Transcript mod4partbx - NCAutismTeam

Interventions to Build
Social Communication
for Young Children
1
Target Skills to Teach
• Social attention: looking at person or
object when directed
• Reciprocal interaction: repeating own
behavior to maintain interaction
• Social regulation: using one or more
nonverbal means to request
• Shared attention: using one or more
nonverbal means to share interests
2
Intervention plan should
include goals to:
• Expand the repertoire of nonverbal
social interaction skills
• Expand the ability to combine two or
more nonverbal communicative
behaviors
• Expand the ability to persist with
communication until satisfied
3
Intervention plan should
include goals to:
• Generalize skills to interactions with
both adults and peers
• Generalize skills across multiple
contexts
4
Framework for Designing
Social Intervention
• DO (Cognitive- the ability to know
what to do) and
• WATCH (Socialization-the ability to
watch others)and
• LISTEN (Language-the ability to
listen) and
• SAY (Communication-the ability to
know what to say)
5
Framework for social skills
intervention
DO
WATCH
LISTEN
SAY
6
Framework for Designing
Social Intervention-Typical
DO
Cognition
Watch
SAY
Communication
ACTIVITY
Socialization
Language
Liste
n
7
Socialization in children with
Autism
DO
Cognition
Watch
SAY
Communication
Socialization
Language
Liste
n
8
Closed ended activitiesstructured & organized
• Exploratory toys and activities (cause
and effect toys, kaleidoscope)
• Physical toys and activities (bicycles,
roller skates, swings)
• Manipulative toys (puzzles,
pegboards)
• Constructive toys (lego models, train
tracks)
9
Closed ended activitiesstructured & organized
• Art activities (e.g., stencils, paint-bynumbers)
• Literacy activities (e.g., books,
computers)
10
Open-ended activities-Not
predictable or sequential
• Exploratory toys and activities (e.g.,
sand table, water table)
• Constructive toys (e.g., blocks,
Lego's)
• Art activities (e.g., collage materials,
play dough)
• Sociodramatic play activities (e.g.,
dress up, doll play
11
Areas to address:
Solitary Play-Teaching children with
autism to engage in fun, meaningful,
and socially acceptable solitary
activities is central to program
planning.
12
Activities for building solitary
play
1. Exploratory toys and activities (e.g., a
sandbox, cause and effect toys)
2. Physical toys and activities (e.g.,
bicycles, the playground)
3. Manipulative toys (e.g., puzzles,
pegboards)
4. Constructive toys (e.g., blocks, train
tracks)
5. Art Activities (e.g., paint, playdough)
13
Activities for building solitary
play
6. Literacy activities (e.g., books,
computers)
7. Music activities (e.g., singing,
instruments)
8. Sociodramatic play activities (e.g.,
dress up, doll play)
9. Games (e.g., board games, card
games)
10.Social games (e.g. chase, hide and
seek)
14
Areas to address:
• Social Play-The ability to participate
in social interactions with peers
• Interventions should maximize their
ability to observe others’ social
behavior and share toys and
materials.
• (domains of WATCH and LISTEN)
15
Key points with Social Play
• Social experiences should focus on
mutually enjoyed toys and activities
• Social intervention should emphasize
rule based play activities that allow
for parallel participation
16
Key points with Social Play
• Emphasize teaching social
responsiveness to peers rather than
promoting initiations
• Emphasize teaching the use of
nonverbal social behaviors with peers
rather than the use of verbal ones.
17
Social Play
• Successful play is highly dependent
on the skills of a child’s social
partners
• Peers should be coached on the
unique qualities of their friend and
modify their manner of initiating and
maintaining interactions with their
friend
18
Social Play cont’d
• Encourage nonverbal cues to gain
attention
• Encourage peers to use verbal and
nonverbal cues to wait for child’s
response
• Support peers in trying to interpret
the child’s behavioral responses
19
Social Play cont’d
• Encourage peers to respond to the
child’s initiatives
• Provide peers with reminders of what
to do and say to help the child
succeed
20
Other skills to address
• Group Skills-participating in group
activities
 Determine what skills need to be
taught & interventions to address
• Community Social Skills-teaching
children to participate with family
and friends in the community
21
Approaches:
• Traditional behavioral approach-based
on learning theory principles (highly
structure and adult directed, purposed,
goal, and activity structured)
 Assumes:
1. Lack social motivation
2. Lacks the ability to learn in natural context
3. Learn when adults control all elements of
activities
4. Learn through exact repetition of discrete
skills
22
Approaches:
• Relationship-based developmental
approach-emphasizes the development
of skills through active exploration and
positive social interactions
 Assumes:
1.
2.
3.
4.
Capable of social and emotional flexibility
Has core challenges in sensory processing
Use behaviors to communicate interest
Learn through active engagement in natural
contexts
5. Learn through reciprocal social interactions
23
Behavioral Interventions
• They can include:
Naturalistic Behavioral Approach-performing
skills in all environments where they naturally occur
Incidental
Teaching-structuring and sequencing
educational objectives so that they occur within
ongoing, typical activities and take advantage of
student interests and motivation
Autism Internet Modules (AIM)
Autism Internet Modules (AIM)
24
Behavioral Interventions
Mand Model-procedures incorporate a
question, choice, or direction (mand) into
the activity prior to initiating a modeling
procedure.
Time Delay-a response-prompting
procedure that focuses on fading the use of
prompts during instructional activities.
Using these procedures, prompts are given
before learners respond, which reduces
errors and provides more opportunities for
reinforcement
Autism Internet Modules (AIM)
25
Behavioral Interventions
cont’d
Milieu Teaching-A form of teaching in which
the teacher takes advantage of the learner's
interest in the things around him, the ‘milieu', to
provide learning opportunities for the learner
(Prompting and questioning are used to encourage the
learner's interest)
http://autismspeaks.player.abacast.com/asdvideoglossary-
0.1/player/autismspeaks
Pivotal Response training-teaches skills in the
natural environment & targets pivotal areas
such as motivation, self initiation, self
management and responding to multiple cues
http://www.autismspeaks.org/what-autism/treatment/social-communication-emotional-regulation-transactional-support-scerts
Autism Internet Modules (AIM)
26
Behavioral Interventions
cont’d
Prompting, Shape, and ScaffoldPrompts are generally given by an adult or
peer before or as a learner attempts to use
a skill. Prompting can be used to teach a
variety of skills, including seeking
information, pointing to objects etc.
 Shape- Shape inappropriate behaviors into
purposeful actions.
 Scaffold-Build on what the child presents
Autism Internet Modules (AIM)
27
Relationship basedDevelopmental, Social,
Pragmatic (DSP)
Interventions
• They can include:
DIR/Floortime-
a specific technique to
both follow the child’s natural emotional
interests (lead)& at the same time help the
child move towards greater mastery of the
social, emotional and intellectual capacities
( these playful interactions may occur on the “floor”,
but go on to include conversations and interactions
in other places. http://autismspeaks.player.abacast.com/asdvideoglossary0.1/player/autismspeaks
28
Relationship basedDevelopmental, Social,
Pragmatic (DSP)
Interventions
Denver Model (ESDM)-
a developmental
curriculum that defines the skills to be taught
at any given time and a set of teaching
procedures used to deliver this content
http://autismspeaks.player.abacast.com/asdvideoglossary-0.1/player/autismspeaks
Responsive Teaching-curriculum
that
parents/others can use aimed at higher levels
of competence
29
Relationship based
Developmental, Social,
Pragmatic (DSP)
Interventions cont’d
SCERTS(Social Communication, Emotional
Regulation, Transactional Support)-the
ability to
learn and spontaneously apply functional
and relevant skills in a variety of settings
and partners- http://www.autismspeaks.org/what-
autism/treatment/social-communication-emotional-regulation-transactional-supportscerts
30
Available resources
• Autism Speaks- Autism Video
Glossary with clips of TD vs. ASD
behaviors
www.autismspeaks.org/video/glossar
y.php
• National Professional Development
Center on ASD
http://autismpdc.fpg.unc.edu/
• OCALI
www.autisminternetmodules.org
31
Assumptions: DSP
1. Social-communication skills are learned
in a similar developmental sequence by
all children, regardless of their abilities.
2. Children learn through affect-laden
interactions with responsive caregivers.
 Responsiveness is a complex behavior
that involves a variety of interactive
components including reciprocity,
contingency, affect, developmental level,
interests and behavioral style.
Early Start Denver Model
•
•
•
•
Start with Motivation
Create Joint Activity Routines
Insert Yourself in the Routine
Routines Based on Interest and
Successful Repeated Engagements
• Script Routines for Repeated
Opportunities – Dyadic & Reciprocal
Three Main Goals
1. Bring the child into social
relationships
2. Follow the child’s lead when socially
engaged.
3. Develop play activities
34
Early Start Denver Model
• Interdisciplinary
• Interpersonal engagement
• Fluent, reciprocal and spontaneous
imitation of gestures, facial movements,
expressions and object use
• Both non-verbal and verbal
communication
• Cognitive aspects of play carried out in
dyadic play routines
• Partnership with parents
35
Dawson, 2010
• ESDM group gets therapy and parent training/
Assessment & Monitoring Group (AM) is the
control group – 2 year length of treatment
• ESDM group improved 19.1 points on Mullen
Early Learning Composite, compared to 7.0
points for AM group(primary improvements in
receptive and expressive language)
• Adaptive behavior scores – ESDM group
improved 0.5 points while AM group
declined 11.2 points
• 30.7% of ESDM group received Dx of Autism
at baseline and of PDD-NOS at year 2
Similarities between
Approaches
• Both focus on increasing socialcommunication
• Interventions are conducted within
meaningful activities in the natural
environment (Play and daily
routines)
• Teach parents to be the primary
intervention providers
37
Cont’d Similarities between
Approaches
• Teaching episodes are initiated by
the child based on the child’s
interest, following the child’s lead
• Use environmental arrangement or
communicative temptations (DSP) for
initiations
• Use natural reinforcements, teach
within the natural environment thus
reinforcement is natural to the
environment
38
Cont’d
Behavioral
Interventions
• Traditionally used to
teach specific verbal
language targets,
such as vocabulary
and language
structures.
• More recently
nonverbal social
communication skills
such as joint
attention, object,
gesture and imitation
Developmental, Social, Pragmatic
(DSP)
• Focus on increasing
social interactions and
general
communication ability
(verbal and nonverbal
behaviors) rather than
specific language
forms
39
Activity: Review Video
• 4th Video – Social Skills
1.
2.
3.
4.
5.
Assess Social Functioning
Determine skill or performance deficits
What activities (play) are needed/select
What skills need to be taught
Review/select an intervention to include
for each level of DO-WATCH-LISTEN-SAY
40
Team Time
1. Read (Solitary)
2. Complete Assessment
3. Complete Steps on the next slide
41
Steps to complete
• Step 1: Target goals and objectives that reflect critical
milestones in typical development.
• Step 2: Use the Assessment and of Social and Communication
Skills for Children with Autism to prioritize goals and
objectives.
• Step 3: Construct a framework for core skills intervention.
• Step 4: Use the new DO-WATCH-LISTEN-SAY framework to
construct opportunities for social skill enhancement
• Step 5: Construct motivating opportunities for communication
skill enhancement.
• Step 6: Understand the function of social and communicative
ritualistic behaviors.
• Step 7: Monitor the acquisition and generalization of skills.
42
• 8th Video –Preschool Director and
PBIS
43
Conclusion
• Successful communication
interventions for ASD includes
flexibility and a variety of approaches
according to the needs of the child
and family.
• The presence of fluent speech prior
to the age of 5 is a significant
predictor of both social and academic
future functioning,…
Lord & Paul, 1997; Educating Students with ASD, p290
44
early and intensive attention to the
development of communication is
essential to helping all individuals
with ASD achieve their potential
Educating Students with Autism, p.290
45
Targeting Social Communication
in Adolescents with Autism
(ages 11 – 22)
46
Typical Social-Communication
Skills of an Adolescent
 Verbal aspects
 Paralinguistic aspects
 Nonverbal aspects
(From Prutting & Kirchner, 1983)
47
Verbal Aspects
 Speech acts
– Understands speaker and listener role
relative to context
– Uses a variety of speech acts such as
commenting, asking questions, making
a request, etc.
48
Verbal Aspects
 Topic of conversation
– Selects
– Introduces
– Maintains
– Changes
49
Verbal Aspects
 Turn taking
– Initiates
– Responds
– Repairs communication breakdowns
– Pauses
– Avoids interruption
50
Verbal Aspects
 Turn taking
(continued)
– Provides feedback to speakers
– Produces utterances occurring
immediately after the speaker’s
utterances
– Provides utterances that share the same
topic
as that of the speaker then adds
additional information
– Provides only needed information
51
Verbal Aspects
 Lexical selection
– Is specific and accurate
– Is cohesive
 Stylistic variations
– Varies communicative styles
52
Paralinguistic Aspects
 Exhibits appropriate:
– Intelligibility
– Vocal intensity
– Vocal quality
– Prosody
– Fluency
53
Nonverbal Aspects
 Exhibits appropriate:
– Physical proximity
– Physical contacts
– Body posture
– Foot/leg and hand/arm movements
– Gestures
– Facial expression
– Eye gaze
54
Differences in Social-Communication
Skills in Students with ASD
55
Differences in Social-Communication in
Individuals with ASD
 Differences in social skills
 Differences in communication
 Differences within both areas
Social
SocialCommunication Communication
56
Social Differences




Social-emotional understanding
Empathy
Taking others’ perspectives
Lack of insight into peer
relationships
 Shared enjoyment in activities
57
Communication Differences
 Intonation
 Stereotyped phrases
 Formal language
58
Differences in Both Socialization
and Communication
 Conversation
–Initiation of conversation
–Appropriate topics of conversation
–Maintaining a reciprocal
conversation
–Reporting of events/Offering
information
59
Differences in Both Socialization
and Communication
 Nonverbal communication
–Eye contact
–Use of gestures
–Facial expressions (directing them
to others, reading others’ faces)
60
Interventions to Build
Social Communication
61
Intervention: Specific
Targets
•
•
•
•
•
•
Turn-taking
Sharing
Talking with appropriate volume
Greeting
Group entry
Polite words
62
Intervention Settings
•
•
•
•
School / natural environment
Clinic (pull-out)
Home
Community
– How might these different settings impact
the outcomes of the intervention?
63
Interventionists
•
•
•
•
Teachers
Therapists
Parents
Peers
How might these different people impact
the outcomes of the intervention?
64
Adult Directed Interventions
• Based on applied behavior analysis
(ABA) principles.
• Discrete sets of target play behaviors
are taught through repeated trials.
• Prompting, reinforcement and shaping
procedures are used to elicit the desired
behaviors.
• Originally implemented in highlycontrolled, adult-drive environments.
65
Adult Directed Intervention:
Pivotal Response Training
• Addresses shortcomings of highly-controlled settings by:
– Considering child’s development
– Selecting preferred activities
• Uses modeling, prompting, and reinforcement of reasonable
attempts at desired behaviors.
• Successful in promoting manipulation, functional, symbolic,
and sociodramatic play.
• Little evidence of increases in spontaneous interactions and
social interactions during play.
Lifter, 1993; Koegel, 1999; Stahmer, 2003
66
Child-Specific Approaches to
Social Communication Deficits
• Components:
– Instruction - provide information about social
communication behaviors using verbal explanation
and models.
– Rehearsal - repeated practice
– Feedback & Reinforcement - provide information
about the match between the child’s behavior and
the target
– Skill Maintenance & Generalization - After successful
demonstration with the adult, focus shifts to
independence.
Beilinson & Olswang, 2003; Craig-Unkefer & Kaiser, 2002;
2003
67
Evidence to Support the Child
Specific Intervention (direct
instruction)
•
•
•
Targets: cooperation, assertion,
responsibility, empathy and self control
Intervention
1. Modeled skill for the target children
2. Encouraged them to practice with peers
3. Offered feedback and praise when
appropriate
Findings: Undesirable classroom behavior
diminished
Miller, Lane, & Wehby, 2005
68
Peer Mediated Interventions
Description
• Peers are taught to:
– Deliver instructional encouragements
– Engage target child in social interactions
– Persistently attempt to socially interact with
target child
• The intervention leader
– Provides prompts and reinforcement to
peers
– Monitors procedures, but does not intervene
directly with target child
McEvoy, Odom, & McConnell, 1992; Chung et al., 2007
69
Evidence to Support Peer
Mediated Intervention
Targeted Skills
• Share, share request, play organizer,
assistance request
• Findings: 1 year follow-up demonstrated
skills remained
Odom et al., 1999
70
Effective Peer Interaction
Interventions Include:
• The systematic use of:
– Reinforcers
– Instructions
– Prompts
– Models
– Rehearsals
– Feedback mechanisms
– Discussions
– Or some combination of the above
Brown & Odom, 1994; Chandler, Lubeck, & Fowler, 1992
71
Duties of a Peer Mentor:
Commonly Assigned
Duties:
Duties Should NOT
include:
• Physical
guidance/orientation
• Asking questions/making
comments
• Introducing the students to
peers
• Cueing the student
• Including the student in
games or activities
• Explaining comments,
jokes, etc.
• Setting limits/enforcing
rules
• Criticizing or giving
negative feedback
• Giving orders
• Talking to teachers or
peers about the student
• Teaching other peers
• Providing unneeded
supports
Loomis, 2008
72
Qualities of Peer Mentors:
Desirable:
Undesirable:
• Friendly
• Good social and
communication skills
• Strong connection to a
peer network
• Empathic
• Comfortable interacting
with peers from different
social groups
• Good sense of humor
• Follows through
• Punctual
• Vulnerable to peer
pressure
• Heavily involved in cliques
• Quiet/reserved
• Sarcastic
• Poor communication skills
• Unusual, disruptive, or
negative behavior
• Frequently late
• Negative attitude toward
individuals with disabilities
or other minority groups
Loomis, 2008
73
Peer Mediated
Interventions – Responses
to common arguments:
• “We can’t waste the typical students’ time”
– Typical students get as much (if not more)
out of the intervention. The learn about
disability and life, develop more accepting
attitudes, and make lifelong friends
• “Typical students don’t want to give up their
own social time”
– Many students enjoy these interactions and
willing forgo other social activities to help
out
Loomis, 2008
74
Peer Mediated
Interventions – Responses
to common arguments:
• “The parents of typical peers will never give
their permission”
– If parents understand the program, they
most often will support it
• “I don’t have the time or staff to do this”
– The program can often save time as more
of the intervention is delivered by peers
Loomis, 2008
75
Environmental Arrangement
Intervention
• Socially competent children and target
children are grouped together
• Teachers
– Introduce the activity in defined play area
(e.g., Chutes and Ladders)
- Suggest play ideas
• Activities last between 5 and 15 minutes.
Odom et al., 1999; Brown, Odom, & Conroy, 2001
76
Environmental Arrangement
Evidence
• Teachers organized play groups with
children both with and without disabilities
– Introduced activity
– Suggested play ideas
– Activities lasted 6 to 10 minutes
• Findings: Improvements in peer ratings of
target children
Odom et al., 1999
77
Cooperative Learning Evidence
•
•
•
Heterogeneous small groups (e.g., race,
gender and ability)
Students aware individual efforts will be
assessed
Group members dependent on each other for
the success of project
Kane & Kane, 2004; Sonnier-York & Stanford, 2002
78
Social Thinking
• http://www.socialthinking.com
79
Social Thinking
• Video
80
Concepts
• I have thoughts about you and you
have thoughts about me
• Expected vs. Unexpected Behaviors
• “Weird” Thoughts
• Good Thoughts
• My actions can affect the feelings of
others
• Think with our eyes
81
82
83
84
• 4 Steps of Perspective Taking
• 4 Steps of Communication
85
I LAUGH Model
Michelle Garcia Winner
• I = Poor Initiation of
Communication or Action
• L = Listening with Eyes and Brain
• A = Abstract and Inferential
• U= Understanding Perspective
• G = Gestalt Processing: Getting the
Big Picture
• H = Humor and Human Relatedness
86
Problem Solving Approach
for Planning Social
Communication
Interventions
87
5 Step Model of Social
Skills Programming
(Bellini, 2006):
1. Assess Social Functioning
2. Distinguish Between Skill Acquisition
and Performance Deficits
3. Select Intervention Strategies
4. Implement Intervention
5. Evaluate and Monitor Progress
88
Some Thoughts on
Assessment
• IQ ≠ Social Intelligence
• Purpose of Assessment:
– To gain collect information about
current functioning in various areas
of social competence
– To recognize strengths
– To identify deficits
– To tailor interventions to targeted
skills
– To monitor progress
89
The Importance of Team
in Assessment
• Different Perspectives
• Different Settings
90
1. Assessing Social
Functioning
5 Step
Model of
Social Skills
Programmin
g
• What is precluding the student from
establishing and maintaining social
relationships?
– Specific social skills deficits
– Cruel, rejecting peers
– Both
91
1. Assessment Flowchart
(Bellini, 2006)
5 Step
Model of
Social Skills
Programmin
g
• General Interview of Social Functioning:
– Parent
– Teacher
– Child
• Rating Scales:
– Social Skills
– Emotional/Affective Functioning
– Behavioral Functioning
– Self-Concept
92
1. Assessments
 Rating Scales
5 Step
Model of
Social Skills
Programmin
g
Formal Observation Tools :
 Autism Social Skills Profile (ASSP) (Bellini, 2006)
 Profile of Social Difficulty (POSD) (Coucouvanis, 2005)
 Social Responsive Scale (Constantino & Gruber, 2005)
 Social Skills Rating System (SSRS) (Gresham & Elliot,
2008)
 The Social Scan, Integrated Self-Advocacy Curriculum
(Paradiz, 2009)
 Assessment of Social and Communication Skills for
Children with Autism (Quill, 2000)
93
1. Assessment
 More Rating Scales
5 Step
Model of
Social Skills
Programmin
g
• Social Anxiety Scale for Children-Revised (La
Greca, 1993)
• Behavior Assessment System for Children, 2nd
Edition (BASC-2) (Reynolds & Kamphaus, 2009)
• Pervasive Developmental Disorder Behavior
Inventory, Cohen & Suhhalter (2005)
• Ohio’s Employability/Life Skills Assessment
(Weaver & DeLuca, 1987)
• Rubrics for Transition III: for Autism Spectrum
Disorders (Wessels, 2006)
94
1. Assessment
5 Step
Model of
Social Skills
Programmin
g
• Informal Tools
– Teacher Checklists:
• Social Skills Menu (Baker, 2003)
• The Social Skills Checklist (Krempa &
McKinnon, 2005)
• Self-Help Skills Inventory (Anderson,
Jablonski, Thomeer, & Knapp, 2007)
– Environmental observations
– Anecdotal records
95
1. Assessment Flowchart
continued
5 Step
Model of
Social Skills
Programmin
g
• Problem Identification and Problem
Analysis Interview:
– In addition to the general information
gathered in initial interviews
– Often more structured with primary
stakeholders (parents and classroom
teachers)
– Guides the intervention process
96
1. Assessment
5 Step
Model of
Social Skills
Programmin
g
• Problem Identification and Problem
Analysis Interview:
– Components include:
•Problem Identification
•Problem Definition
•Problem Validation
•Problem Analysis
97
1. Assessment Flowchart
continued
5 Step
Model of
Social Skills
Programmin
g
• Observation:
– Naturalistic
– Structured
• Setting Treatment/Educational Goals
and Objectives:
– Select Objectives
– Identify Component Skills Necessary
to Reach Objectives
98
The Intervention Ziggurat
• A framework for designing
comprehensive interventions for
individuals with autism
99
Ziggurat
•
•
•
•
Social
Communication
Sensory Differences
Cognitive Differences
Social
Core Deficits
• Motor Differences
• Emotional
Vulnerability
• Restricted Interests
•
•
•
•
Joint Attention
First Language
Sensory Regulation
Organization &
Planning
• Attribution
• Perspective-taking
• Self-Regulation
A Case Study:
JASON
102
• Complete Step 1 for Jason
103
2. Distinguish Between
Skill Acquisition &
Performance Deficits
5 Step
Model of
Social Skills
Programmin
g
• Skill Deficit: absence of a particular
skill or behavior
• Performance Deficit: student can
perform the skill but chooses not to
or doesn’t use the skill consistently
across settings
104
2. Skill deficit vs.
Performance deficit
5 Step
Model of
Social Skills
Programmin
g
• Social skills performance can’t be
described as either “present” or “not
present”
• Stages of Skill Acquisition:
– Novice
– Intermediate
– Mastery
105
2. Skill deficit vs.
Performance deficit
5 Step
Model of
Social Skills
Programmin
g
• Factors affecting Social Performance
– Motivation
– Sensory Sensitivities
– Anxiety
– Attention and Impulsivity
– Memory
– Self-Efficacy
– Movement Difference
106
• Complete Step 2 for Jason
107
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
• Match intervention strategies w/ type
of skill deficit
108
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
To consider when selecting social skills
strategies:
1. Does the strategy target the skill
deficits identified in the social
assessment?
2. Does the strategy enhance
performance?
3. Does the strategy promote skill
acquisition?
109
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
To consider when selecting social skills
strategies:
4. Does the strategy facilitate
generalization? If not, what is the plan
for facilitating generalization?
5. Is there research to support its use?
If not, what is your plan to evaluate its
effectiveness with the child?
6. Is it developmentally appropriate for
the child?
110
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
Strategies That Promote Skill Acquisition
• Thoughts, Feelings and
Interest Activities
• Social Problem-Solving &
Social Rules
• Reciprocal Intervention
Strategies
• Self-Monitoring
• Social Narratives
• Role-Playing/Behavioral
Rehearsal
• Video Modeling
• Relaxation
Techniques/Emotional
Regulation
• Prompting Strategies
• Interaction/
Conversation Planning
111
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
Strategies That Enhance Social Performance
• Reinforcement/
Contingency
• Disability
Awareness/Peer Support
• Gaming Skills
• Priming
• Environmental
Modifications
• Self-Monitoring
• Peer-Mediated Instruction
• Prompting
• Increased Social
Opportunities/Live
Practice
• Video Modeling
• Relaxation Techniques/
• Social Narratives
112
3. Selecting Intervention
Strategies
Social Accommodation
• Focuses on modifying
the physical or social
environment
• Examples: training
peer mentors,
conducting autism
awareness or
sensitivity training,
signing the child up
for group activities
5 Step
Model of
Social Skills
Programmin
g
Social Assimilation
• Focuses on changing
the child
• Involves instruction
that facilitates skill
development for more
successful social
interactions
113
3. Selecting Intervention
Strategies
5 Step
Model of
Social Skills
Programmin
g
• The key to a successful social skills
training program is to address both
accommodation and assimilation
• The balance between the two is
determined by child’s developmental
skill levels
114
• Complete Step 4 for Jason
115
4. Implement Intervention
5 Step
Model of
Social Skills
Programmin
g
• Individual, group, or classwide
instruction?
• Assemble the team
• Gather materials and resources
• Determine where and when sessions
will take place
• Structure and implement the
program
116
• Complete Step 4 for Jason
117
5. Evaluate and Monitor
Progress
5 Step
Model of
Social Skills
Programmin
g
• Just as social skills deficits are identified
during assessment, methods for evaluating
intervention(s) should also be determined
• Consider developing a progress monitoring
form
• Collect base-line social performance measure
and (at the very least) every 3 months
– Ideally, collect a measure monthly, sometimes
even weekly
– Collect data across settings and informants
• Types of recordings include: frequency,
duration, time sampling, latency, and
response ratio
118
5. Evaluate and Monitor
Progress
5 Step
Model of
Social Skills
Programmin
g
• Also revisit:
– Interview responses and rating scales
• Each team member must take ownership and
responsibility for the program
− Social Validity
– Discuss social significance of objectives,
intervention strategies and social importance of
intervention results
– Social acceptability of intervention strategies is
also important to success of program
• Treatment Fidelity
– To what degree were the intervention strategies
implemented as intended
119
• Complete Step 5 for Jason
120