Social Skills and Social Skills and Counseling ApproachesCounseling Approaches

The Learning ClinicKatie McGrady, Psy.D.

Raymond W. DuCharme, Ph.D.

Pragmatic Language Skills

The practical use of language

THE LEARNING CLINIC

THE LEARNING CLINIC

Survey InstructionsSurvey Instructions

Likert Scale of 0 - 5

0 Absence of skill

1 0 – 20% Rarely

2 21 – 40% Sometimes

3 41 – 60% Requires further observation

4 61 – 80%Mastery in most settings; Some internalization

5 81 – 100%Mastered; consistent in all settings; internalized

THE LEARNING CLINIC

Survey InstructionsSurvey Instructions

Likert Scale of 0 - 5

0 Absence of skill

1 1 – 20% Rarely

2 21 – 40% Sometimes

3 41 – 60% Requires further observation

4 61 – 80%Mastery in most settings; Some internalization

5 81 – 100%Mastered; consistent in all settings; internalized

THE LEARNING CLINIC

Primary Deficits of ASPrimary Deficits of AS

Two of the salient characteristics of AS are deficits in language and in communication.

TOPIC

The “subject” of the communication

THE LEARNING CLINIC

THE LEARNING CLINIC

Establishing a ConversationEstablishing a Conversation

Can the student appropriately establish a conversation?

Select & introduce a topic– Choose a topic – Initiate the presentation of information

THE LEARNING CLINIC

Maintaining a ConversationMaintaining a Conversation

Can the student appropriately maintain a conversation?

Duration of topic– Is the student “long-winded”?

Appropriate turn-taking– Wait for pause in conversation before

speaking – Give others “space” to speak

THE LEARNING CLINIC

Content of the TopicContent of the Topic

Accuracy– Is the information accurate or distorted?

Logic– One thought logically follows another– Giving reasonable information representing

sound judgment

Relevance– Information relevant to the people and setting

Conciseness– Information is concise and succinct

THE LEARNING CLINIC

Changing Topics AppropriatelyChanging Topics Appropriately

Change topic of conversation to coincide with shifts in conversation

Incorporate verbal & nonverbal cues to know when a change in topic is appropriate

Demonstrate cognitive flexibility to shift from one topic to another

Appropriate introduction of new topicTransitional statements

THE LEARNING CLINIC

Revising Messages to Fit Revising Messages to Fit Changes in TopicChanges in Topic

When new information is received, does the student:– Revise messages within flow of reciprocal

conversationOR

– Rigidly adhere to previously formed concepts & opinions

THE LEARNING CLINIC

Modifying Message to Repair Modifying Message to Repair Breakdown in CommunicationBreakdown in Communication

When the student perceives a misunderstanding of the message, can s/he:– Modify the message– Adjust the message so it is better

understood

THE LEARNING CLINIC

Appropriately Terminating Appropriately Terminating ConversationConversation

Can the student:– Use appropriate closing statements

rather than walking away or starting another activity

PURPOSE

The inferred “why” behind the communication

THE LEARNING CLINIC

THE LEARNING CLINIC

Requesting / AskingRequesting / Asking

Who - When - What - Why - How– Either / or– Inquire about another’s emotions– Ask product questions– Elicit information about a process/sequence– Request an action– Ask permission– Ask clarification rather than feigning understanding – Ask questions which suggest an action

THE LEARNING CLINIC

InformingInforming

Explain, describe, or identify things Express personal judgments, opinions,

attitudes, etc. Express beliefs about other’s abilities Inform others of their choices, answer

questions, or indicate their compliance

THE LEARNING CLINIC

RegulatingRegulating

Use of statements that are intended to control another’s behavior, to get one’s attention, negotiate,

or influence actions

Use warnings or reminders Delineate personal claims Label the speaker who gets the next turn

and use persuasion appropriately Attempt to delay or speed-up the actions of

oneself or others

THE LEARNING CLINIC

Expressing (receptive/expressive)Expressing (receptive/expressive)

Use of expressive statements and understanding of other’s use of same

Identify and express emotions Tell jokes; understand & respond to other’s

jokes Apologize, congratulate, or exclaim Use and respond to teasing appropriately Volume and tone consistent with situation

THE LEARNING CLINIC

RitualizingRitualizing

Social communication that involves an “automatic” element in the response

Use of good manners and common social amenities

Use of automatic social exchanges with a specific context / audience

ABSTRACTION

The type of message that is communicated by language

that is not concrete

THE LEARNING CLINIC

THE LEARNING CLINIC

Use, understand, & respond to:Use, understand, & respond to:

SarcasmIdioms & figurative languageIndirect messages

VISUAL / GESTURAL CUES

Nonverbal means of communicating attitudes, moods, or affective states

THE LEARNING CLINIC

THE LEARNING CLINIC

Visual / Gestural CuesVisual / Gestural Cues

Use appropriate visual / gestural cues – Eye contact– Facial expression– Proximity– Body movements

Appropriately respond to other’s use of these cues

THE LEARNING CLINIC

Eye ContactEye Contact

Respond appropriately to other’s eye contact

Use eye contact appropriate to the situation(rather than avoiding eye contact or using it inconsistently)

THE LEARNING CLINIC

Gestures / Body PostureGestures / Body Posture

Body language (posture) can be consistent with the message & enhance it, or inconsistent

and confuse the message

Use gestures & body postures appropriate to the person, setting, and communication

Accurately “read” and respond to other’s use of body language

THE LEARNING CLINIC

Facial ExpressionFacial Expression

Facial expressions, such as a frown or smile, are nonverbal forms of communication

Use facial expressions– Consistent with their verbal message– Appropriate for the setting

Accurately “read” & respond to other’s use of facial expressions

THE LEARNING CLINIC

Proximity / DistanceProximity / Distance

Proximity refers to the distance one stands from another

Awareness of other’s personal space – Maintain appropriate distance from others– Adjust distance from others in response to their

behavior

Differential use of personal space with family, friends, others– Adjust use of personal space for different settings

THE LEARNING CLINIC

Physical ContactPhysical Contact

Use of touch as a means of communication & to influence the behavior of others

Use touch to facilitate communication Use common forms of physical contact to

communicate with others– “High fives” with a peer

Avoid physical contact with another’s private body parts

Response to touch is appropriate to person and context

THE LEARNING CLINIC

Functional AnalysisFunctional Analysis

Social

Cognitive

Behavioral

Assess Level of Emotional Arousal

Behavioral Difficulties

Self-ControlDifficulties

Appropriate Social Skills?

CognitiveDistortion?

AppropriateSelf-Control

Skills?

Self-Monitoring

Self-Evaluation

Self-Reinforcement

Self-Instruction

Re-examineProblem

Problem-SolvingDeficit?

Self-InstructionTraining

ProblemSolvingTraining

Level of Response

Contingent Reinforcement

EnvironmentalManipulation

CognitiveRestructuring

Cognitive Difficulties

Problem IdentificationProblem Identification

Social SkillsTrainingNO

NOYES

HIGH NO

YES NO

YES

LOW YES

THE LEARNING CLINIC

THE LEARNING CLINIC

Appropriate Social SkillsAppropriate Social Skills

Does the child have the appropriate social skills needed to interact in an acceptable social manner?

Have they been able to pick up social cues throughout their lives to learn socially acceptable behavior?

Do they have the cognitive and language processing abilities to assimilate the knowledge of socially acceptable behaviors?

THE LEARNING CLINIC

Level of Response-Contingent Level of Response-Contingent Reinforcement?Reinforcement?What is the student’s level of response

to reinforcement contingencies?

Avoid response-cost systems

Does the environment reinforce the correct targeted behavior?

If not, what behavior does it reinforce?

THE LEARNING CLINIC

Cognitive DistortionCognitive Distortion

Does the student have the ability to reflect and evaluate his/her behavior? = cognitive deficit

Does the student have maladaptive or dysfunctional thinking patterns; or do they perceive situations and are unable to evaluate the situation with an accurate perspective?= cognitive distortion

THE LEARNING CLINIC

Problem-Solving Deficit?Problem-Solving Deficit?

Does the student have the problem-solving and organizational skills needed to solve problems?

Can the student accurately read context cues and adjust his/her behavior accordingly?

Does the student have the ability to identify ineffective strategies?

Does the student have the ability to effectively apply the correct strategy?

THE LEARNING CLINIC

Self-ControlSelf-Control

Does the student have impulse control?

Does the student remember previously stated rules, direction, and rehearsal?

Is the student able to learn to self-regulate?

Is the student able to perform skills with cues?

Is the student able to perform appropriate learned skills without prompt from cues?

Social Pragmatics GroupCurriculum

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Interventions for practical application

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Pragmatics of social interaction Pragmatics of social interaction & communication objectives& communication objectives Personal space & boundaries Full range of emotions Verbal & nonverbal communication Emotions associated with nonverbal communication Tone and pitch Volume “Messages” connoted by nonverbal communication Cue reading Topics of conversation Entry and exit skills of communication Give and receive feedback Seek feedback

THE LEARNING CLINIC

Format for SessionsFormat for Sessions

Define the skills and give examples Discuss - facilitate group discussion to help students

understand how the skill is used in everyday life. – How does the presence or absence of the skill impact

one’s life?– What are opportunities to use the skill?

Exercise and Videotape - involve the students in an activity to practice the skill

View the videotape and provide opportunity for peer and staff verbal feedback

THE LEARNING CLINIC

Demonstrate an understanding Demonstrate an understanding of personal space & boundariesof personal space & boundaries

Define: Personal space

Discuss: Appropriate distance (about one arm’s length)

THE LEARNING CLINIC

Exercise and Videotape: Role-play situations in which students attend to personal space in a group situation. Students practice adjusting their distance from others.– Meeting someone for the first time– Talking with other students at school– Approaching a store clerk to ask a question

View videotape and feedback:– Visual feedback - each student views and

evaluates own performance– Verbal feedback - peers provide feedback

THE LEARNING CLINIC

Demonstrate the ability to Demonstrate the ability to identify a full range of emotionsidentify a full range of emotions

Define: Different types and degree/levels of emotions and difference between obvious and subtle emotions

Discuss: Help make a chart of the full range of emotions. Each student must give an example of the emotion they identify.

THE LEARNING CLINIC

Exercise and Videotape: Students demonstrate how they look when they experience that emotion.

View videotape and feedback:– Visual feedback - each student views their own

performance: What did they do well?

What could have been done better?– Verbal feedback - peers provide feedback

THE LEARNING CLINIC

Additional InterventionsAdditional Interventions

Pantomime Contracting & self-assessments Cognitive behavioral therapy Dyadic sessions

THE LEARNING CLINIC

AS

Cognitive Behavioral

Interventions

Functional Analysis

Social Skills

Training

Pragmatic Skills

Training

Pragmatic Skill

Assessment

Assessment through InterventionAssessment through Intervention