Navigating Social Skills Training

From Practice to Real Life Application

Presented by Jennifer Jacobs MS CCC-SLPjennifer@socialskillbuilder.com

Social Skill Builder866-278-1452PO Box 2430

Leesburg, VA 20177www.socialskillbuilder.com

History of Video Modeling Research

• Bandura’s Social Learning Theory (1977) underscores that human behavior is primarily learned by observing and modeling others. These opportunities provide a platform for which one may generalize to new experiences.

• Observational learning refers to the cognitive and behavioral change that occurs as a result of observing others engaged in similar actions (Bandura, 1986).

• As early as 1999 true video researchusing SVM to teach behavior function

• Expanded to video modeling of peers in social situations

Social Interaction

Social Problem Solving &

Consequences

Peer Modeling

Basic Behavior

Keys to Success of Video Modeling

• Increases the child's attention to the modeled task (Bellini, 2007)…most children immediately direct their attention to the television or computer screen. And if you do not have attention, you will not have learning."

• Individuals with autism often benefit from visually cued instruction (Quill, 1997) and show strengths in processing visual rather than verbal information as demonstrated across many studies using standardized intelligence tests (DeMyer et al., 1974; Shah & Frith, 1983; Happe 1994a; Freeman et al., 1985; Asarnow et al., 1987; Lincoln et al., 1988).

• …children with autism often exhibit over selective attention (Lovaas et al., 1979) or a restricted field of focus demonstrating a clear ability to sustainattention for extended periods of time (Garretson et al., 1990; Buchsbaum et al., 1992; Casey et al., 1993).

• …Children with autism can visually process information better if they have boarders around their visual fields…therefore making a T.V. and computer screens an more effective way to learn a new skill. (Murrary, 1

MSD and SR Result Highlights

Research Completed by Bowers, (2006)

• On average, students who used My School Day supplement, gained 10 percent in every category of the Vineland Adaptive Behavior Scales compared to a 3 percent gain when using traditional methods alone.

• When comparing subjects in the same age category (age 9), those who used My School Day supplement, demonstrated higher post-test communications scores when compared to students using traditional methods only.

• Surveys by SLPs using My School Day supplement indicated that students stayed on task better when using the interactive technology.

• Students using My School Day supplement demonstrated a positive gain score in each category of the Vineland Adaptive Behavior Scales including Communication, Daily Living Skills, Socialization, and Adaptive Behavior.

Research Completed by Smith, Williamson, and Siegel-Robertson, (2007)

• The results from this study suggest that using technology may be used to improve the social skills of students with multiple high-incidence disabilities.

• Software packages, such as School Rules, may provide many opportunities for the development of social skills. Bowers (2006) and Simpson et al (2004) have found that social skills software have helped students, especially in the autism spectrum.

• Students who were learning disabled and had Asperger’s Syndrome seemed to fare better than those students with mental retardation or emotional disturbances.

• In this study, the students who were diagnosed with Asperger’s Syndrome scored over 70% on the School Rules modules.

Other Studies Showing Success of Video Modeling

• When teaching Preschoolers Complex Play Sequences To A PreschoolerWith Autism …results showed that the video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. The video modeling teaching procedure was shown to be an efficient technique for teaching relatively long sequences of responses in the absence of chaining procedures in relatively few teaching sessions. Additionally, the complex sequences of verbal and motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement contingencies. Patricia D’Ateno, Kathleen Mangiapanello, Bridget A. Taylor

• When using video self-modeling techniques to increase the social engagement of two preschool children with autism spectrum disorders. Results showed dramatic increases in social interaction with peers that were maintained after the intervention concluded. the SchoolPsychology Review, Bellini, Akullian, and co-author Andrea Hopf March, 07.

• Research indicates that the VM strategy has been effective for improving various skill deficits in the areas of communication, socialization, academics, and daily living (Ayres & Langone, 2005)

• The VM intervention is an evidence based teaching strategy that may helpchildren with ASD develop or improve several communication and socializationskills when implemented systematically. (Banda,Matuszny,Rirkan, Teaching Exceptional Child,July August 2007

Studies showing the enhancement of Communication

using VM• Spontaneous requesting (Wert & Neisworth, 2003)• Recognizing emotions in speech and facial expressions (Corbett,

2003)• Compliment-giving initiations and responses (Apple, Billingsley, &

Schwartz,2005)• Language production (Buggey, 2005; Charlop-Christy et al., 2000)• Verbal responses to questions (Buggey et al., 1999)• Conversational speech (Charlop & Milstein, 1989; Charlop-Christy

et al., 2000;Nikopoulos & Keenan, 2003, 2004; Ogeltree & Fischer, 1995;

Sherer, Pierce,Parades, Kisacky, & Ingersoll, 2001).

Studies showing the enhancement of Pragmatic Skills

using VM• Play behaviors including reciprocal play (Nikopoulos & Keenan,

2004); motorand verbal piay sequences (D'Ateno, Mangiapanello, & Taylor,

2003); independentplay (Charlop-Christy et al., 2000); play-related comments (Taylor,Levin, & Jasper, 1999); and socio-dramatic play (Dauphin, Kinney, &

Stromer,2004; Nikopoulos & Keenan, 2003)• Complying, greeting, and sharing (Simpson, Langone, & Ayres,

2004)• Spontaneous greeting (Charlop-Christy et al., 2000)• Social initiations (Nikopoulos & Keenan, 2004; Buggey, 2005)

Other Reasons Why Video Modeling is Effective

• Nonaversive (Sturmey, 2003), and many parents and teachers view it as an acceptable intervention (see Buggey, Toombs, Gardener, & Cervetti 1999; Charlop & Milstein,1989; Nikopoulos & Keenan, 2003).

• Convenient for parents and teachers because recorded videotapes/DVD’s can be reused. Furthermore, teachers may have better control over the type of behaviors that are presented to children; unwanted behaviors may be edited. (customization)

• Economical for teachers when instructing community living skills such as purchasing grocery items (Alcantara, 1994); these skills can be modeled and recorded on videotape or DVD and shown to children initially to provide a less invasive intervention.

• VM can be incorporated as one element within a broad package of positive behavioral support for children with disabilities

• Novel and expanding technology (Sturmey, 2003) for positive behavioral support. Because it is acceptable and widely used by typical adults and children for leisure, educational, and business activities, it has considerable potential as an effective, socially acceptable form of support.

• Easily implemented and feasible from the perspective of the teachers• Minimal use of trained individual to assist after program is initiated, and greater use of aides

monitoring• Consistency of targeted skills and training presentation from video and associated stimulus• Motivation and enjoyment of the student

Video Modeling Meets our Students Where they Learn BestMany students with disabilities – particularly those with ASD – are visual learners. As Dr. Temple Grandin, a professor, author, and researcher with autism, explains, “I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language (Grandin, 2002). For such individuals, videos, simulations, virtual environments (VEs), pictures, and other multimedia can be effective teaching tools (Grandin, 2002; Loftus,

2005; Parsons, 2006; Parsons et al., 2006; Dana, 2005).

Songs Targeting Social Skills

http://www.Rivanna Music.com

http://www.bitlink.com/jeannelyons/

http://www.songsforteaching.com/store/Tuned-in-to-Learning-Volume-1-Social-Skills--Pragmatics-Music--p-1351.html

Tape recorder

Tape your or your students

voice to illustrate tone of voice, for

things like sarcasm or

emotion

T.V. showsUse T.V. shows

to show interpersonal

relationships and conflicts. Use

AGE APPROPRIATE

soap operas clips to illustrate

emotions or intonation of

voice

Videos

Make videos or tape your students in

social scenarios.

Premade videos

Videos that highlight social scenarios and teach appropriate behaviors and language

School, Playdate, Friendship, Conversation & I Can Do It Videos

$29.95 per video

Teach2Talk Sharing Video

ABA centered video that shows different kids sharing and highlights appropriate interactions

$24.99

34-week program that uses video to help students learn problem-solving and decision-making skills; modules focus on topics such as conflict resolution, negotiating, and dealing with peer pressure.

Includes: Instructor's Manual Coordinator/Principal's Manual, a parent training component, and additional program materials. and four videos (VHS) $828

Right Choices Cambium Learning

• Behavioral expectations outside of home

• Social Relationships

• Peer conflicts

• Sensory issues

Playgroup, Preschool, Park & Outing

$69.99

Preschool Playtime

Volume 1 & 2

Social Skill Builder

My School Day Social Skill Builder

• Rituals of recess• Peer relations• Appropriate classroom

behavior• Lunchtime interaction

Cognitive age: 6-12

$89.99

Social Expectations

•Safety Precautions

•Social Behavior

•All within community, including doctor’s office, grocery store, neighborhood and more

Cognitive Age 5 and above

$89.99

My Community Social Skill Builder

•Social Interpretation SkillsSocial Interpretation Skills•Personal AwarenessPersonal Awareness•Conflict ResolutionConflict Resolution•OrganizationOrganization

Scenarios include: Scenarios include: gettinggetting lunchlunch, , eatingeating and and talking to friendstalking to friends, , “hanging “hanging out”out”, use of , use of schedulesschedules and and time managementtime management

Cognitive age: 8-18Cognitive age: 8-18$89.99$89.99

School Rules! Volume 2

Social Skill Builder

• Complex peer relationships

• Subtle social cues

• Personal hygiene

Scenarios include:

Structured activities as classroom, group work

and physical education,

Unstructured activities as

hallway interactions and

lockers

Cognitive age: 8-18 $89.99

School Rules! Volume 1

Social Skill Builder

Computer program offers videos for adolescents primarily for behavior. Some online activities for kids about bulling, empathy and getting help

Hollywood High - Scholastic

Students write scripts with added sound effects. Once complete they can run their social scenarios and see them acted out.

$47.95

Choices ChoicesTom Snyder Productions

Software that give social scenarios and then comes up with outcomes.

Situations include: - *How to deal with peer pressure *Recognizing the similarities and differences among all individuals *Acceptance and rejection on the playground *Why children tease and how to respond to it

$99 one computer use

Teen Second Life

Online community where you create a character or identity and interact with others. Basic membership is free for teens. You can practice social interaction in real time with others in the “community” Always operate with safe internet skills – free/subscriber

Mind ReadingInteractive computer

game that shows videos of different

emotions. Breakdown of components,

games and library of emotions

$129.99

Fun With Feelings Autism Coach

Software that uses video to working on identification of emotions. Real and cartoon characters used. Looks at components that make emotions, environment, and intonation of voice

$49.99

WATCH IT

AGAIN

Computer/Video Reference

1:1 practice Visual Supports

Increase group size Fade prompts & supports

Independent behavior

Go back if needed in order meet

goals

SUCCESS = CONFIDENCE = THE WILLINGNESS TO TRY IT

AGAIN