Teach Social Skills Home Community 08

© BMOP 2008 www.beautifulmindsofprinceton.com 1

Teaching Socials Skills in the Home and Community

Presented by Karen Umstead BCABABeautiful Minds of [email protected]


Course Objectives

You will develop an understanding of: the 5 W’s (who, what, when, where, why) and

how to teach social skills Social skills assessment/evaluation Social skills instructional strategies


Housekeeping Details

Raise your hand if you have a question and ask away though we

may need to save some for the end due to time constraints.

Please place your cell phones on vibrate, thanks

Quick survey: parents, educators, service providers?

Autism = Autism Spectrum Disorders (ASD)


What do you already know?

What do you want to know?


I need some help

I need volunteers for our next activity.

If you are not a volunteer, you need to take out something to write on (scrap paper) and something to write with

Break into groups of 3 or 4. Every group should have one of my special volunteers


Communication Activity

You must communicate with your group.

You cannot speak or write (including numbers and letters with fingers).

You’ll have 5-10 minutes. I’ll give you a warning when there is only 2 minutes left.


Bringing it together

Volunteer: Did you get your point across? How did you feel?

Group: Could you understand your team member? How did you feel?


Wants someone to talk to them

Wants to be held or Rocked

Wet Diaper

Bottle/Milk

Baby Cries


Problem Behaviors

• Primary Functions of behavior:• Attention, Escape, Sensory, Tangible

• Antecedent-Behavior-Consequence• Used to collect info on problem behavior• Think about what happens before and after behavior

• Functional Behavior Assessment: • Interviews• Data collection• Analysis• Reinforcement & Social Skills Inventories

© BMOP 2006 www.beautifulmindsofprinceton.com

Typical Responses

Response to Academic Problems• Assume student is trying to make

the correct response

• Assume error was accidental

• Provide assistance (model-lead-test)

• Provide practice

• Assume student has learned the skill and will perform correctly in the future

Response to Behavior Problems• Assume student is not trying to

make the correct response

• Assume error was deliberate

• Provide negative consequences

• Practice not required

• Assume student will make the right choice and behave in the future

Infrequent Errors

Adapted from PATTAN workshop “Behavior-Instruction Connection”


Typical Responses

Response to Academic Problems• Assume student has learned the

wrong way

• Assume student has been taught (inadvertently) the wrong way

• Diagnose the problem

• Adjust presentation, use effective instructional strategies, provide feedback, practice & review

• Assume student has learned the skill

Response to Behavior Problems• Assume student refuses to

cooperate• Assume student knows what is

right and has been told often enough

• Provide more negative consequences (withdrawal, maintaining removal)

• Assume student has learned his/her lesson

Frequent Errors

Adapted from PATTAN workshop “Behavior-Instruction Connection”

Common Social Difficulties with ASD

• Nonverbal communication • face, body, posture, tov, (giving & receiving)

• Social initiation• Joining conversation or activity, asking for help,

greeting, pacing and timing (like a jump rope)

• Social reciprocity and terminating interactions• Taking turns, ending conversations, responds to

questions or greetings from others, being polite


Common Social Difficulties with ASD

• Social Cognition• Compromising, understand multiple POV, correctly

analyzes social situation, stays on topic

• Perspective Taking & Self Awareness• Expressing sympathy, appropriate distance, tov,

volume, provides compliments to others

• Social Anxiety and Avoidance• Unstructured activites, +/- peer interactions,

interactive play vs. parallel play


Assessment

• Identify strengths and deficits• Acquisition/skill, performance, fluency

• Try to incorporate multiple perspectives (teacher, SLP, parent, student)

• Develop long-term/short-term goals• MUST PLAN FOR GENERALIZATION!• May use formal rating scale or assessment

• SSRS, Skillstreaming, Second Step, BASC


Considerations

• Who should teach (EVERYONE )• Parents, relatives, peers, siblings, teachers

• Where to teach• Natural environment is best

• Place where the skill should be displayed

• Teach across settings, people, places, etc

• Goodness of fit: Do you have….• Time, resources, energy,..to do it like you plan


Considerations• When to teach

• Consider age/developmental norms (Yardsticks)• Look at typically developing peers• Identify pre-requisite skills• Identify important to functioning now and in the

future• Consider maintenance

• (think back to high school math class)


Game: “Going on a picnic”

• I’m going on a picnic and I’m going to bring _______

• What are you going to bring?


Nope, you can’t come.Yes you can come!


Social Skills

• Direct Skill Instruction

• Activity schedules

• Social scripts:

• Social Stories

• Powercard Strategy

• Multimedia

• Video-modeling


Direct Social Skills Instruction

Key components of effective social skills instruction:

Define the skillModel the skill (example & non-example)Role-playFeedback

Another way to view it: 3-D approach Discuss Demonstrate and Do (from Behavior Therapy

Associates)


Direct Instruction

Think of a specific skill (e.g. greeting, dealing with anger, etc)

Break down the skill into steps (task analysis)

Teach each of the skills

Generalize across settings


Following Directions

1. Listen carefully to the instructions

2. Ask questions about anything you don’t understand

3. Repeat the instructions to yourself (or the person)

4. Follow instructions

From Skillstreaming task analysis of Following Directions pg. 95


How to greet someone

1) Walk towards person

2) Stop one arm’s length away

3) Look at the person’s face

4) Say “Hi”


Modeling & Role-Play

Modeling• Show the correct way and the incorrect way• Modeler should “talk aloud” about the steps they

are taking

Role-play• Give students the opportunity to practice the skill• Be as realistic as possible in creating situations


Feedback

• Peers and staff should give feedback on what the role-play

participants did well and areas for improvement

• Behavior specific praise

• (That was a great job remembering to raise your hand;

• I like the way you came and asked me for help)

• Reinforcement MUST be personally meaningful to the individual


ShapingEncourage approximations that are better than the

one before it.Student wants a ball:

Uhhh Bbbbb Baaaa Bawwl Ball

You want the student to sit quietly during reading:

Student sits 30 sec w/o talking, then 60 sec, then 2 min, 3 min, until all of reading time


Prompting

Least to Most Prompt Hierarchy• Written• Gestural• Verbal (only use when a verbal response is

required)

• Faded Physical• Full Physical


Reinforcement

Anything that increases the future probability of the behavior occurring is considered reinforcement

Are the following things reinforcing?

M&M’s Popcorn Sesame Street

Snickers Flowers Math


Game: “Shape that Behavior”

Veronica Volunteer loves it when people clap for her. We can shape her behavior by clapping as she gets closer to doing the desired behavior.

I need a volunteer to leave the room.


Reinforcement

Two common types of reinforcements

• Continuous-Given after each occurrence of target behavior

• Intermittent-sometimes reinforcers are given after occurrence of target behavior, sometimes nothing is given after the occurrence of a behavior

Pairing


Build off of what you already have that is reinforcing and start making new things/people/places

Consider how to make other people valuable to the student


Coaching & Cueing• Preemptively prompt as much as possible

• In a situation, try and remind the student what options they

have available

• Incidental Teaching

• Social Autopsy- take what happened and de-construct

• Helping students reword rules in their own words

• Creating/giving frequent opportunities for practice

• Go to the store to practice rather than shop


Post-it Magic!

• Carry post-it’s with you to use on-the-spot

• Take the task, break it down and use the post it notes for each step (either written or picture cues)

• Use for choice-making if needed

• Provide as a visual prompt (e.g. take 3 deep breaths)


Task Analysis

Breaking down a task into smaller components

What are the steps required to complete a task?Be specific.

The idea here is that another person could: Pick up your task analysis Perform it as written Successfully complete it.


Task Analysis

Example: Unpacking:1. Walk in door2. Go to cubby3. Take off backpack4. Open backpack5. Take out snack6. Put snack in desk7. Hang up backpack &

coat (if wearing one)8. Sit down at desk

Task completionWhat step(s) might be missing:

1. Take out pencil2. Answer problem one3. Answer next problem4. Repeat 3rd step until finished5. Have teacher check work6. Turn in


Picture/Activity SchedulesA.J. Morning To Do List Done

Unpack my backpack

Read Morning Message

Gather Materials

Sit at my seat and begin my work


Activity Schedule

• Set of pictures or words that cue someone to engage in a sequence of activities.

• Can take many forms, be detailed or more general.

• Generally 3 ring binder with pictures or words on each page that cue children to perform tasks, engage in activities, and enjoy rewards. It can


Pre-Requisite Skills

• Picture vs. Background

• Matching Skills

• Picture-Object Correspondence

• Accepting Manual Guidance

• Try to use activities already mastered


Starting Up 1. Mix mastered (more) with a few new activities

2. Initial schedule should be brief (no more than 5 or 6 activities)

3. Select activities with clear endings

4. End schedule with reinforcement (preferred snack or activity)

5. Take pictures of ONLY the target materials or activity

6. Have the same background for all the plastic binder pages

7. Place picture in plastic sleeve or laminate and then Velcro to binder page

8. Identify a place for the materials needed to be stored in the appropriate setting

(e.g. lined up on a shelf in order on the schedule)

9. Use most-to-least prompts (full manual guidance, graduated guidance, spatial

fading, shadowing, decreasing physical proximity).


What are Social Stories?

• Carol Gray defined it as “a short story that describes a situation, concept, or social skill using a format that is meaningful for people with autism spectrum disorders” (13-1)

• A form of social scripting


Sentence Types

• Descriptive

• Perspective

• Directive

• Affirmative

• Partial sentences


Descriptive• Truthful, opinion-and-assumption free

statement of fact• Where it occurs

• Who is involved

• What they are doing

Examples• Sometimes my mom works late

• My name is ________

Descriptive sentences will probably be the sentences you’ll use the most.


Perspective

• Statements that refer to/describe a person’s internal state, their knowledge/thoughts, feelings, beliefs, opinions, motivation, or physical condition/health.

• Usually refer to other people• My teacher knows about reading (knowledge/thoughts)

• Some children believe in Santa Claus (belief)

• Many children like chocolate (opinion)


Directive• Suggested response or choice of response to a situation or concept.

• Directive sentences often begin with “I can try,” “I will work on” and “One thing I can do is

• Try not to use only I will or I can (I have used it with no problems):

• I will try and listen to my teacher

• I may ask my teacher or my aide to help me write my work

• Directive sentences often begin with “I can try,” “I will work on” and “One thing I can do is…”

• Allow for flexibility so that there is room for error.

• You need to be careful here because if you say “I will..” State in positive way (we are teaching what TO do, not what kids should NOT do)


Affirmative• Enhance the meaning of the surrounding statement

• Often express a commonly shared value or opinion within a given culture

• To stress an important point, refer to rule or law, or reassure the person the story is written for.

• Usually follows a descriptive, perspective, or directive sentence.

• This is a good idea

• This is a safe thing to do

• This is okay


Partial sentences

• Encourage the reader to fill in the blank or make a choice.

• Not used in all stories.• Today I feel ________

• When I can feel angry, I can __________


How to introduce & use

• Review before a situation where the skill would be needed

• At the beginning of the day

• After an incident has occurred where skill use is beneficial

• On a periodic basis to refresh


Ratios & SampleBasic Social Story Ratio

0-1 directive sentences

2-5 descriptive, perspective and/or affirmative

Kindergarten friends come to school at Memorial I like to see my friends and my teachers. My teachers are Mrs. B and Mrs. C. They like to see me!

I line up to go to class. A teacher walks with my friends and me. Sometimes I am the line leader. I like to be first. Mostly I am in the middle of the line. I can say, “It’s OK if I’m not first.” Some days I am last in line. I can say, “I have an important job! I’m the caboose.”

I go home on the bus. I might be first, second, or third in line. I might be last. I can say, “It’s OK if I’m not first.” The bus drivers take me home when it’s my turn. My family is happy to see me.

My Mom says, “Did you have a good day?” I say, “Yes, I did!”


What happens at bus dismissal

I ride the bus to school and in the afternoon I take the bus home. When it is time to leave school, I usually walk to Bus 3 with Mrs. Wesley. Most days, Joseph walks to his bus to go home. Sometimes, I may want to go with Joseph on his bus. I may feel sad that he rides home on a different bus. It is okay to be sad. I can tell myself: “It’s okay. I’ll probably see Joseph tomorrow.” My friends on my bus are usually happy to see me get on. My bus driver and family will be happy too.


What happens on the bus

I ride the bus to school and

in the afternoon I take the bus home.


When it is time to leave school,

I usually walk to Bus 3 with Mrs. Wesley.


Most days, Joseph walks to his bus to go home.


Sometimes, I may want to go with Joseph on his bus. I may feel sad that he rides home on a different bus.


It is okay to be sad. I can tell myself: “It’s okay. I’ll probably see Joseph tomorrow.”

It’s okay. I’ll probably see Joseph tomorrow.


My friends on my bus are usually happy to see me get on.My bus driver and family will be happy too.


Power Card Strategy

• Developed by Gagnon (2001)

• Based on visual support literature and priming

• Utilizes student’s special interests

Two parts:• Personalized script (read prior to event)• Power Card


The Script

• Brief scenario about special interest/hero and the behavior/situation in need of work

• Visual cues (photos, drawings, etc) related to special interest

• Brief scenario where hero/model attempts to solve behavior problem child struggles with

• 3-5 step strategy outlining the way to solve the problem and how it was successful

• Note of encouragement from the hero (Ex: Smokey the Bear says only you can prevent forest fires)


Power Card

• Small card (size of trading card, bookmark, or business card)

• Synthesizes script, in particular the steps necessary to solve the problem

• Reference to special interest


Garfield likes to do his work

Garfield likes to do his work.

He knows that doing work can help him get more lasagna.


Sometimes he may be working and want to stop. He can ask Jon for a break.

Can I take a break?

Great asking! Sure!


• Jon knows that sometimes Garfield needs a break. Garfield will take a short break.

Garfield needs a break


• When Garfield is finished his short break, he goes back and finishes what he was working on.

Time to go back to work


• He feels good that he finished and looks forward toward earning his penny.


• When Garfield gets a lot of pennies, he can buy lasagna.

Garfield wants everyone to be able to finish their work, especially his friend Bruce.


To work like Garfield remember:

1. Doing your work helps you earn things you like

2. When you are tired or frustrated, you can ask for a short break

3. When your break is finished, go back and finish your work.

Can I take a break?


Ask for a break like Garfield does and you can finish your work and earn your pennies!


Implementation

• Start by introducing both the script & the Power Card together

• After a pre-set amount of time, allow student to choose between reading the script or just reviewing the Power Card

• Eventually fade to use of Power Card only


Expansion

• Student can carry around key ring with various cards on it to assist in social situations

• Student can place inside wallet for reminders

• Power Card can be placed on corner of desk/inside desk to provide a visual reminder of the skill that needs to be demonstrated


ResourcesSelect articles from the Journal of Applied Behavior Analysis:

seab.envmed.rochester.edu/jaba/articles_selected/index.html

Autism Society of America: www.autism-society.org

COSAC: a NJ center on Autism www.njcosac.org

Cambridge Center for Behavioral Studies: www.behavior.org

Documents

Teach Social Skills Home Community 08