Webinar. Superheroes Social Skills for Students With ASD and Others. Social Skills. Social Skills. May 5, 2017

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1 Webinar Superheroes Social Skills for Students With ASD and Others May 5, 2017 Presented by Dr. William R. Jenson Social Skills Social skills are goal-directed, learned behaviors that allow one to interact and function effectively in a variety of social situations. Walker Social Skills Social skills are goal-directed, learned behaviors that allow one to interact and function effectively in a variety of social situations. Walker Social skills are what allow to pass as normal. Whether one can pass as normal depends not so much on whether one can read or write but rather on one s level of social skill development. Greenspan 1

2 What Generally Goes Into Social Skills Programs? Foundation Skills (eye contact, distance, hygiene, face the person) What Generally Goes Into Social Skills Programs? Foundation Skills (eye contact, distance, hygiene, face the person) Compliance Skills (following directions, rule obeying) What Generally Goes Into Social Skills Programs? Foundation Skills (eye contact, distance, hygiene, face the person) Compliance Skills (following directions, rule obeying) Friendship Making Skills (starting conversations, inviting others to play, breaking into the group) 2

3 What Generally Goes Into Social Skills Programs? Foundation Skills (eye contact, distance, hygiene, face the person) Compliance Skills (following directions, rule obeying) Friendship Making Skills (starting conversations, inviting others to play, breaking into the group) Cooperation Skills (sharing, negotiating, turn taking) What Generally Goes Into Social Skills Programs? Foundation Skills (eye contact, distance, hygiene, face the person) Compliance Skills (following directions, rule obeying) Friendship Making Skills (starting conversations, inviting others to play, breaking into the group) Cooperation Skills (sharing, negotiating, turn taking) Coping Skills (managing teasing, managing anger, dealing with bullies) General Methods for Teaching Skills Generally in Groups Concept Teaching (Definition, Rationale, Steps, Examples, Nonexamples) Modeling the Skills Verbal and Behavioral Rehearsal Role Playing Coaching Homework Review 3

4 What is a Meta-Analysis? n Used in medicine: colon and prostate cancer, hair dye, coronary heart disease, blood pressure treatments, antidepressants medications, stimulant medication, substance abuse risk after taking stimulants What is a Meta-Analysis? n Used in medicine: colon and prostate cancer, hair dye, coronary heart disease, blood pressure treatments, antidepressants medications, stimulant medication, substance abuse risk after taking stimulants n Special review of research literature that reduces bias What is a Meta-Analysis? n Used in medicine: colon and prostate cancer, hair dye, coronary heart disease, blood pressure treatments, antidepressants medications, stimulant medication, substance abuse risk after taking stimulants n Special review of research literature that reduces bias n Before investigator starts Define a number of years 10 to 20 generally Problem area (special education) Subjects (children) Type of treatments Then collect research articles Then do the analysis-compare pretreatment baselines to treatments 4

5 Effect Size (ES) All Baseline averages are different-z score transformation sets them all at zero 1 is the Magic Number One = 85% better than non-treated controls 0 = no change.2 small change.5 medium change.8 large change 1 = very large change What We Have Learned From the Research A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders Mary Magee Quinn, Kenneth A. Kavale, Sarup R. Mathur, Robert B. Rutherford, and Steven R. Forness, Journal of Emotional and Behavioral Disorders, 7(1), (1999) How Effective Are School Bullying Intervention Programs? A Meta-Analysis of Intervention Research Kenneth W. Merrell, Barbara A. Gueldner, Scott W. Ross, and Duane M. Isava, School Psychology Quarterly, 23(1), (2008) A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders Scott Bellini, Jessica K. Peters, Lauren Benner, and Andrea Hopf, Remedial and Special Education, 28(3), (2007) 5

6 What We Have Learned From the Research The Effects of Social Skills Curricula: Now You See Them, Now You Don t Goerge J. DuPaul and Tanya Eckert, School Psychology Quarterly, 9(2), (1999) Introducing Superheroes Social Skills Program Faculty Julie Bowen Elaine Clark The Students Heidi Block Julia Hood Keith Radley Terisa Gabrielsen Ben Springer Jessie Weeks Utah State Office of Education (USOE) Dr. Scott Bellini University of Indiana Pacific Northwest Publishing A Robot with Social Difficulties Evidence Based Sticky Fun Pacific Northwest Publishing 6

7 THIS IS A PROGRAM ABOUT CHILDREN THIS IS A PROGRAM ABOUT CHILDREN and THE RESEARCH THAT SUPPORTS THE PROGRAM The Purpose of the Research Evaluate the effectives and generalization of the Superheroes Social Skills Program Pingree Center for Children with Autism-Preschoolers University of Utah Neuropsychiatric Institute (UNI)-Outpatient Public Education Setting-Davis County School District-Elementary Train Parents of ASD Children to Run the Program with SKYPE Support Two Studies In Public School with Externalizers (ADHD, CD, ODD) In Public School with ASD Students Who Are Bullied 7

8 O Handley, R. O., Ford, W. B., Radley, K. C., Helbig, K., & Wimberly, J. (in press). Social skills training for adolescents with intellectual disabilities: A school-based evaluation. Behavior Modification. Radley, K. C., Hanglein, J., & Arak, M. (in press). School-based social skills training for preschool-age children with autism spectrum disorder. Autism. Radley, K. C., O Handley, R. D., Battaglia, A. A., Lum, J. D. K., Dadakhodjaeva, K., Ford, W. B., & McHugh, M. B. (in press). Effects of a social skills intervention on children with autism spectrum disorder and peers with shared deficits. Education and Treatment of Children. Block, H. M., Radley, K. C., Jenson, W. R., Clark, E., & O Neill, R. E. (2015). Effects of a multimedia social skills program in increasing social responses and initiations of children with autism spectrum disorder. International Journal of School & Educational Psychology, 3, Hood, J. (2010). Is superheroes social skills an evidence-based approach to teach social skills to children in a clinical setting? A pilot study examining an evidence-based program for children with autism. Unpublished thesis, University of Utah Hood, J. (2011). The superheroes social skills program: A study examining an evidence-based approach to teach social skills to children with high incidence disabilities. for elementary age students with Autism spectrum disorders who are bullied. Unpublished dissertation, University of Utah. O Handley, R. D., Radley, K. C., & Cavell, H. J. (2015). Utilization of Superheroes Social Skills to reduce disruptive and aggressive behavior. Preventing School Failure. Epub ahead of press. DOI: / X O Handley, R. D., Radley, K. C., & Lum, D. K. J. (2015). Promoting pragmatic skill use in a child with specific language impairment. Communication Disorders Quarterly. Epub ahead of press. DOI: / Radley, K. C., Ford, W. B., McHugh, M. B., Dadakhodjaeva, K., O Handley, R. D., Battaglia, A. A., & Lum, J. D. K. (2015). Use of Superheroes Social Skills to promote accurate social skill use. Journal of Autism and Developmental Disorders, 45, Radley, K. C., McHugh, M. B., Taber, T., Battaglia, A. A., & Ford, W. B. (2015). School-based social skills training for children with autism spectrum disorder. Focus on Autism and Other Developmental Disorders. Epub ahead of press. DOI: / Radley, K. C., Ford, W. B., Battaglia, A. A., & McHugh, M. B. (2014). The effects of social skills training on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 4, Radley, K. C., Jenson, W. R., Clark, E., Hood, J. A. & Nicholas, P. (2014). Using a multicomponent social skills intervention to increase social engagement of young children with autism spectrum disorders. Intervention in School and Clinic, 50, Radley, K. C., Jenson, W. R., Clark, E., & O Neill, R. E. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorder. Psychology in the Schools, 51, Radley, K. C., O Handley, R. D., Ness, E. J., Ford, W. B., Battaglia, A. A., McHugh, M. B., & McLemore, C. E. (2014). Promoting social skill use and generalization in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8, Segura, Brandon (2012). The superheroes social skills program: A study examining an evidence-based program for elementary age students with Autism spectrum disorders who are bullied. Unpublished dissertation, University of Utah. Springer, B. (2012). Superheroes in the resource room : A study examining implementation of the Superhero social skills program by a resource teacher with students with externalizing behavior. Unpublished dissertation, University of Utah. Social Skills Training with Children with High Functioning Autism The Globe Kids In Program 8

9 The Major Problem with Social Skills Is: The Major Problem with Social Skills Is: THE PROBLEM IS GENERALIZATION Transfer of newly learned behaviors and skills into settings in which the intervention procedures have not been implemented Ways to Overcome Generalization Problems Over learn the skill Teach the skill in natural environments Reinforce the skill in natural environments Teach many examples Vary the program across people and situations 9

Ways to Overcome Generalization Problems Over

program across people and situations A NEW WAY

10 Ways to Overcome Generalization Problems Over learn the skill Teach the skill in natural environments Reinforce the skill in natural environments Teach many examples Vary the program across people and situations A NEW WAY TO GENERALIZE SKILLS Sticky: The George Costanza Model 10

Superheroes Superhero Voices Pokemon Cards Comic Books Fast Hands

Research Social Skills Programs are Ineffective When They Are Taught In

Skills Both Peer Models and Self-as-a-Model Self-Management Helps in

11 Superheroes Superhero Voices Pokemon Cards Comic Books Fast Hands Animation (Videos and Video Games) What We Have Learned From the Research Social Skills Programs are Ineffective When They Are Taught In Isolation From non-asd Peers Modeling is Effective in Teaching Social Skills Both Peer Models and Self-as-a-Model Self-Management Helps in Teaching Social Skills Especially Self-Recording Peers Teach Social Skills Better Than Adults 11

12 No Adult Talking Heads Talking About Social Skills The Robot with Social Difficulties So What s In the Program? 12

Components shown: Facilitator s Guide DVDs Role-Play Booklet Comic

Poster Power Poster Power Card Consumable materials may be reordered or

Designed for children with ASD (or other disabilities) between 5-10

techniques to foster acquisition of distinct social skills Consists of

multimedia format and high interest material integral component

that enhances the social competence of elementary students with: autism

William Jenson, Ph.D. Julie Bowen, Ph.D. Elaine Clark, Ph.D. Heidi Block, Ph.

13 Components shown: Facilitator s Guide DVDs Role-Play Booklet Comic Social Game Card Scooter and Black Hole Card Reward Poster Group Rules Poster Power Poster Power Card Consumable materials may be reordered or printed from the Reproducibles CD. What is Superhero Social Skills? Designed for children with ASD (or other disabilities) between 5-10 years old Incorporates evidenced-based practices and research proven techniques to foster acquisition of distinct social skills Consists of 18 lessons taught bi-weekly Lasts 30 to 45 minutes Uses an enticing multimedia format and high interest material integral component Integrates generalization strategies (STICKY) An evidence-based program that enhances the social competence of elementary students with: autism spectrum disorders (ASD) behavioral disorders developmental delays William Jenson, Ph.D. Julie Bowen, Ph.D. Elaine Clark, Ph.D. Heidi Block, Ph.D. Terisa Gabrielsen, M.S. Julia Hood, M.S. Keith Radley, B.S. Benjamin Springer, M.S. 13

Two-Page Lesson Plans Understanding the Group Get Ready Following Directions Anxiety Reduction (Be Cool) Participating The Skills Foundation

Directions Anxiety Reduction (Be Cool) Participating Intermediate The Skills Foundation Skills Turn Taking & Playing Cooperatively Responding

14 Two-Page Lesson Plans Understanding the Group Get Ready Following Directions Anxiety Reduction (Be Cool) Participating The Skills Foundation Skills Imitation Body Basics (FEVER) Recognizing & Expressing Wants and Needs Joint Attention Understanding the Group Get Ready Following Directions Anxiety Reduction (Be Cool) Participating Intermediate The Skills Foundation Skills Turn Taking & Playing Cooperatively Responding to Questions & Requests Conversation Skills (Staying On Topic) Imitation Body Basics (FEVER) Recognizing & Expressing Wants and Needs Joint Attention 14

Responding to Questions & Requests Conversation Skills (Staying On Topic) Imitation Body

Emotions Perspective Taking (Understanding Others Feeling) Appropriate Reporting Recognizing &

15 Understanding the Group Get Ready Following Directions Anxiety Reduction (Be Cool) Participating Intermediate The Skills Foundation Skills Turn Taking & Playing Cooperatively Responding to Questions & Requests Conversation Skills (Staying On Topic) Imitation Body Basics (FEVER) Recognizing & Expressing Wants and Needs Joint Attention Advanced Recognizing Emotions Perspective Taking (Understanding Others Feeling) Appropriate Reporting Recognizing & Reporting Bullying Responding to Bullying Problem Solving/Safety Bullying Lesson Example Boy Being Bullied Baseline 15

Program Format (Lesson are taught twice per week) Check in (review of the previous week/session) Review posted schedule and posted group rules Introduce the social skill by watching the Superheroes

16 Program Format (Lesson are taught twice per week) Check in (review of the previous week/session) Review posted schedule and posted group rules Introduce the social skill by watching the Superheroes define skills and demonstrate steps to each skill via DVD Watch Peers perform the skill on DVD Role-play the skill with a peer Watch the Superhero Social Narrative Comic Book on DVD Engage in a Social Game based on the targeted skill Free time/snack Mark Superhero Power Poster with Power Charges earned Group reward-superhero of the Day Explain and give Homework to be done with Parents Program Format (Lesson are taught twice per week) Introduction and Check in (review of the previous week/session) Review posted schedule and posted group rules Introduce the social skill by watching the Superheroes define skills and demonstrate steps to each skill via DVD Watch Peers perform the skill on DVD Role-play the skill with a peer Watch the Superhero Social Narrative Comic Book on DVD Engage in a Social Game based on the targeted skill Free time/snack Mark Superhero Power Poster with Power Charges earned Group reward-superhero of the Day Explain and give Homework to be done with Parents Introduction Superheroes 16

17 Kids First Watching the Introduction By Superheroes Introduction Peer Power Charge Card and Power Poster for Demonstrating a Social Skill Then Self-Recording It 17

18 Power Charge Card and Power Poster for Demonstrating a Social Skill Then Self-Recording It Power Charge Card and Power Poster for Demonstrating a Social Skill Then Self-Recording It Power Charge Card and Power Poster for Demonstrating a Social Skill Then Self-Recording It 18

19 Get Power Charged! Group Rules and Reward System Behavior Management System Group Rules and Reward System Behavior Management System Scooter Card 19

20 Group Rules and Reward System Behavior Management System Scooter Card Black Hole Card Let s See a Superhero Teach a Social Skill Get Ready Facilitator Says Get Ready Student Feet on the Floor Hands on Your Knees Make Eye Contact Count to Three 20

21 Get Ready Peer Modeling Get Ready Heidi s Group Doing Get Ready Julia s Kids Doing Get Ready 21

Program Format (Lesson are taught twice per week) Check

schedule and posted group rules Introduce the social

demonstrate steps to each skill via DVD Watch Peers

Watch the Superhero Social Narrative Comic Book on DVD

22 Program Format (Lesson are taught twice per week) Check in (review of the previous week/session) Review posted schedule and posted group rules Introduce the social skill by watching the Superheroes define skills and demonstrate steps to each skill via DVD Watch Peers perform the skill on DVD Role-play the skill with a peer Watch the Superhero Social Narrative Comic Book on DVD Social Narrative: Digital Comic Digital Comic Social Story- Get Ready 22

Kids Watching the Digital Comic Program Format (Lesson are taught twice per week) Check in (review of the previous week/session) Review posted schedule and posted group rules

Watch the Superhero Social Narrative Comic Book on DVD Engage in a Social Game based on the targeted skill Free time/snack Mark Superhero Power Poster with Power Charges earned

23 Kids Watching the Digital Comic Program Format (Lesson are taught twice per week) Check in (review of the previous week/session) Review posted schedule and posted group rules Introduce the social skill by watching the Superheroes define skills and demonstrate steps to each skill via DVD Watch Peers perform the skill on DVD Role-play the skill with a peer Watch the Superhero Social Narrative Comic Book on DVD Engage in a Social Game based on the targeted skill Free time/snack Mark Superhero Power Poster with Power Charges earned Group reward-superhero of the Day Superhero of the Day As Scooter Cards are earned for following the Group Rules, the child s name is written on each one after the card is earned Bobby Jones 23

Superhero of the Day As Scooter Cards are earned for following the Group Rules, the child s name is written on each one after the card is earned The cards are put into a Bag At the end of the day one

is the Superhero of the Day That child get to spin the Reward Spinner for a reward for the Whole Group Bobby Jones Keith s Kids Superhero of the Day and the Spinner Bad Spinner He s Not Following the

24 Superhero of the Day As Scooter Cards are earned for following the Group Rules, the child s name is written on each one after the card is earned The cards are put into a Bag At the end of the day one card is Randomly picked out of the bag The Child s Name on the picked out card is the Superhero of the Day Bobby Jones Superhero of the Day As Scooter Cards are earned for following the Group Rules, the child s name is written on each one after the card is earned The cards are put into a Bag At the end of the day one card is Randomly picked out of the bag The Child s Name on the picked out card is the Superhero of the Day That child get to spin the Reward Spinner for a reward for the Whole Group Bobby Jones Keith s Kids Superhero of the Day and the Spinner Bad Spinner He s Not Following the Rules 24

25 The Power Charge Card Goes Home 25

Skill The Parent Marks the Power Charge Card And the Card is Returned to Be Reviewed in the

26 The Power Charge Card Goes Home The Digital Comic Goes Home The Parent Reads the Digital Comic Book with Their Child The Parent Provides Opportunities for the Child to Practice the Skill The Parent Marks the Power Charge Card And the Card is Returned to Be Reviewed in the Group Power Charges from Home are Self-Recorded By the Children to the Larger Power Poster 26

RADLEY, BEN SPRINGER, BRANDON SEGURA, BILL JENSON, JULIE BOWEN, & ELAINE CLARK

27 The Superhero Social Skills Program for Children with ASD: Examining its Effectiveness and Generalization in School and Clinical Settings HEIDI BLOCK, JULIA HOOD, KEITH RADLEY, BEN SPRINGER, BRANDON SEGURA, BILL JENSON, JULIE BOWEN, & ELAINE CLARK Observational Measures Analog Play Setting Right After the Group Recess at the Elementary School Site 27

28 Mean Effect Sizes for Total Social Engagement for Free Play Period Generalization Effects for Recess: Davis Group Davis School District Recess 28

29 Davis School District Recess But What Really Matters is That it is Used with Children But What Really Matters is That it is Used with Children Dear Superheroes, I was sitting in a parent training meeting in an autism early intervention school in Philadelphia tonight. As I settled in and looked around, I saw some familiar things on the walls (photos attached). Afterwards, I talked to one of the teachers. It is used in 2 inclusion classrooms for 3-6 year olds. They divided the group (5 kids each) into those who could attend (Get Ready) and those who were not yet able to "Get Ready." Language levels, etc. are similar (higher functioning), the only difference is the attention/compliance with classroom expectations. The attention difficulty group doesn't really "get" the program (which is what I found in my elem. school last year). The classroom-ready group (including 2 typical peers) LOVES it. The teacher I talked to says she likes having an actual program instead of just making stuff up every week. They are using everything. They have added a few things. You will see the cups in one of the photos. In addition to power charges on the poster, they get gold coins for power charges in their cups. (a la poker-chips-incups reinforcement--this is what they are used to already at the school) One of the little boys in the group came in and showed me all his power charges. (While we were busy talking, he dumped all the power charges out of all the cups, so it is a good thing they are recorded in the posters!) In the individual posters photo you will see they are even doing the "notebook" of finished posters. The little boy's mom says he likes to read the comic book every night before bed and in the morning before school. They redecorated the classroom with the spaceship on the wall and changed their frog behavior chart to a solar system behavior chart with lightning bolts. This is another thing they already do and understand at the school, so they just adapted it to be super cool. They do Social Skills Tuesdays and Thursdays, exactly as planned. I didn't see power cards around, but they may be in the classrooms. I saw a stack of black hole cards and the name tags in badge holders. The other teacher apparently knows more about it and they were going to send an to get us in contact. I asked if they had been collecting any data.... Will let you know if she gets in touch with me. 29

30 Where is the Proof It s Used Summer Camp 30

31 Pakistan >> Respected Sir, > >> > >> With due respect it > > is stated that I am Shabbih Fatima M.Phil. Scholar studying > > in The Department of Applied Psychology, Bahauddin Zakariya > > University Multan, Pakistan. I want to say that my thesis > > research topic is Managing Autism Spectrum Disorder Symptom > > Using Social Skills Interventions, thus for managing > > symptoms I need your SUPERHEROES SOCIAL SKILLS: A MULTIMEDIA > > PROGRAM with all its accessories. This study would be a > > preliminary study in Pakistan in this regard because in > > Pakistan no such study is conducted which has used software > > as interventions to manage autism spectrum disorder symptom. > > > >> > >> However the main > > issue is that SUPERHEROES SOCIAL SKILLS: A MULTIMEDIA > > PROGRAM is very costly and for a student it is unaffordable. > > So is it possible for you to provide me SUPERHEROES SOCIAL > > SKILLS: A MULTIMEDIA PROGRAM without any cost or on lower > > cost as much as possible. I hope that you ll consider my > > request and I ll be looking forward to your response. > >> I shall be highly obliged to you. > >> > >> Regards > >> > >> Shabbih > > Fatima > >> M.Phil. Scholar 31

32 32

33 Pre-treatment video clip During treatment video clip Post-treatment video clip 33

34 THANK YOU Evidence Based Sticky Fun Pacific Northwest Publishing 34

Using a Multimedia Social Skills Intervention to Increase Social Engagement of Young Children With Autism Spectrum Disorder

Using a Multimedia Social Skills Intervention to Increase Social Engagement of Young Children With Autism Spectrum Disorder 532350ISCXXX10.1177/1053451214532350Intervention in School and Clinic 50(1)Radley et al. research-article2014 Feature Article Intervention in School and Clinic 2014, Vol. 50(1) 22 28 Hammill Institute