Designing and Implementing Social Skills Instruction for Individuals ...

2/20/2013

Designing and Implementing Social Skills Instruction for Individuals with Autism Spectrum Disorders

Selina Field, M.Ed., BCBA, LBA Amherst County Public Schools March 14, 2013

Today’s Presentation 

Importance of social skills instruction Evidence-based practices for teaching social skills  Concerns in designing a social skills program for individuals with ASD  Data collection and graphing  Practice 

What are social skills? 

Interactions directed to a partner – Directed = saying partner’s name and/or orienting to partner – –e.g., sharing, helping, engaging in bids for joint attention (Brown, Krantz, McClannahan, & Poulson, 2007)

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Social Skills Deficits in ASD        

Gaze Interest in social speech Joint attention Imitation Play Attachment Peer relations Affective development

(Carter, Davis, Klin, & Volkmar, 2005)

Why are social skills important? 

Essential to outcomes

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Behavioral cusps

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Pivotal behaviors

– (Howlin, 2005) – (Rosales-Ruiz & Baer, 1997)

– (Koegel, Koegel, & Schreibman, 1991)

ABA and Social Skills toolbox

ABA - the conceptual framework for understanding how to use the tools

EBPs - the tools that effect change when used within the conceptual framework

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ABA and Social Skills Dimensions of Applied Behavior Analysis

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Applied  Behavioral  Analytic  Technological

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Conceptually Systematic  Effective  Generality

(Baer, Wolf, and Risley, 1968)

ABA and Social Skills 

Meaningful and lasting improvement of socially significant behavior – (Cooper, Heron, & Heward, 2007)

EBPs for Teaching Social Skills 

Task Analysis Video Modeling  Self-Monitoring  Visual Supports  Prompting  Reinforcement 

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Task Analysis 

Breaking a complex skill into smaller, teachable units  Result = sequentially ordered steps or tasks

(Cooper, Heron & Heward, 2007)

Task Analysis 

Introducing – Smile. – Look at the person. – Say: “Hi, my name is ______.” What’s your name?” – Listen to the answer and say: “Hi ____, it’s nice to meet you.”

(Coucouvanis, 2005)

Video Modeling 

Individual watches a model perform the target behavior  Model can be adult, peer, or self  More effective than in vivo modeling (Bellini & Akullian, 2007; Charlop-Christy, Le, & Freeman, 2000; McCoy & Hermensen, 2007)

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Video Modeling

Self-Monitoring 

Individual observes and records his own behavior  Helps the individual evaluate her own behavior  Often results in positive change  Most often used with other interventions (Cooper, Heron, & Heward, 2007)

Self-Monitoring Introducing Checklist Ğ Name: _______________ Person Observed: Steps to Success 1.) Smile. 2.) Look at the person. 3.) Say: ÒHi, my name is ______. WhatÕ s your name? 4.) Listen to the answer and say: ÒHi, _____, itÕ s nice to meet you.

Date: Yes or No

   

   

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Visual Supports 

Objects, pictures, icons and/or words  Can promote: – Attention to relevant stimuli – Organization of information – Understanding of concepts – Communicating expectations – Promoting independence

(Heflin & Alaimo, 2007)

Prompting 

Temporary cues used to help a child learn a new behavior – Verbal instructions – Modeling – Physical guidance

(Cooper, Heron, & Heward, 2007)

Prompting 

Strategies for fading prompts – Most-to-least prompts – Graduated guidance – Least-to-most prompts – Time delay

(Cooper, Heron, & Heward, 2007)

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Reinforcement Antecedent



Behavior

Consequence

Delivering a consequence that makes the target behavior more likely to occur in the future

(Cooper, Heron, & Heward, 2007)

Reinforcement 

Reinforcement depends on motivation  Immediate consequences have the greatest effect  Changes the function of stimuli that precede the target behavior (Cooper, Heron, & Heward, 2007)

Generalization 

Generality produces behavior changes that last over time, appear in other environments, or spread to other behaviors

(Baer, Wolf, & Risley, 1968)

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Generalization 

Response generalization – untrained responses that are functionally equivalent to the trained response

 Stimulus

generalization

– Using a trained response in novel settings

(Stokes & Baer, 1977)

Generalization 

“In general, generalization should be programmed, rather than expected or lamented.” -Baer, Wolf, & Risley (1968, p. 97)

Individualization 

All individuals are different No “one size fits all” approach  Know your student/child 

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Central Elementary Group 

Five male students ages 8-12  Public elementary school  Specialized program  Varying degrees of inclusion with general education peers

Student Characteristics 

VB-MAPP mostly level 3 Significant deficits in social skills compared to other operants  Some intraverbal skills  Some group skills  Ability to attend to visual stimuli 

Targeted Skills Basic social initiation and response skills 

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Greetings Introducing  Joining in  Inviting someone to play  Answering someone who wants to play

Giving compliments Receiving compliments  Asking for help  Offering help

(Coucouvanis, 2005)

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Group Structure 

Day 1: Introduction, in vivo modeling, guided practice  Day 2: watch and evaluate teacher video model, create student videos  Day 3: watch and evaluate student video models  Day 4: guided practice using checklist  Day 5: practice in other settings

Data Collection 

Permanent product - video models and student checklists  Tally and then determine % steps completed independently, prompted, not completed  Staff checklists to assess student skills

Data Collection Offering Help Checklist Ğ Name: ______________ Person Observed:

Steps to Success 1.) Notice if someone needs help. 2.) Use a friendly voice. 3.) Say, ÒCan I help you?Ó 4.) If yes, help. If no, donÕthelp.

Date:

Yes or No

   

   

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Data Collection Skill: ____________________________________________________ Student: ____________________

Date: ___________________

Scavenger Hunt Ğ practice your new skill three times, and get a surprise!

1.) ____________________________________________

2.) ____________________________________________

3.) ____________________________________________

Data Collection Skill: Greetings

Activity: Game Fun

Staff I nstructions: Set up a game. Play the game according to the rules, except that when beginning a turn students must use the Steps to Success to greet another student or an adult at t he table. Tally the number of times students complete the skill with prompts or independently, and the number of times students make a mistake or miss a step. Game: _______________ Student

Steps

Students: _____________________________ Prompted

Independent

Incorrect or No Response

Staff Initials & Notes

1.) Smile. 2.) Use a friendly voice. 3.) Look at the person. 4.) Say ÒH iÓand the personÕ s name.

Data Collection Skill: Joining In

Student: ____________________

Information

Steps

Activity:

1.) Move close.

Time/Place: Person:

Date: ___________

P = Prompted I = Independent N = No Response P I N

2.) Watch and wait.

P

I

N

3.) Ask, ÒCan I play?Ó

P

I

N

4.) If yes, join in! If no, do something else.

P

I

N

Staff I nitials & Notes

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Results 

Students learned and used new skills in the group setting  Students demonstrated both stimulus and response generalization  Students enjoy the group  Staff enjoy the group  Staff are invested in the group

Results R. - Giving a Compliment 120

Baseline

Intervention

Probes

% Steps Completed Independently

100

80

60

40

20

0 1

2

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Opportunities

Results N. - Receiving a Compliment 120

Baseline

Intervention

Probes

% Steps Completed Independently

100

80

60

40

20

0 1

2

3

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Opportunities

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% Steps Completed Independently

Results

% Steps Completed Independently

N. - Social Initiation Skills 100 90

Baseline

Interve ntion

80 70 60 50 40 30

Greetings

20 10 0 1

2

3

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5

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8

1

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100 90 80 70 60 50 40 30

Introducing

20 10 0

16

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% Steps Completed Independently

Sessions 100 90 80 70 60 50 40 30

Joining In

20 10 0 1

2

3

4

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10

16

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Sessions

Choosing Skills to Teach 

What skills does each individual need? – Observe your student and note strengths and weaknesses – Observe your student’s peers to look for important behaviors to teach – Get ideas from social skills books and curricula

Choosing Skills to Teach 

Will the behavior benefit the individual? – Functional – Important in natural environment – Increased independence – Better relationships – Pre-requisite to other skills – Increased happiness

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Using Task Analysis  

Choose a skill List all the steps needed to complete the skill – Observe people who perform the skill well



Individualize according to age, skill level, prior experience  Test your task analysis and make changes as needed (Cooper, Heron, & Heward, 2007)

Task Analysis - Offering Help 

To offer help, you: – Notice if someone needs help • Look at what they are doing • Look at their body language • Listen to their words and voice tone

– – – –

Use a friendly voice Ask if you can help If the person says yes, help If the person says no, don’t help

(Coucouvanis, 2005)

Task Analysis - Offering Help 

To offer help, you: – Notice if someone needs help – Use a friendly voice – Ask if you can help – If the person says yes, help – If the person says no, don’t help

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Activity - Task Analysis 

Think of a child or student you know  What is a skill she needs to learn?  Draft a task analysis  Get feedback from your neighbor

Day 1 - Introduction, Modeling, and Guided Practice 

Read task analysis with students Explain steps using visual cues  Teacher models target behavior  Each student practices target behavior 

Day 1 - Introduction, Modeling, and Guided Practice

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Activity - Modeling and Guided Practice 

Think of ways you can model the skill  Is there a fun way to practice?  Role play with a partner  Feedback

Using Video Modeling 

Any device that records video – iPad, iPod, smart phone, flip cam, etc. – Functional – Easy to use – Portable – Tripod recommended

Using Video Modeling 

Model can be adult, peer, or self Videotape model performing the skill  Provide prompts if needed  Edit video if needed to focus on target behavior or “hide” prompting  Provide a set time to view the video 

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Day 2 - Watch teacher video, create student videos 

Watch video of adults demonstrating target behavior  Use checklist to rate teacher behavior  Each student chooses a partner to make video  Record student videos

Day 2 - Watch teacher video, create student videos

Day 2 - Watch teacher video, create student videos Offering Help Checklist Ğ Name: ______________ Person Observed:

Steps to Success 1.) Notice if someone needs help. 2.) Use a friendly voice. 3.) Say, ÒCan I help you?Ó 4.) If yes, help. If no, donÕthelp.

Date:

Yes or No

   

   

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Day 2 - Watch teacher video, create student videos

Activity - Video Modeling  

Review your task analysis Make a plan for creating a video model – Who? Where? Other factors?



Role play with a partner  Feedback

Using Self-Monitoring 

Make it easy to do Provide cues or prompts  Focus on what’s most important  Self-monitor early and often  Reinforce accurate self-monitoring 

(Cooper, Heron, & Heward, 2007)

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Using Self-Monitoring Offering Help Checklist Ğ Name: ______________ Person Observed:

Steps to Success 1.) Notice if someone needs help. 2.) Use a friendly voice. 3.) Say, ÒCan I help you?Ó 4.) If yes, help. If no, donÕthelp.

Date:

Yes or No

   

   

Day 3 - Watch and evaluate student video models 

Provide checklists to all students Watch each video  Evaluate as a group using checklist 

Day 3 - Watch and evaluate student video models

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Day 3 - Watch and evaluate student video models

Day 4 - Guided Practice 

Provide checklist to staff Predetermine items or let staff choose  Students must complete items to earn reinforcer  Scavenger hunt format 

Day 4 - Guided Practice Skill: ____________________________________________________ Student: ____________________

Date: ___________________

Scavenger Hunt Ğ practice your new skill three times, and get a surprise!

1.) ____________________________________________

2.) ____________________________________________

3.) ____________________________________________

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Day 4 - Guided Practice

Day 4 - Guided Practice 

Think of discrete activities you could use to provide guided practice  Outside of group setting – E.g. gym, recess, lunch 

With other peers or adults  Practical and motivating  Format?  Discuss with partner

Day 5 - Practice in other settings 

Staff take data across the school day Create opportunities to demonstrate skill if needed  Focus on novel settings and partners  Provide (and record) prompts if needed  Provide reinforcement 

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Day 5 - Practice in other settings Skill : Off ering Help ___________

Student: _____________ _______

Information

Steps

Activity:

1.) Notice if someone needs he lp.

Time/Place: Pe rson:

Date:

P = Prompted I = Independ ent N = No Re sponse P I N

2.) Use a friendly voice.

P

I

N

3.) Ask, ÒCan I help you?Ó

P

I

N

4.) If yes, help. If no, donÕ t help.

P

I

N

Staff Initials & Notes

Day 5 - Practice in other settings

Day 5 - Practice in other settings 

Think of possible locations/people amenable to practicing skills  Think of ways to create opportunities  Practical and motivating  Discuss with partner

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Using Prompting 

Based on individual student needs  Have a plan to fade prompts!

Tips on Data Collection 

Keep it simple Make it meaningful  Graph your data  Share your results  Evaluate outcomes 

Planning for Generalization 

Train for generalization – Teach many examples – Make your instructional setting similar to generalization setting – Ask people in the generalization setting to reinforce behavior – Teach self-management skills – Reinforce response variability

(Stokes & Baer, 1977)

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Evidence of Generalization 

Probe for generalization before, during, and after instruction  Record anecdotal evidence  Share results and positive stories with staff and significant others

Capitalizing on Motivation 

Know and use student preferences – To plan activities – To plan reinforcement



Make sure YOU function as a reinforcer! – Pair yourself with reinforcers – Be generous!

Ensuring Treatment Integrity 

Make datasheets easy to use Share the results with staff  Reinforce staff behavior  Program for staff buy-in 

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You can do this! 

Your greatest tool is your knowledge of your student/child.  Know the principles of ABA  Know your EBPs  Combine your knowledge to individualize instruction

Thank you! Questions? [email protected]

References 

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Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97. Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. [Online version]. Council for Exceptional Children, 73, 264-287. Carter, A.S., Davis, N.O., Klin, A., & Volkmar, F.R. (2005). Social development in autism. In F.R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (Vol. 1, pp.312-334). Hoboken, NJ: John Wiley & Sons, Inc.

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References 

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Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. [Online version]. Journal of Autism and Developmental Disorders, 30, 537-552. Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd Ed.). Upper Saddle River, NJ: Pearson Education, Inc. Coucouvanis, J. (2005). Super skills: A social skills group program for children with Asperger Syndrome, high-functioning autism, and related challenges. Shawnee Mission, KS: Autism Asperger Publishing Company. Heflin, L.J. & Alaimo, D.F. (2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, NJ: Pearson Education, Inc.

References 

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Howlin, P. (2005). Outcomes in autism spectrum disorders. In F.R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (Vol. 1, pp.201220). Hoboken, NJ: John Wiley & Sons, Inc. McCoy, K. & Hermensen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. [Online version]. Education and Treatment of Children, 30, 183213. Stokes, T.F, & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavioral Analysis, 10, 349367.

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