SXSW-ZooU-sans-video

Views:
 
Category: Entertainment
     
 

Presentation Description

No description available.

Comments

Presentation Transcript

Social Skills Assessment and Games:

Social Skills Assessment and Games SXSW edu – March 2015

Overview:

Overview Social skills categorization Goals of social skills assessment (SSA) Comparison of traditional and game-based SSA methods

Consequences of poor social skills:

Consequences of poor social skills 15% are rejected by majority of peers at school 10% have no one to play with at school 15-20% of children regularly bully others 28% report being physically bullied Only 2% report their peer relations are not important 6 0% of children with autism experience peer victimization In 71% of school shootings, the shooter felt bullied at school 50% of fights at school are retaliation against bullying

Consequences of poor social skills:

Consequences of poor social skills Suicide is the 3 rd leading cause of death among young people 60% of 8 year olds identified as bullies have a criminal record by age 24 15% of all school absences are due to fear of being bullied at school Negative outcomes are greater when peer problems are more chronic Positive peer relations decrease risk of later problems for at-risk children Youth with poor social relations are more likely to engage in an array of risky behaviors

Categories of social skills:

Categories of social skills “ Social skills ” Engaging build, repair, or strengthen social relationships Inhibitory purposefully control, censor, or inhibit an action Solution-focused Integration of various skills to achieve a specific social goal

Engaging social skills:

Engaging social skills Examples and Definitions Verbal Communication WHAT we say; the content of our message; the words we use to communicate our thoughts or feelings Non-verbal Communication HOW we say something; communicating what we think or feel without using words Listening Hearing what others have to say; finding out what the other person is thinking or feeling; asking questions; not interrupting or putting someone down Perspective Taking Ability to see a situation from another’s point of view; knowing what another is thinking or feeling Empathy Ability to understand the thoughts and feelings of another; ability to feel what another person is feeling Social Initiation Taking the first step to begin playing or talking with another person; joining with one or more people for a social activity or conversation

Inhibitory social skills (#1):

Inhibitory social skills (#1)

Inhibitory social skills (#2):

Inhibitory social skills (#2)

Solution-focused social skills:

Solution-focused social skills

Social Action Planning:

Social Action Planning Goal = figure out the steps needed to reach a personal social goal Example Goals: Make friends with Sally Deal with Bill (a bully) Ask Pauline over Stay calm around Bob Find out if TJ is mad at me Say no to Alec Make up with Amy Join the SMC club List specific social behaviors for this situation

Questions?:

Questions? Part 2: Goals of Social Skills Assessment

Goals of SSA:

Goals of SSA What decisions will the data inform? How will the data be used? What’s the purpose of the assessment?

SSA for screening:

SSA for screening Screening is the starting point for intervention Goal Identify children in need of social, emotional, or behavioral intervention Comparison To universal or norm Target Specific skill(s) or outcome(s) Timepoints Infrequent, periodic Timing Prior to intervention Use of data As a first step in intervention planning Who would benefit from intervention?

SSA for progress monitoring:

SSA for progress monitoring Goal Ensure progress is being made as a function of participating in the intervention Comparison Within intervention group or individual child Target Specific skill(s) or behavioral target(s) Timepoints 1 or more times during intervention Timing During intervention Use of data To continue or revise intervention plan Is the child making progress as expected?

SSA for evaluation:

SSA for evaluation Goal Document change in targeted outcomes in response to intervention Comparison Within individual child Target Specific outcome(s) Timepoints Pre-post-follow-up Timing Before & after intervention Use of data To inform future intervention planning Did the child benefit from the intervention as expected?

Types of data for SSA:

Types of data for SSA What information do I need? Data type What’s measured? Intervention goal? Criterion for success? social literacy Knowledge & comprehension Increase understanding of subject matter Demonstrate acquired learning in subject area social performance Capacity to act prosocially Increase social skills & self-efficacy Demonstrate improved skills & confidence social adjustment Social, emotional, & behavioral outcomes Increase prosocial behavior; decrease emotional & behavioral problems Demonstrate improved social, emotional, & behavioral functioning in real world

Questions?:

Questions? Part 3: Comparison of traditional and game-based SSA methods

SSA options:

SSA options Behavioral ratings scale questionnaires Behavioral observations of child Peer nominations (AKA sociometrics ) Interview with child Social problem solving game

Evaluating SSA options:

Evaluating SSA options Are there adequate resources (time, staff, finances) to conduct the assessment? Is there evidence to support the validity and reliability of the resulting data? Is this assessment method appropriate for this child?

SSA option: Behavioral Rating Scale:

SSA option: Behavioral Rating Scale

SSA option: Behavioral Observations:

SSA option: Behavioral Observations Coding Procedure Event Recording Interval Recording Time Sampling Duration Recording Latency Recording

SSA option: Interviews:

SSA option: Interviews Essential Interviewer Skills Understands normative development Can speak at the child’s level Is comfortable with children Knows how to ask questions Uses reflective listening Can read non-verbal cues

SSA option: Peer Nominations:

SSA option: Peer Nominations

SSA option: Games:

SSA option: Games Games lower implementation barriers

Zoo U – SSA game:

Zoo U – SSA game Video file was removed from this spot to reduce upload/download times through PanelPicker

Summary of SPS tasks for Zoo U:

Summary of SPS tasks for Zoo U

Summary of SPS tasks for Zoo U:

Summary of SPS tasks for Zoo U

SSA option: Games:

SSA option: Games WARNING Not all games are created equal

Zoo U – Psychometrics:

Zoo U – Psychometrics Construct validity = Convergent and Discriminant validity Predictive validity for real-world outcomes Odds ratios predicting teacher-reported incidence Zoo U Indicators Bully Office referrals Gets into fights Gets into arguments Poor scene scores 2.86 2.89 2.60 1.87 Negative options 3.89 4.22 4.76 3.00 Both 6.11 7.48 7.68 3.56

Zoo U – norm-based reporting:

Zoo U – norm-based reporting A game environment enables measurement of social literacy & social performance

SSA option: Games:

SSA option: Games Stealth assessment embeds data collection right into game play

Zoo U – Accuracy checks:

Zoo U – Accuracy checks

Zoo U – Child engagement:

Zoo U – Child engagement

Contact Information:

Contact Information James M. Thomas, PhD CxO & Co-Founder 3C Institute www.3CISD.com 1901 North Harrison Avenue Suite 200 Cary, NC 27513 (919) 677-0102, ext. 567 (919) 677-0112 FAX jthomas@3cisd.com

authorStream Live Help