Post on 23-May-2018
Social Skills Teaching in Inclusive ClassroomsDR. MEGAN MILLER, BCBA-D, LBA
Schedule
Rationale for Social Skills InstructionSMART IEP GoalsEffective Strategies for Teaching Social
SkillsSocial Skills Resources
Rationale for Social Skills Instruction
Core Deficit of Autism Most Children Require Explicit Instruction on
Social Skills ( Agostin & Bain, 1997; Hanley et al., 2007)
Pillar 2 of UAE Moral Education – the individual and the community
Improve Progress in Academic and Behavioral Goals
SMART IEP GOALS
Social Skills – Early Childhood
Parallel Play Choosing Activities Reciprocity Sharing Shared Enjoyment
Early Childhood IEP Goal
When presented with 5 close-ended activities, the student will choose 1 activity and engage with the activity to completion or until the time frame for the activity is complete in 5 out of 5 trials by May 1st, 2018.
Rationale for this Goal
Pre-requisite skill for almost ALL other social skills at this age
Can implement with peers following their own schedule
Can sabotage to promote natural interaction with peers
Videos
Video Explanation: https://www.youtube.com/watch?v=YBTcbLo9T2o
Video Example: https://www.youtube.com/watch?v=Y8751kiSN88
How to Teach This Goal
Start with 1 activity on the schedule Start with a preferred activity Provide explicit instruction and prompting Provide access to reinforcement for completing
the activity Keep the activity short Add additional activities 1 at a time or increase
the time of the activity
Social Skills – Childhood
Age appropriate Introductions and when Choosing activities Idioms, sarcasm, body language, etc Reciprocity Sharing Deciding what caused a problem Responding to teasing/bullying Good sports/reacting to consequences
Childhood IEP Goal 1
Upon winning or losing a game, the student will engage in a socially appropriate response to his peer such as "nice game" or "thank you for playing” in 4/5 opportunities by May 1st, 2018.
Rationale for this Goal
This is a skill that is typically difficult for children
Typically needs explicit instructionAcquisition of this skill promotes pro-social
interactions
Videos
Example Social Story: https://www.youtube.com/watch?v=8HjH7G-3jyA
How to Teach this Goal Provide explicit instruction on being a good sport
It is fun to play games When I win, I can say “good game” When I lose, it is ok I can say “good job!”
May need to practice with an adult first Use neutral games first Provide reinforcement for being a good sport Provide reminders as you play the game
“Remember when you win, you can say “good game” Remember when you lose, you can stay calm and say “good job”
Childhood IEP Goal 2
When provided with a preferred activity, the student will engage in 1 communicative interaction to request or comment to a peer in a 5 minute period in 5/5 observations by May 1st, 2018.
Rationale for this Goal
One of the easiest interactions to promote
One of the most functional skills to acquire
Videos
Activity to promote language: https://www.youtube.com/watch?v=XJISUx9O2nc
How to Teach this Goal
Choose a preferred activity that requires interaction
Provide peer with materials that child may need Use indirect prompting to facilitate interaction Provide reinforcement at end of activity if child
engaged in target number of interactions
Social Skills – Teenager to Adult Difference between peers and adults Idioms, sarcasm, body language, etc Reciprocity in conversation Deciding what caused a problem Responding to teasing/bullying Good sports/reacting to consequences Hygiene Dating Co-workers “Hidden Rules”
Teenager to Adult IEP Goal 1
The student will provide the meaning of figure of speech and use it within context for 10 figures of speech across 4 out 5 trials by May 1st, 2018.
Rationale for this Goal
Abstract language is typically difficult Figures of speech are frequently used in social
situations Acquisition of this skill makes social situations
easier for the learner
Videos
Social Story: https://www.youtube.com/watch?v=5l2Jktoqi5w
How to Teach this Goal
Provide explicit instruction on what each figure of speech means
Practice using figures of speech throughout the day
Reinforce use of figures of speech
Teenager to Adult IEP Goal 2
When presented with a real or hypothetical social problem, the student will identify what caused the problem and provide 1 appropriate solution to prevent or fix the problem in the future in 5 out 5 trials by May 1st, 2018.
Rationale for this Goal
Cause and effect is typically a skill deficitDeficits in this area affects all social
interactionsAcquisition of this skill leads to more pro-
social behavior
Example
How to Teach this Goal
Choose examples that are relevant to the student During a neutral time, present the activity to the student Initially, use modeling and prompting to provide the
answer Use indirect prompts and guidance to work through the
scenario Incorporate new situations as they arise Provide reinforcement for responding in the moment
and in the natural environment
Effective Teaching Strategies
Behavioral Skills Training (e.g., Miltenberger and Thiesse-Duffy, 1988)
Priming (e.g., Koegel et al., 2003)Comic Strips (e.g., Pierson & Glaeser, 2005) Training Peers (e.g., Chan et al., 2009)
Behavioral Skills Training
Rationale/Steps/RulesModelingRole-PlayFeedbackApplication to mastery
Example - Listening Rationale/Steps:
Make eye contact Wait for person to talk Ask a question or make a comment
Model Adult or video model
Role-play Practice with child “Let’s practice listening, I am going to tell you
something and you need to….”
Feedback Apply
Homework
Priming
Similar to BSTPracticing necessary skills before the social
situationMay need to break down into smaller
components
Priming Example – Playdate
Choose an activity such as making cookies
Practice the activity at home and provide examples of what to say or do
Have the friend over to make cookies
Priming Example – Taking Turns
Practice taking turns with LSA or other adult
Can incorporate BST process as well by providing turn taking steps
Practice with peer from class
Transfer to natural routine
Comic Strips
Drawing social situations in a cartoon fashion
Can do before or after
Have the individual with autism identify what he could say/do
Comic Strip - Example
Individual with autism threw a toy because his friend wouldn’t share
Comic Strip Draw out what happened at least 5-10 minutes later Have individual indicate what he could have said or
done instead Re-draw the situation with the replacement skills
Training Peers
Provide training to peers on how to deliver prompts and reinforcement
Provide training to peers on the differences of their friends and how to support them
Conduct training sessions with the adult facilitating and providing reinforcement to both parties
Social Skills – Dos and Don’ts
Guidelines from PRT
Step 1: What are other kids doing?
Step 2: Determine why your child/student is not doing the same thing
Step 3: Set reasonable expectations
Step 4: Set up systematic goals
Social Skills – DO!
Teach many ways to do things Use age appropriate language and phrases Observe peers Have realistic expectations Find Peers Join community activities
Social Skills – DON’T!
Expect too much too quickly “Punish” social interactions Teach rigid, robotic phrases or interactions Teach “abnormal” interactions
Social Skills Resources
PEERS Model UCLA Evidence-based social skills training program
PreschoolersAdolescentsAdults
IncorporatesAssessmentBehavioral Skills TrainingHomework for the family
Social Skills - ResourcesTeach Me Language – Freeman, Drake, and Davis 1997
Targets variety of skills – social and academic Uses visuals and graphic organizers Can be used 1-1 or in a group
Social Skills - Resources
Skill Streaming – Goldstein and McGinnis
Includes assessment Different age ranges Incorporates BST Book to explain how to conduct sessions
Social Skills - Resources
Jed Baker – Social Skills Training and The Social Skills Picture Book
Targets specific skills Different ages Manual on how to teach
Social Skills - Resources
Social Thinking – Michelle Garcia Winner
Variety of resources Superhero Character Activities to complete Targets a variety of skills
Social Skills - Resources
Variety of other assessments: Do-Watch-Listen-Say (Quill) Social Behavior Assessment Inventory (Stephens and
Arnold) Social Skills Inventory (Riggio) Triad Social Skills Assessment (Vanderbilt) Walker-McConnell (Walker and McConnell) Autism Social Skills Profile (Bellini)
Social Skills Videos
Perspective Taking Greeting Friends PEERS PEERS Example
Let’s Practice
Choose a skill from the presentation or for your child/student Make it an IEP Goal Create a BST procedure for the skill:
Rationale/Steps How would you model it How would you role-play it
How would you apply it In the classroom Training Peers?
Social Skills - Resources
http://www.venturacountyselpa.com/Portals/45/Users/Teacher%20Res/Teaching%20Social%20Skills%202012.pdf
http://www.ocali.org/up_doc/Autism_Social_Skills_Profile.pdf