Slide 1:Annual Joint Conference 2-12-02 1 ETSU “Make A Difference” Project Director: Dr. James Fox Manager: Cindy Hales Coordinator: Leia Blevins Graduate Assistants: Zac Hammons Valarie Holtzwarth


Social Skills and Social Interaction Training for Students with Disabilities :Annual Joint Conference 2-12-02 2 Social Skills and Social Interaction Training for Students with Disabilities Dr. James Fox, Leia Blevins, Zac Hammons, & Valarie Holtzwarth ETSU “Make a Difference” Project


Social Skills :Annual Joint Conference 2-12-02 3 Social Skills Inability to build or maintain satisfactory interpersonal relationships with peers & teachers Social Skills Behaviors that a student directs to & that produce a social response from others Peers Adults


Social Behavior Problems :Annual Joint Conference 2-12-02 4 Social Behavior Problems Social Withdrawal Lack or low rate of interaction Solitary – play, work alone Avoid others, gaze aversion Don’t know how to successfully interact Elective mutism; autism Social Rejection/Isolation May be be high rate of interaction But high proportion of negative/aversives Lack of peer acceptance


Social Skill Problem Examples :Annual Joint Conference 2-12-02 5 Social Skill Problem Examples


Basic Social Interaction Unit :Annual Joint Conference 2-12-02 6 Basic Social Interaction Unit Starting Initiating an interaction What you say/do; When you say/do it Responding to an initiation Keeping it Going Continuing an interaction Ending an interaction On a positive note increase likelihood of future interactions


Assessing Students’ Social Skills and Interactions :Annual Joint Conference 2-12-02 7 Assessing Students’ Social Skills and Interactions Identifying who needs SST Identifying Social Skills/Interaction problems Establishing a baseline Evaluating progress


Identifying Who Needs SST :Annual Joint Conference 2-12-02 8 Identifying Who Needs SST Withdrawn, Rejected, At-Risk Screening devices Systematic Screening for Behavior Disorders SSBD Elementary school-aged Walker, & Severson, (1992). Sopris West. Early Screening Project ESP Pre-K Feil, Walker, & Severson (1995), Sopris West Internalizing & Externalizing Behaviors


Multiple Gating Assessment :Annual Joint Conference 2-12-02 9 Multiple Gating Assessment Series of Instruments At each level of assessment or “gate” more precise more complex, time consuming, expensive number of students reduced Quick, efficient & reasonably accurate screening devices


SSBD & ESP Multiple Gates :Annual Joint Conference 2-12-02 10 SSBD & ESP Multiple Gates Teacher Rankings Teacher Ratings Direct Observation


SSBD/ESP Behavior Categories :Annual Joint Conference 2-12-02 11 SSBD/ESP Behavior Categories Externalizing directed out, excesses aggression to peers, objects not listening arguing tantrums hyperactive disturbing others stealing Not following rules Internalizing directed in; self esteem problems low activity level not talking with others shy, timid avoiding interactions play/spend time alone not participate in games/activities not stand up for him/herself


SSBD & ESP Stage 1 :Annual Joint Conference 2-12-02 12 SSBD & ESP Stage 1 SSBD 10 externalizing 10 internalizing students rank 1 (most) to 10 select 1st 3 in each group ESP 5 externalizing 5 internalizing students rank 1 (most) to 5 select 1st 3 in each group


Stage 2: Teacher Ratings, Checklist :Annual Joint Conference 2-12-02 13 Stage 2: Teacher Ratings, Checklist Only 3 top Externalizers, 3 top Internalizers Critical Events Checklist 33 maladaptive behavior indicators Yes/No scoring Combined Frequency Index for Adaptive & Maladaptive Behavior 12 adaptive behaviors 11 maladaptive behaviors 1 - 5 scale; “Never” to “Frequently” compare to age, gender norms


Stage 3: Direct Observation :Annual Joint Conference 2-12-02 14 Stage 3: Direct Observation 3rd party observation--trained observer How does his/her behavior compare to same age students (Norms) Academic Observations 2 observations; 15 - 20 min. each independent seatwork total duration of Academic Engaged Time Peer Social Behavior Observation 2 observations during free play


Academic Engaged Time (AET) :Annual Joint Conference 2-12-02 15 Academic Engaged Time (AET) Definition appropriately engaged in assigned academic task, geared to his/her ability & skill General Examples attending to material or task appropriate motor response (writing, computing) interacting with teacher/peers about academic matters listening to teacher directions/instructions Total Duration with a stopwatch


Peer Social Behavior Code :Annual Joint Conference 2-12-02 16 Peer Social Behavior Code Behaviors Social Engagement (SE): positive or negative Participation (P): positive or negative Parallel Play (PLP) Alone (A) No Codable Response (N) Method 10 sec. Interval (partial) recording


SSBD Decision Rules :Annual Joint Conference 2-12-02 17 SSBD Decision Rules Externalizing Criteria AET 35% or less AET, refer for evaluation > 35% AET, go to Peer Social Behavior Code Peer Social Behavior > 12% Total Negative Social Behavior and/or Parallel Play Refer for evaluation Internalizing Criteria AET 45% or less AET, refer for evaluation > 45% AET, go to Peer Social Behavior Peer Social Behavior Grades 1 - 3 40% or more A + PLP, refer Grades 4 - 6 > 35% A + PLP, refer


SSBD Summary :Annual Joint Conference 2-12-02 18 SSBD Summary Multiple gating procedure Relatively quick, cheap, precise Screening; suspicion; more evaluation Multiple instruments and types of procedures Formal Assessment--procedures, norms Indirect -- rankings, ratings Direct -- AET & Peer Social Behavior


Identifying Specific Social Problems :Annual Joint Conference 2-12-02 19 Identifying Specific Social Problems Targets for social skills instruction social goals & objectives Student’s specific social skill and/or performance deficits What student does now & why******


Analyzing Social Assessment Data to Select Targets :Annual Joint Conference 2-12-02 20 Analyzing Social Assessment Data to Select Targets Specific social skill/performance deficit Percentage of positive vs. negative interaction Who initiates, Who responds, Average length of interaction, How it ends When student initiates Do peers respond? How do they respond? How quickly? When student responds to others’ initiations Does he/she respond? How? How quickly?


Analyzing Social Assessment Data to Select Targets cont’d. :Annual Joint Conference 2-12-02 21 Analyzing Social Assessment Data to Select Targets cont’d. What student does now & why****** What types of skills does student use Socially avoidant behaviors, inappropriate behaviors What classroom factors maintain student behavior now? Context factors, antecedents, consequences


Examples of Peer Social Skills :Annual Joint Conference 2-12-02 22 Examples of Peer Social Skills Young Children Sharing Play Organizer (Invitation) Assisting Affection Rough & Tumble Play Older Students Starting a conversation/interaction Eye Contact Turn Taking Cooperative Play/Games Conflict Resolution


Examples of Adult Interaction Skills :Annual Joint Conference 2-12-02 23 Examples of Adult Interaction Skills Asking for Help Eye contact Waiting Thanking for help/assistance Following instructions/requests Appropriate assertiveness Talking/Conversation Conflict Resolution


Social Skill Profile 1 :Annual Joint Conference 2-12-02 24 Social Skill Profile 1 Tom Peer interaction = 60% of the time Tom initiates 35% Peers initiate 25% Most initiations result in sustained interaction Deborah Peer interaction = 65% of the time Deborah initiates 5% Peers initiate 60% Few initiations result in sustained interaction


Social Skill Profile 2 :Annual Joint Conference 2-12-02 25 Social Skill Profile 2 Antoine Peer interaction 45% of the time Initiates 40%, Peers initiate 5% 70% of interactions negative Paulie Peer interaction 40% of the time Initiates 20%, Peers initiate 20% 80% of interactions are positive


Social Skills Profile 3 :Annual Joint Conference 2-12-02 26 Social Skills Profile 3 Katrina Peer interaction 10%, adults 20% Short duration, most initiated by peers & adults Plays alone & away from others, mostly repetitive, stereotyped manipulation of objects Maria Peer interaction 20%, adults 60% longer interactions with adults Initiates to adults Responds very briefly to peers Lots of conversation between adult and Maria Adults frequently respond to Maria’s initiations


Establishing a Baseline :Annual Joint Conference 2-12-02 27 Establishing a Baseline Baseline -- Current level of performance for: Curricular placement what to teach To evaluate progress “If I didn’t teach, will student improve”? To evaluate instruction/intervention effectiveness Is my intervention/behavior plan being effective? Is it being effective enough to reach objective change intervention change amount of behavior expected in objective change date by which student is to reach objective


Assessment to Establish Social Behavior Baseline :Annual Joint Conference 2-12-02 28 Assessment to Establish Social Behavior Baseline Depends on individual student, situation Social skills checklist Opportunities to use specific skills Trial Recording; Task Analysis “Yes”, “No”, “With help” Natural vs Planned Opportunities Quick Observation Indicator Momentary time sample of peer or adult interactions SSBD or ESP observation system Peer comparison – “round robin” observation of other students


Social Skills Checklist Examples :Annual Joint Conference 2-12-02 29 Social Skills Checklist Examples School Survival Skills On-time to class Y N Brings Materials Book Y N Paper Y N Pencil/pen Y N Raise Hand Y N Waits turn Y N Talks Quietly Y N Peer Social Skills Initiates to Peer Y N Responds to Peer Y N Works cooperatively Y N Takes turns Y N Shares Materials Y N


School Social Survival Skills Checklist :Annual Joint Conference 2-12-02 30 School Social Survival Skills Checklist


Example of Social Interaction Observation :Annual Joint Conference 2-12-02 31 Example of Social Interaction Observation


Social Interaction Probe :Annual Joint Conference 2-12-02 32 Social Interaction Probe


Probes (Observation) :Annual Joint Conference 2-12-02 33 Probes (Observation) Definition behavior sample or “snap shots” in activity brief, focused observations during activity repeated over several days ongoing assessment of student behavior Procedure example: 2 - 3 min. observation of student during specific social activities free time, cafeteria, cooperative learning, etc 2-3 min. at beginning, middle, & end OR randomly throughout activity


Social Interaction Probe :Annual Joint Conference 2-12-02 34 Social Interaction Probe


Social Interaction Probe Results :Annual Joint Conference 2-12-02 35 Social Interaction Probe Results


Peer Comparison :Annual Joint Conference 2-12-02 36 Peer Comparison Compare student’s behavior to peers Procedure directly observe target student do same type of observation with all other students in class OR sample of students (random; best; average) OR students in classroom to which learner will transition local, regional, national norms “Round Robin” alternate observing target & peer students during same activity within class “norms” in class/activity to which student will be integrated


Slide 37:Annual Joint Conference 2-12-02 37


Evaluating Progress :Annual Joint Conference 2-12-02 38 Evaluating Progress Set initial Aim social behavioral objective who, what behavior, to what criterion, under what conditions Implement Social Skills Training Collect Social Behavior Observation data compare to baseline compare to peers compare to aim change intervention, aim amount, or aim date


Slide 39:Annual Joint Conference 2-12-02 39 Who Under what conditions What behavior How much by what date


Simple Ways to Incorporate Social Skills into the Classroom :Annual Joint Conference 2-12-02 40 Simple Ways to Incorporate Social Skills into the Classroom


Social Skill Importance :Annual Joint Conference 2-12-02 41 Social Skill Importance SS incompetence can lead to Failure cycle Eventual poor school and adult outcomes Little evidence that SS are systematically being taught in classrooms Classroom time increasingly crowded by academic demands


Social Skills Categories :Annual Joint Conference 2-12-02 42 Social Skills Categories Environmental – skills necessary to perform task in educational and/or workplace setting Listening/Following directions Study/Work habits Social Interactions – essential for social interaction Initiating & Maintaining Conversations Complimenting Others- Accepting Compliments Resolving Conflict Anger Control


Incorporate SS into Curriculum :Annual Joint Conference 2-12-02 43 Incorporate SS into Curriculum One way to address both areas of SSI and academics is to incorporate SSI into the academic Curriculum


Teaching Social Skills :Annual Joint Conference 2-12-02 44 Teaching Social Skills Involves many of the same procedures in which academics are presented Learning primarily takes place through Observation Imitation/Modeling Opportunities for practice Specific feedback from environment/others


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 45 Teaching Social Skills cont’d Modeling/Role playing Present a skill Why is it important? What are the benefits? Disadvantages of not knowing the skill? Model appropriate behavior Rehearse/practice the behavior Provide specific feedback


Guidelines for Incorporating SSI into Literature :Annual Joint Conference 2-12-02 46 Guidelines for Incorporating SSI into Literature Provide a good match between SS being taught and lesson with selected story Avoid books dominated by violence Choose books with simple, clear storyline Social skill is easily understood Select brief stories that are easy to comprehend Not to many details/characters


Guidelines for Incorporating SSI into Literature cont’d. :Annual Joint Conference 2-12-02 47 Guidelines for Incorporating SSI into Literature cont’d. Select literature that is culturally diverse Major ethnic groups Different cultures Literature should address gender issues Represent male & female in empowered, non-stereotypical way For less skilled readers select books with Minimal text & repeating phrases


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 48 Teaching Social Skills cont’d Making it fun DEAR – drop everything and read Reading club- read & discuss same book Selected books for small groups Reinforce skill in Literature Competition (group/individual) Marble jar Gain rewards/tangibles


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 49 Teaching Social Skills cont’d Grouping of Children Single child may be hard to engage in social skill training Use duos (two peer can motivate each other) Enhance peer support & communication skills Avoid stigma by using whole class or small groups


Slide 50:Annual Joint Conference 2-12-02 50 Boatwright, B. H., Mathis, T. A., & Smith-Rex, S. J., (1998). Getting equipped to stop bullying: A kid’s survival kit for understanding and coping with violence in the schools. Educational Media Corporation: Minneapolis, MN Bartle, Lisa R. (1999, April 20). The data base of award-winning children’s literature. Available:http://www2.wcoil.com/~ellerbee/childlit.html


Slide 51:Annual Joint Conference 2-12-02 51 Frank, K., & Smith-Rex, S. J., (1997). Getting with it: A kid’s guide to forming good relationships and fitting in. Educational Media Corporation; Minneapolis, MN. Bartle, Lisa R. (1999, April 20). The data base of award-winning children’s literature. Available:http://www2.wcoil.com/~ellerbee/childlit.html


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 52 Teaching Social Skills cont’d Visual Presentation Bulletin board Change weekly Selected groups can create weekly board Use as a reward


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 53 Teaching Social Skills cont’d Hands On Activities Student artwork Art projects relating to skill based on literature Journal assignments Use a visual/auditory prompt Role playing Small groups put on short skits demonstrating skill Picture scenarios Real life photos/cartoons


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 54 Teaching Social Skills cont’d Audio Visual – commercially available Videos dealing with specific social skill Software CD-ROM Set the stage for open discussion – initiate conversation with student(s)


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 55 Teaching Social Skills cont’d Jumpstart Social Skills Developing cues Class wide cues Private cue for selected individuals verbal buzz words visual gestural, pictorial


Teaching Social Skills cont’d :Annual Joint Conference 2-12-02 56 Teaching Social Skills cont’d Make Activities Fun Use of humor Game format Puppets Competition (group/individual) Marble jar Gain rewards/tangibles


Planning for Generalization & Maintenance :Annual Joint Conference 2-12-02 57 Planning for Generalization & Maintenance Increasing Independent Functioning Generalization getting behavior to occur in other situations Maintenance getting behavior to last as intervention removed Deliberate Plan Implemented multiple teaching examples self-management skills behavior dependent fading of intervention


East Tennessee State UniversityPhone: (423)-439-7547 & (423)-439-7547 Email: foxj@etsu.eduAddress: ETSU Box 70434 Johnson City, TN 37614http://child.etsu-tn.edu/center/projects/make/make.htm :East Tennessee State UniversityPhone: (423)-439-7547 & (423)-439-7547 Email: foxj@etsu.eduAddress: ETSU Box 70434 Johnson City, TN 37614http://child.etsu-tn.edu/center/projects/make/make.htm