Social Skills Assessment

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After Assessment: What Next?

Overview

Assessment Methods

Specific Assessment Examples

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ASSESSMENT METHODS

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Assessment of Social Functioning-

A critical but overlooked

component

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Assessment of Socialand Communication SkillsPurposes of Assessment include:

1)To provide an estimate of developmental functioning

2)To describe needs for planning intervention

3) To document development and progress over time.

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Problem Identification

Examine strengths

How do skills compare to peers?

What is the definition of the problem?

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Assessment MethodsReview

Interview

Observe

Test/Task

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ASSESSMENT EXAMPLES

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Record Review

Previously evaluated for school-related problems ________________________________________________Has had to repeat a grade _______________________________________________________________________Strengths or Difficulties learning academic material ________________________________________________________________Pattern with following school rules ___________________________________________________________________Pattern with forming friendships at school _____________________________________________________________ Pattern resisting going to school and/or complains about disliking school _____________________________________________History of supplemental interventions ______________________________________________________________________ Has IEP or 504 plan _____________________________________________________________________ Medical condition that affects ability to succeed at school

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I

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Skill Deficit vs. Performance Deficit

1. Perform the skill across multiple settings and persons?2. Perform the skill without support or assistance?3. Perform the skill fluently and effortlessly?4. Perform the skill when reinforcement is provided?5. Perform the skill with environmental modifications?

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Interview Protocol

Parent

Teacher

Student

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Parents

1. What are your child’s strengths?

2. What are your goals for your child?

3. What is the biggest obstacle to your child establishing social relationships?

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Parent Interview

1. How many friends does your child have?

2. How does your child play with others?

3. How does your child typically display his emotions?

4. How would you describe your child’s ability to engage in conversation?

5. How does your child transition to new activities?

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Teacher Interview

1. What are the student’s strengths?

2. What are the goals for the student?

3. What are your main concerns for the student?

4. What is a major obstacle to establishing social relationships?

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Teacher Interview

Social Functioning

Describe the student’s social relationships with peers. What does the student do at recess? How does the student display emotions? Compare social skills to those of students in class

Communication Describe language ability compared to peers Describe tone of voice Do conversations appear planned or random?

Interests Repetitive behaviors Sensory sensitivities

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Child Interview

1. What do you like best about yourself?

2. What do you like least about yourself?

3. If you could change one thing about your life, what would it be?

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Child InterviewSocial How many friends do you have? What is a friend? Would you like to have friends? Do you ever get teased or bullied? Do people ever do things that bother you?Emotional What makes you happy, scared? How do you know when someone is is sad, lonely? What do you do when angry?

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Student- Interests

1.What do you like to do?

2.How much time do you spend on these interests?

3.Does it bother you when you must switch activities?

4.What makes you different from other people? The same as other people?

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Self-ReportAdolescents’ rating of own social skills are better predictors

of social anxiety

than the social skill

ratings of their parents.

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Self-Report Factors

Measure appropriate for cognitive level

Confirm that youth understands items

Encourage questions

Compare ratings to teachers and parents

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BREAK

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Dimensions of BehaviorFrequency- How often?

Latency- How long between?

Accuracy- How correct?

Topography- What is the shape?

Intensity- What is the severity?

Duration- How long?

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Assess Skills First for Targeted interventions

Direct observation is primary

Observe activities where social behaviors are most likely to occur (free play, recess, group work, transitions)

Observe who the child interacts with the most

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Observation Types

Naturalistic- Real-life situations

Structured– Artificially established

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Observation Recording

Narrative~Subjective Approach

~Recording of social interactions of target childSystematic Recording

~Begin with set of predetermined behaviors

~Baseline for measuring progress

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Interval Recordings: Shortcut to Measuring Duration

Whole Time Sampling- Behavior occurs for entire interval

Partial Time Sampling- Occurs at least once during interval

Momentary Time Sampling- Occurs at pre-designated points

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Let’s Practice!

Set up intervals to observe behaviors

Partial Interval Recording (KIPBS handout)

What replacement behaviors would you monitor?

Clip #1 (wanting snack)

ACTIVITY

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T

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Formal and Informal Tests/Tools

Norm-Reference Tests- standardized assessment that provides a summaryof quantitative scores. Designed for diagnostic purposes.

Informal Assessments- not standardized but results are linked to the intervention.

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Tools

Rating Scales- Examples of “T” in RIOT

Provide information on Social Skills, Emotional Affective Functioning, Functioning, Behavioral Functioning, Self-Concept

Bellini and Quill and Baker Tools

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Structured Assessments

The Social Skills Checklist (Kathleen Quill)

Autism Social Skills Profile (ASSP) (Scott Bellini)

Social Skills Rating System (Gresham & Elliot)

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Do-Watch-Listen-Say, by Kathleen Ann Quill

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Chapter 3: “Assessment of Social andCommunication Skills forChildren with Autism”

byKathleen Ann Quill, Ed.D.Kathleen Norton Bracken,M.S.Maria E. Fair

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Social and Communication Developmental ChartsTable 3.2 “Early developmental milestones” (3-24 months)

Table 3.3 “Important social developmental milestones” (12-60 months)

Table 3.4 “Important communication developmentalmilestones” (12-60 months)

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“Assessment of Social and Communication Skills for Children with Autism”

Section 1: Inventory of Social and Communication and Behavior Section 2: Core Skills ChecklistSection 3: Social Skills ChecklistSection 4: Communication Skills ChecklistSection 5: Assessment Summary Sheet

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Section 1: Inventory of Social and Communication and Behavior

A. Social behavior (i.e. child’s play skills, playing with others, social rituals, social-behavioral challenges)

B. Communicative behavior (i.e. how child communicates, with whom, why he communicates, conditions, communication challenges)

C. Exploratory behavior (i.e. how the child explores his surroundings, strong interests or

fears, conditions under in which the child is calm and focused)

D. Motivators (i.e. foods, toys, activities, interests)

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Section 2: Core Skills Checklist

A.Nonverbal social interaction (i.e. ability to attend, maintain reciprocal interaction, interact to make requests, interact to share interests)

B. Imitation (i.e. motor imitation, verbal imitation)

C.Organization (i.e. prepare and complete activities, make choices, attend and wait during activities, make transitions, follow directions, and be comforted by others)

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Section 3: Social Skills Checklist

A.Play (i.e. solitary play, social play)

B.Group Skills (i.e. attending, waiting, turn taking, following group directions)

C.Community Social Skills (i.e. child’s skills in a variety of home, school, ad community settings)

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Section 4: Communication Skills Checklist

A. Functional Communication Skills (i.e. make requests, respond to others, comment, and request information)

B. Socio-emotional Skills (i.e. how child communicates his feelings and expresses pro-social skills)

C. Basis Conversational Skills (i.e. verbal and nonverbal discourse skills)

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Section 4: Communication Skills Checklist

A. Functional Communication Skills (i.e. make requests, respond to others, comment, and request information)

B. Socio-emotional Skills (i.e. how child communicates his feelings and expresses pro-social skills)

C. Basis Conversational Skills (i.e. verbal and nonverbal discourse skills)

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Section 5: Assessment Summary Sheet

• Review findings and highlight priorities in the areas of:

• Core Skills

• Social Skills

• Communication Skills• Generate behavioral objectives for intervention

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http://www.youtube.com/watch?v=nQxDG4LD1Eo&feature=related

http://www.youtube.com/watch?v=TSfeYedNUNM&feature=related

Assessing play skills

in videos…

Activity:

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Sample Target Goals and ObjectivesSee handout

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Social Skills Training, by Jed Baker

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Social Skills MenuCommunication Skills Conversational Skills Cooperative Play Skills Friendship Management

Emotion Management Skills Self-Regulation Conflict Management Empathy

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Building Social Relationships, by Scott Bellini

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Autism Social Skills Profile

Measures social skill deficits

Monitors progress

Not a diagnostic instrument

Used between ages 6-17

Likert scale - 49 items

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Watch video clip:

Rate social

skills in video…

Activity

Social Interaction

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AFTER ASSESSMENT: WHAT NEXT?

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Problem Analysis

Prioritization

Operationalize Problem

Problem Validity: Agreement

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Examine Function

Attention– Gain adult, peer, or tangible

Escape- From work or social demands

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Why Care About Function?

Alignment with Interventions

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Progress Monitoring

Often a neglected component

Ensure that progress monitoring is frequent

Link between assessment and intervention

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What Next? Limitations

Alignment of intervention and skill deficit

Limited frequency of intervention

Poor generalization

Poor maintenance of skills

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Assessment Implementation Activity

1. Bellini- Autism Social Skills Profile2. Quill- Do Watch Listen Say3. Baker- Social Skills Menu

Use one of the discussed assessments/checklists with a student.

Determine strengths and needs and prioritize concerns or goal areas.

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IN CLOSING…