Planning Social Skills Instruction

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1 Planning Social Skills Instruction Teri McGill and Mary Flory NE ASD Network Regional Coordinators Does this look familiar? Autism and Friendship 1

2 Agenda Importance of social skills instruction Key components Examine informal social assessments Examine social curriculum Research shows that from a very early age, children prefer to interact with those who are socially competent What does this mean for the child, adolescent or adult with autism spectrum disorders? 2

3 Deriving Joy From Social Interactions General Characteristics of Autism Spectrum Disorders That Relate to Social Interaction Challenges Reduced motivation to socialize with peers Preference for video games, scripted monologues, interactions with special interests Focus on solitary activities; loneliness is not a major issue Processing social information, communicating with people, remembering written and unwritten social rules is difficult Attempts to socialize may alienate or offend others resulting in isolation, frustration, teasing, confusion, and rejection Urge to play is often not strong It is vital that adults create social activities that are worth the effort for learners on the spectrum 3

4 Research 2002 study of 405 children and adults (Seltzer and Krauss) - Adults 22 and older, 73% lived with their parents - 90% could not gain or keep employment - 95% had difficulty making and keeping friends Another study specific to Asperger Syndrome: 22% had IQ s in the superior to very superior range only 12% were employed full time only 1% of the 12% was employed in an area their were trained/educated in RESEARCH: APRIL 2015 Young Adults With Autism More Likely To Be Unemployed, Isolated Two-thirds of young people with autism had neither a job nor educational plans during the first two years after high school. For over a third of young adults with autism, this continued into their early 20s, the report found. The study found that 1 in 4 young people with autism was completely isolated meaning he or she had not seen or spoken with friends in the past year 4

5 Research says Individuals with soft skills such as good social skills, sociability, good work habits, and conscientiousness, as well as those who participate in extra curricular activities are more likely to make more money, be employed, and attain high levels of education than those with good grades and high standardized test scores (Lleras, 2008) HFA-Social Maturity Children with AS are generally considered to have the social maturity of someone 1/3 to 2/3 of their age. 5

6 Top 5 Skills Students Need for the Future Collaboration working in groups Communication verbal and written Problem-Solving how to get answers and solutions Decision-Making learn how to be definitive Understanding Bias learn how to recognize agendas Students with ASD need Systematic ongoing instruction Supported by adult coaching Social skills interpretation 6

7 Social skills instruction should address: Nonverbal communication Relationship skills Theory of mind Hidden curriculum Self-regulation Rules of social interactions Self-advocacy skills Good Social Skills are The ability to adapt your behaviors effectively based on the situation and what you know or don t know about the person(s) in that situation; regardless of where you are interacting. Michelle Garcia Winner 7

8 Tenets of Social Skills Programs 1. Individuals with ASD want to establish meaningful social relationships 2. If we want children and adolescents with ASD to be successful socially, we must teach them the skills to be successful. 3. Successful social behaviors are not always appropriate social behaviors. 4. Social success is dependent upon our ability to adapt to our environment. 5. Social interaction skills are not the equivalent of academic skills. Bellini, 2006 KEY Components of Effective Social Skills Training 8

9 Key #1: Assessment - Formal Rating scales Social Skills Intervention System (SSIS) Social Responsiveness Scale Communication and Symbolic Behavior Scale (CSBS) Social Skills Rating System (SSRS) Social Skills Assessments PDF from TARGET ( Social Emotional Evaluation Key #1: Assessment - Informal Interview of social functioning Bellini s Building Social Relationships Parent, Teacher, Child forms Informal Social Observation Ecological Assessment Emory Dyssemia Index Autism Form Indices of Friendship Observation Schedule - Attwood Social Thinking Assessment From Thinking About You, Thinking About Me by Michelle Garcia Winner 9

10 Key #1: Other Informal Assessments TRIAD Social skills assessment 10.pdf Social skills assessments from curriculums Skill Streaming Goldstein & McGinnis EC, Elementary, Adolescent Social Skills Menu Baker Super Skills Profile of Social Difficulty Coucouvanis Assessment of Social and Communication Skills for Children with Autism Quill Autism Social Skills Profile Bellini Friendship Skills Checklist Benton, etc. Ecological Assessment (English Class) Time/Activity Child w/o disability Child with disabilities Discrepancy Target Skills 9:20 AM in hallway Student is walking in hall. Student is carrying a notebook. J is running in the hall. J falls and bumps into other students. Running, not walking. Teach J to walk to class. Student is talking to and waving to peers and stops to talk. 9:28 AM Journaling Student gets out notebook and pen and begins writing. Peers speak to J but J does not respond. J is tearing up blank paper. J did not respond to her peers. J is inappropriately using paper. J should respond with a greeting ( hi or wave) J will appropriately use paper and writing tools. Use a peer support to assist her in getting started. 2007, NE ASD Network 20 10

11 Questions to Ask What does the student do too much that interferes with his or her social functioning in the desired setting? What does the student not do enough of that might interfere with his or her social functioning in the desired setting? Prioritize Skills Focus on 3-4 skills for several months Decide which skills are necessary to function in the desired setting 11

12 Factors That Make Social Situations More Challenging Activity Take a look at the selected assessment or survey that is located on your table. Be prepared to report back to the group about the assessment/survey at your table. 12

13 Key #2: Motivation Although individuals with Asperger Syndrome and autism appear to have low motivation, the truth is that they often have a different type of motivation (Baker, 2000; Dunlap, 1995). Use Visual Schedules of Reinforcement to show them what the reinforcement is for completing an activity or a task appropriately. 90% of the Effectiveness of a Program is REINFORCEMENT!! The Dreaded Stairs 26 13

14 Key #3: Teaching Skills What How When Where What Do We Teach? Assessment Formal Informal Input from multiple environments Identify specific skills (Remember to focus on 3-4) 14

15 How: Individualize Social Programming Individual needs Cognitive functioning Language impairments Behavior Age Student interests and preferences Guidelines to Creating Social Activities Realize that you cannot control every social opportunity, but you can Create and embed social opportunities Adapt existing social situations so the child can be successful Mobilize the peer group to demonstrate better responses Change the attitudes of peers and adults Remember that for many individuals on the spectrum, social motivation grows in adolescence 15

16 The Goal: The learner is fluent enough in social skills so that, as an adult, he will be able to choose the level of social activity he wants in life rather than being isolated and without the ability to socially connect with others if he so desires (Loomis, 2008, p. 11) How Adults Drop the Ball in Social Situations Letting the learner fend for herself Providing social activities that are too challenging Providing social activities that are not challenging enough Not providing enough social practice 16

17 How: Curriculum Skill Based Instruction Super Skills Eclipse Model Navigating The Social World Social Skills Training Do-Watch-Listen-Say Playing It Right Preparing For Life aker SOS Social Skills in our Schools Skill Streaming EC, Elementary, Adolescence Staying In The Game Interest Pirates Space Travelers Social Thinking You are a Social Detective Superflex Curriculum Thinking About You, Thinking About Me Think Social Inside Out: What Makes a Person with Social Deficits Tick Social Behavior Mapping Socially Curious and Curiously Social Social Fortune or Social Fate Worksheet! For Teaching Social Thinking and Related Skills 17

18 Activity As a group review the curriculum and social resources on your table. Use the McIntyre Evaluation form as a guide for specifics to look for when reviewing the curriculums Let s share! How: Teaching the Curriculum Structured Learning (direct explain, model, role-play, practice) 1:1 or small group Large group Natural environment Incidental Teaching 18

19 How: Strategies Social Skills Visuals/pictures Social Stories Comic Strip Conversations The Social Times Social Skills Games Group Activities Peer Mediated Strategies Video Modeling Model Me Kids videos School Rules CD Manners for the Real world Jill Kuzma video links: Big Bang Theory Commercials- What is he thinking/ Movie segments Friends How I Met your Mother Parenthood Lie to Me When and Where DIRECT Instruction times during day/week SLP/Resource, Guidance Counselor, School Psych Embedded opportunities Where can you fit in teaching opportunities (when and where other kids are socializing) Teachable moments Social processing after incidents, specials, playground, lunch, center time 19

20 Key #4: Generalization Plan for generalization Facilitate or coach skills in natural environment Capitalize on interests and preferences Include parents 20

21 Key #5: Peer Sensitivity Training 1 st Step Get Parent Permission Points to cover What is a disability? Autism is an invisible disability What is Autism/HFA/AS make sure the explanation is at the students developmental level Talk about the strengths and needs for your class (what s easy and hard for all students at that level) Talk about the strengths and needs for your target student More Information Get Ready, Get Set, Plan...Planning Social Skills for Students with ASD December 3, 2015 June 21, 2016 ASD Social Skills Resources: NE ASD Network Resource Libraries (ESU 3, 6, 7, 10, 13) Tri-State Webinars: Social skills Series- Live Sept 30, Oct 7th and 21st...all archived on ASD Network website: 21

22 Questions... 22

Important Reminder: ASD is a neurologic, developmental disorder. It is BRAIN BASED including social differences. Social Challenges are Brain-based! * Brain activity when shown faces or objects faces Red

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