Post on 03-Dec-2014
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Parenting Children with Special Needs: A Focus on Social SkillsParenting Children with Special Needs: A Focus on Social Skills
Kristine Strong, Ph.D.
Licensed Educational Psychologist #2314
Copyright 2012
Kristine Strong, Ph.D.
Licensed Educational Psychologist #2314
Copyright 2012
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Goals for Training: Goals for Training:
Design a Specific Plan for Your Child Using Planning Sheet
Provide a Format for Collaborating with Your Teachers
Focus on Two Specific Methods for Supporting your Child: Social Narratives/Social Stories Social Skills Intervention Strategies
Design a Specific Plan for Your Child Using Planning Sheet
Provide a Format for Collaborating with Your Teachers
Focus on Two Specific Methods for Supporting your Child: Social Narratives/Social Stories Social Skills Intervention Strategies
The Importance of Social SkillsThe Importance of Social Skills
Social competence or Social “Intelligence” is important to future quality of life
Peer relations, friendships, and social support networks are protective factors in the face of risk factors or challenges
Social competence or Social “Intelligence” is important to future quality of life
Peer relations, friendships, and social support networks are protective factors in the face of risk factors or challenges
Who Can This Help?Who Can This Help?
Children with attention and impulsivity challenges
Children with an autism spectrum disorder Children with an emotional disturbance Children with learning disabilities Children with health impairments
Children with attention and impulsivity challenges
Children with an autism spectrum disorder Children with an emotional disturbance Children with learning disabilities Children with health impairments
Social Skills OverviewSocial Skills Overview
Focus on Pro-social behaviors, these lead to positive outcomes and include: Cooperation Assertion Responsibility Empathy Self-Control
Focus on Pro-social behaviors, these lead to positive outcomes and include: Cooperation Assertion Responsibility Empathy Self-Control
Pro-Social BehaviorsPro-Social Behaviors
Cooperation: Using free time
appropriately Making transitions
Assertion: Giving a compliment Initiating a conversation
Responsibility: Asking permission Asking for help
Cooperation: Using free time
appropriately Making transitions
Assertion: Giving a compliment Initiating a conversation
Responsibility: Asking permission Asking for help
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Pro-Social SkillsPro-Social Skills
Empathy: Show appreciation of
others Expressing Concern
for others
Self-Control: Controlling anger in
conflict situation Responding to teasing
Empathy: Show appreciation of
others Expressing Concern
for others
Self-Control: Controlling anger in
conflict situation Responding to teasing
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Desired Outcome: Positive Peer Relations, Friends
• The ultimate outcome or goal for increasing social skills is to lead to the development of positive peer relations and friendships.
Brainstorm: What leads to friendships?
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Designing a Plan: HandoutDesigning a Plan: Handout
Focus on one or two skills that will promote positive interactions with peers
Define the skill that you want your child to learn Write out an action plan Make it a plan you can use as a part of a daily
routine Collaborate with your child’s teacher/therapist
Focus on one or two skills that will promote positive interactions with peers
Define the skill that you want your child to learn Write out an action plan Make it a plan you can use as a part of a daily
routine Collaborate with your child’s teacher/therapist
Social NarrativesSocial Narratives
Social Narratives are considered to be an evidence based practice
They are short stories based on real life situations and are specific to your child’s experiences
They are simple, to the point, and use visual supports such as pictures or drawings
Social Narratives are considered to be an evidence based practice
They are short stories based on real life situations and are specific to your child’s experiences
They are simple, to the point, and use visual supports such as pictures or drawings
Social Narratives cont.Social Narratives cont.
Social Narratives can address: Positive social interactions such as greetings,
compliments, positive comments Reducing repetitive or problem behaviors Frustration, conflict resolution Problem behaviors
Social Narratives can address: Positive social interactions such as greetings,
compliments, positive comments Reducing repetitive or problem behaviors Frustration, conflict resolution Problem behaviors
Social Narratives: Step by StepSocial Narratives: Step by Step
Step one: Describe a specific social situation relevant to your child’s social experiences
Step two: Define and target a specific skill or behavior-Collaborate with your teacher
Step three: Write a short story based on developmental level of your child using pictures or drawings
Step four: Implement - how often, when, where, who
Step five: Measure progress
Step one: Describe a specific social situation relevant to your child’s social experiences
Step two: Define and target a specific skill or behavior-Collaborate with your teacher
Step three: Write a short story based on developmental level of your child using pictures or drawings
Step four: Implement - how often, when, where, who
Step five: Measure progress
Example NarrativeExample Narrative
10 year old boy Target skill: Initiate conversation with a peer at
recess to increase positive social interactions Review social story before recess and each
morning, evaluate how it went after recess with teacher, and at home after dinner and homework is done--develop a home routine
10 year old boy Target skill: Initiate conversation with a peer at
recess to increase positive social interactions Review social story before recess and each
morning, evaluate how it went after recess with teacher, and at home after dinner and homework is done--develop a home routine
Narrative: Initiating a Conversation
Narrative: Initiating a Conversation
Pg 1:I am walking out to recess and see my friend Ethan.
Pg 2: He likes the Giants. Pg 3: I ask him, “Did you watch the Giants last
night and see Buster hit the home run?” Pg 4: I ask him, “Who do you think is the best
pitcher?” Pg 5: I let him know if I agree or not. Pg 6: We walk out to the playground.
Pg 1:I am walking out to recess and see my friend Ethan.
Pg 2: He likes the Giants. Pg 3: I ask him, “Did you watch the Giants last
night and see Buster hit the home run?” Pg 4: I ask him, “Who do you think is the best
pitcher?” Pg 5: I let him know if I agree or not. Pg 6: We walk out to the playground.
Use in Daily RoutinesUse in Daily Routines
White board in kitchen or other area where easy access, quick visual reference
Ready made one page or small booklets blank or with scripted prompts
Visuals such as cut out pictures, photos, or drawings
White board in kitchen or other area where easy access, quick visual reference
Ready made one page or small booklets blank or with scripted prompts
Visuals such as cut out pictures, photos, or drawings
Reinforce what worksReinforce what works
Give feedback daily on what worked Evaluate and make changes to the narrative
as needed Update narratives regularly according to
interests, social situations, peers Encourage and use positive reinforcement,
praise, social rewards
Give feedback daily on what worked Evaluate and make changes to the narrative
as needed Update narratives regularly according to
interests, social situations, peers Encourage and use positive reinforcement,
praise, social rewards
Curriculums/Programs That Work
By Carol Gray
Curriculums/Programs That Work
By: Michelle Garcia-Winner
Social Skills InterventionSocial Skills Intervention
Based on the use of positive behavior interventions and use: Modeling Direct teaching, coaching, rehearsing Targeting specific skills, practice Social Problem Solving Using reinforcement systems, contracts Monitoring progress
Based on the use of positive behavior interventions and use: Modeling Direct teaching, coaching, rehearsing Targeting specific skills, practice Social Problem Solving Using reinforcement systems, contracts Monitoring progress
Social Skills GroupsSocial Skills Groups
Small groups of three to four children
Similar needs Similar
developmental levels
Small groups of three to four children
Similar needs Similar
developmental levels
Schedule regular meetings
Data collection Work toward
generalization
Schedule regular meetings
Data collection Work toward
generalization
ModelingModeling
Choose skill you want to teach Model the skill in a “mock” situation Provide visual cues, pictures, sequence Practice the skill, have your child model the
skill in a mock situation Evaluate, give feedback Role play the skill using different scenarios
or situations
Choose skill you want to teach Model the skill in a “mock” situation Provide visual cues, pictures, sequence Practice the skill, have your child model the
skill in a mock situation Evaluate, give feedback Role play the skill using different scenarios
or situations
Rehearsal Rehearsal Help your child visualize a scene where he/she will
use the skill. Help your child practice visualizing themselves using
the skill Imagine how other people will respond. Verbal rehearsal, using visual cues, verbally talk
through the social interaction.
Help your child visualize a scene where he/she will use the skill.
Help your child practice visualizing themselves using the skill
Imagine how other people will respond. Verbal rehearsal, using visual cues, verbally talk
through the social interaction.
A B C
CoachingCoaching
Verbal instruction, discussion, and evaluation of using a specific skill
Provide “rules” for behavior Evaluate the possible outcomes of using a
particular behavior
Verbal instruction, discussion, and evaluation of using a specific skill
Provide “rules” for behavior Evaluate the possible outcomes of using a
particular behavior
Example Lesson: Joining In an Activity
Example Lesson: Joining In an Activity
Introduce and define the skill
Identify key steps: Get the attention of
the leader of the group Make a positive
statement Ask if you can join Thank the group
leader
Introduce and define the skill
Identify key steps: Get the attention of
the leader of the group Make a positive
statement Ask if you can join Thank the group
leader
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Joining in a GroupJoining in a Group
Model and role play a situation Choose different possible group situations,
ie., recess, lunch table, before school socializing, in class group activities
Rehearse using visual cues, visualization Set goals--ie., join in one group activity
each day.
Model and role play a situation Choose different possible group situations,
ie., recess, lunch table, before school socializing, in class group activities
Rehearse using visual cues, visualization Set goals--ie., join in one group activity
each day.
Volunteering to Help PeersVolunteering to Help Peers
Discuss noticing when a peer needs help
Define skill and what it means to volunteer
Identify Steps: Notice someone
needs help Ask if he/she needs
help Be cooperative
Discuss noticing when a peer needs help
Define skill and what it means to volunteer
Identify Steps: Notice someone
needs help Ask if he/she needs
help Be cooperative
Model and role play in volunteering situations
Ask students to Brainstorm situations
Set goals--ie., to offer to help a peer once daily
Model and role play in volunteering situations
Ask students to Brainstorm situations
Set goals--ie., to offer to help a peer once daily
Problem Solving StepsProblem Solving Steps
Problem solving is characterized by the following: Stress that a solution is possible Remind student of previous successes Define the problem Generate potential solutions Evaluate and choose a solution Define steps to implement solution
Problem solving is characterized by the following: Stress that a solution is possible Remind student of previous successes Define the problem Generate potential solutions Evaluate and choose a solution Define steps to implement solution
Social Problem SolvingStep 1: Define the Problem: What does it look like? When does it happen? When does this problem NOT happen? Step 2: What can we do about this problem? List 3 solutions Evaluate these solutions – will they help? Choose one of these solutions Step 3: How can this solution work?
Explain how you will behave differently using a new solution to the problem. What will be different?
Step 4: Practice your new strategy or solution Role play with your teacher and parent. Visualize using this strategy. Step 5: How did it go? What worked?
How can you use your new strategies again? When will you need to use your new strategy?
Daily Behavior Report Card
Student: _________________ Date:__________ Please rate this child’s behavior today in the areas listed below. 1 = excellent, 2 = good, 3 = fair, 4 = poor and 5 = very poor Please initial each row following your rating at the end of the activity being rated. Comments can be added when needed. Please make a copy for parents and provide them with feedback as indicated in the parent – school communication agreement.
Behavior to be rated Activity/Subject Language
Arts Math Recess/
Lunch Science
Cooperation: Gets ready for next activity
Social Skills: Accepts ideas from others
Conflict Resolution: Uses Problem Solving Chart, Avoids Conflict Situations
Comments:
Collaborate With EducatorsCollaborate With Educators
Choose one or two specific skills to focus on for a three to four month period
Discuss resources available at your child’s school
Develop a plan with educational staff
Evaluate progress after initial 6 weeks
Choose one or two specific skills to focus on for a three to four month period
Discuss resources available at your child’s school
Develop a plan with educational staff
Evaluate progress after initial 6 weeks
ResourcesResources
Gresham and Elliott: Social Skills Rating System
Gresham and Elliott: Social Skills Intervention Guide
National Professional Development Center on Autism Spectrum Disorders
Gresham and Elliott: Social Skills Rating System
Gresham and Elliott: Social Skills Intervention Guide
National Professional Development Center on Autism Spectrum Disorders