualty of Office Politics3. Job Performance or Attendance4. Bad Luck (aka “Black Cat” firings)5. Medical Reasons

http://websearch.about.com/od/pressreleases/a/simplyfired.htm

Research Findings

• Social competence is associated withacceptance by peers, positive self conceptand successful employment

• Social skill impairments are most criticalfor high functioning students

• Once students leave school “situationsrequiring social competence tend to faroutnumber those requiring academic skill”

(Canney & Byrne, 2006)

Research cont’d

• Students with cognitive disabilities/LD canmaster social skills with instruction thatincludes:– Description of social behaviors (focus)– Modeling of the behaviors– Practice in the behaviors– Individual feedback

• Many MM software programs includethese.

• Performing a task in a virtual environment may aidperformance in everyday life-generalization andretention (Parsons et al, 2006)

• Students with disabilities learn better withinteractive technology than passive watching ofvideos (Helms-Breazeale & Blanton, 2000)

• Video can be an effective tool when paired withteacher interaction/feedback

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Effective Social Skills Instruction

1. Direct & Structured– Modeling, Role Playing, Feedback

2. Generalize Skills to different settings(focus on valued skills)

– Authentic contexts, role playing, variety ofmedia

3. Teach throughout the day

http://www.cited.org

Integrating SS Instruction inRegular Classroom Activities

• Incidental Teaching (use naturalinteractions to practice skills

• Read children’s literature, focus on topicssuch as making friends, bullying

• Do social skill autopsies-what happened,what was outcome, what could be donedifferently in the future

• Use Social stories, give a script forappropriate behavior in different situations

Attainment Social Story SampleSelf Determination

•Taking responsibility

•Making choices and decisions.

Stories That Focus on Social Skills TopicsMultimediaStrategies for Social Skills

• UDL approach, multiple representations,multiple means of expression, multiplelevels of student engagement

• Many students with ASD, LD, DD may bevisual learners.

• MM supports learning in authentic situations(social stories, literature, role playing.

Types of MM for Social Skills

• Computer software– PowerPoint, authoring tool for prompts, social stories,

heroes as motivators– Commercial software with social skills instruction

• Videos and Video modeling– Integrate video clips with facilitated– Create your own videos or use commercial video/DVD

• Web based Resources– Students write own social stories with Toon Doo– Second Life, role play and simulations

PowerPoint

• An authoring tool for social skill prompts,power cards, social stories

• Skills needed– Type– Take pictures, insert clip art, photos– Copy and Paste– Follow a model or create your own– Know your student and their needs

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Social Skills PromptsInterview cues

Jobs

Cleaned Kitchenat school

Food court at airport

Pet store after school

Skills

Strong

Follow directions

On Time

Stick to a schedule

School

Diploma

Did my homeworkRead signsand notes

Took city bus to school

Personal

PoliteSend email and IM to friends

Keep room neat

Social Story

• An individualized text that describes aspecific social situation from the student’sperspective. It may include where and whythe situation occurs, how others react orfeel.

• It gives the student one or more optionsfor what he can do in that situation.

(Carol Gray definition)

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What Can I Do

Ways to use my down time at work

Tell my boss

My boss can gettech support to fixmy computer.

My boss can getme more datasheets if they areavailable.

I can stay calm I Can

See if sensors are inthe bin in the storeroom and put themon the products onthe holding shelf.

I can walk down the hallways andpick up the trash I Can

Ask my boss if Ican listen to music

or play computergames on theoffice computer.

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I Can Not yell and scream becauseloud noise bothers my co-workers

I Can Not wave my arms becausemy co workers will stare at me.

I Can

Power Cards

A visual aid that uses a student’s specialinterest to teach appropriate social

interactions including behavior expectations,the meaning of language and the hidden

curriculumDefinition from presentation given by Brenda Smith Myles at Autism Institute,

Louisville, KY, June 2005

Components of the Strategy

• A short scenario describing how the herosolves a problem similar to the oneexperienced by the student (reader)

• The Power Card recaps the strategy

Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

The Purpose of the Hero

• The hero– Serves as a motivator– Is non threatening– Has a “relationship” with the student (reader)

Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

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Joe

Joe is 17 years old and has a specialinterest in Elvis Presley. His transitionspecialist is trying to help him get hisfirst part time job in a video store. Hefrequently uses inappropriate andinsulting language with his peers, familyand adults. When parents and teacherstry to talk with him about this, he sayshe is just being truthful.

Adapted from a Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

Elvis and his Friends

Elvis Presley always loved being a star, butsometimes it was difficult for him to be niceto others. At the end of a long day ofrecording or being on the movie set, he wasoften tired and it was a challenge for him tobe nice to his friends and fans. Elvis learnedthat it was always important to smile ateveryone and say nice things even when hedidn’t feel like it.

Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

Elvis and his Friends

He also learned that if he couldn’t think ofsomething nice to say, it was better to justsmile and not say anything. He learned tostop and think before he said anything.

Just like Elvis, it is important for young peopleto think before they talk. It would have madeElvis proud to know that young Elvis fansfollow his advice and do the following threethings:

Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

Elvis and his Friends

1. Think before you sayanything. Say it in yourhead first before sayingit out loud.

2. If you can’t think ofanything nice to say,don’t say anything.

3. You don’t have to sayevery thought out loudthat you think.

Presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

Be Like Elvis

1. Think before you sayanything. Say it in yourhead first before sayingit out loud.

2. If you can’t think ofanything nice to say,don’t say anything.

3. You don’t have to sayevery thought out loudthat you think.

Adapted from a presentation by Brenda Smith Myles, Regional Autism Institute, KY, June 2005

Choices Choices

Choices, Choiceshelps studentsdevelop the skillsand awareness theyneed to make wisechoices and to thinkthrough theconsequences oftheir actions.

http://www.tomsnyder.com

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Social Skills at Work Software

http://www.attainmentcompany.com/

Social Skills on the Job

Social Skills on the Job SoftwareSet

• Personal Social Skills CD covers: Take Responsibility,Be Dependable, Accept Consequences, MaintainGrooming, Be Polite, Tell the Truth, Be Positive, HaveSelf Control and Be Assertive.

• Initiating Social Skills CD features: Greet Others,Introduce Self, Ask for Help, Follow Directions, JoinOthers in a Group, Apologize, Give a Compliment andMake a Complaint.

• Responsive Social Skills CD includes: Listen ThenRespond, Follow Directions, Understand Others’Feelings, Handle Criticism, Peer Pressure, Solve aProblem and Deal with an Angry Person.

Videos

• Integrate video clips with facilitateddiscussion

• Video modeling

Video Clips

• Boster, Meyer, Roberto, & Inge (2002) examinedthe integration of standards-based video clipsinto lessons developed by classroom teachersand found increases in student achievement.The study of more than 1,400 elementary andmiddle school students in three Virginia schooldistricts showed an average increase in learningfor students exposed to the video clip applicationcompared to students who received traditionalinstruction alone.

( NCREL Critical Issue: Using Technology to Improve Student Achievement updated 2005 retrieved( NCREL Critical Issue: Using Technology to Improve Student Achievement updated 2005 retrievedMarch 9, 2008 March 9, 2008 http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htmhttp://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm))

Video Modeling

Students can learn new skills by:• viewing behavior that was performed by another

individual and then imitating that behavior• viewing their own behavior and discussing with

teacher/facilitator, (social autopsy) or video selfmodeling, video of student performing desiredbehavior with off screen prompts/support.

(Making and Keeping Friends: A Model for Social Skills Instructionhttp://www.iidc.indiana.edu/irca/SocialLeisure/socialskillstraining.html )

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Video Modelingwww.steps4kids.com

• The mother of a son with adisability was failing in school.Her son was drawn to anythingvisual, especially TV, movies andcomputers. She researched visuallearning methods and learned thatchildren with disabilities oftenhave a high response to video role-modeling…watching themselves orother children doing what it isthey are supposed to do.

• This homegrown company nowproduces DVDs focused on socialskills, reading, spelling andhandwriting.

Video Modeling, Smart Board& My Own Special ClubTogether these three resulted in appropriate

social skills for students with E/BD.– Technology supported student interaction. Saw

where their choices would lead them.– Peer leaders prompted and performed the

appropriate behaviors in the video clips (heroesas motivators).

– Novelty of technology & training led to higherlevels of student engagement.

http://www.dttrainer.com/jos/content/view/102/161/

Social > Conversational > Basic > Greetings > Hello Initiate Hello-Hello Standing Initiate Hello-Hello Walking

Respond to Hello-Hello Standing Respond to Hello-Hello Walking

Social Simentor• Of the 30 million people with disabilities in the US, aged

21-64, just a little more than half are employed.Research shows that a significant barrier is their lack ofsocial skills, beginning with exclusion from mainstreamclasses in school, continuing throughout adulthood,impacting relationships, employment, and integration intothe community. Researchers recommend role-play andrepetition as the method for acquisition of these socialskills. Social Simentor™ provides a unique e-learningproduct offering interactive scenarios and feedback in apenalty-free, non-judgmental environment.

http://www.nationaltechcenter.org/index.php/funding/ncti-technology-in-the-works-http://www.nationaltechcenter.org/index.php/funding/ncti-technology-in-the-works-2007/winner-2-abstract2007/winner-2-abstract

Web Based Resources

ToonToon DooDoo: students write their own social stories: students write their own social stories

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http://toondoo.com

Web Based Resources

• Second Life, Role Plays and Simulations

ASD and Second Life• Texas researchers believe that

people suffering fromAsperger's syndrome mayhave found a new therapy inan unlikely place: the onlinevirtual world Second Life. As atreatment, professionals takepatients through a series ofexercises, in groups andindividually, designed to helpthem learn social skills. In thecenter's new therapy, patientsmay have a job interview witha "boss" character or learn toask another avatar out on adate.

http://abcnews.go.com/Technology/OnCall/Story?id=4133184&page=1

Educational Uses of Second Lifehttp://sleducation.wikispaces.com/educationaluses#roleplays

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http://sleducation.wikispaces.com/educationaluses#roleplays

http://www.iste.org/Content/NavigationMenu/Membership/Member_Networking/ISTE_Second_Life.htm

Social Skills &

Multimedia

Software Video Web Based

ResourcesPower Pointprompts, social stories, heroes as motivators

Commercial:social skills instruction software

Tom SnyderAttainment

integrate video clips

with facilitated discussion

video modeling

Create your own AT TrainerSteps 4 Kids

Social Simentor

Toon Doostudent social stories

Second Life role play & simulation

NSTTAC Social Communication Skills Summary

“In truth, we serve secondary youth with disabilities for a handful ofschool years, in comparison to the adult lives we send them to uponexiting the public school system. We have an ethical responsibility tomake the most of their time in school..

While teachers may quite practically rely on suppressing inappropriatestudent behaviors to gain classroom control,

…, investing the time and energy to actually assess and teachreplacement social and communication skills and empowerstudents meets this same end, but with different and essentialoutcomes for youth.

… ultimately improving transition outcomes and overall quality oflife for youth with disabilities.