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Increasing Social Skills

Increasing Social Skills. Presented By: Alyssa Martin and Lindsay Evans University of Houston - Clear Lake. Overview. Introduction to social skills Ways to teach social skills Basic Skills: How to teach using prompts and rewards

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Increasing Social Skills

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  1. Increasing Social Skills Presented By: Alyssa Martin and Lindsay Evans University of Houston - Clear Lake

  2. Overview • Introduction to social skills • Ways to teach social skills • Basic Skills: How to teach using prompts and rewards • Advanced Skills: How to teach using social scripts and video modeling

  3. Social Skills • Social behavior: A variety of behaviors that involve interactions between 2 or more people • Deficit commonly seen in children with developmental disabilities • Why is it important to build social skills? • Necessary for making and keeping friends • Can help avoid social isolation • Important for success in: • School • Community Activities • Vocational Settings

  4. Keep In Mind • Social Skills… • Must be taught to everyone, not just those with disabilities • Are as important as academic skills for success in life • Must be taught continuously throughout the day, as the opportunity occurs • Are not easily generalized

  5. Examples of Behaviors in Social Interactions • Basic Skills • Greetings • Making eye contact • Inviting others to play • Sharing • Advanced Skills • Answering social questions • Conversing

  6. How Do You Select Skills To Teach? • A variety of assessment tools are available (see resources handout) • Use the modified skills assessment provided in your packet!

  7. Ways to Teach Social Skills • Prompts • Prompts: Cues or assistance to help the learner (pointing, modeling, physical touch) • Social Scripts • Written words that show the learner what to say • Video Modeling • Actors model the skill on video

  8. Basic skills:Examples of Teaching Using Prompts and Rewards

  9. Types of Prompts From most to least intrusive: • Physical: touch or physical assistance • Model: partial or full demonstration of correct response • Gestural: any physical movement, such as pointing, motioning, nodding • Verbal: hints, clarifications, reminders

  10. Types of Rewards (Reinforcers) • Praise/Social interaction (high-5, tickles, hugs) • Preferred food or drink (can be healthy) • Preferred leisure materials/toys • Preferred activities (watching TV, video games, privileges)

  11. Greetings • “Hi” and “Bye” • Teaching: • Verbal Greetings: Model prompts • Non-Verbal Greetings: “Most-to-Least Prompting” • Teach in different settings, with different people, and with different greetings • Can set up the environment or use naturalistic opportunities to teach greetings

  12. Using Prompts for Verbal Greetings • Prompt Delay: • Initially, provide an immediate prompt (model) when the learner should respond (someone says “hi”) • Gradually delay the prompt (model) over time • If your learner responds incorrectly, immediately deliver the prompt • Give your learner a reward for responding correctly, even if you had to prompt

  13. Using Prompt Delay • How to fade: • One correct response (prompted OR unprompted) at a given delay interval → increase delay by two seconds • The delay should not be increased if the prompted response does not occur.

  14. Prompt Delay: Reciprocated Greetings • Teacher: “Hi” → Immediately Prompt “Hi” → Learner: “Hi” → Reward • Teacher: “Hi” → Wait 2 sec then Prompt “Hi” Learner: “Hi” → Reward • Teacher “Hi” → Wait 4 sec then Prompt “Hi” → Learner: “Hi” → Reward • Remember: Big reward if child says “Hi” before prompt is given

  15. Video

  16. Prompt Delay: Initiated Greetings • Teach similarly to reciprocated greetings: • When learner approaches recipient: Teacher immediately prompts (models) “Hi” Learner: “Hi” → Reward • When learner approaches recipient: Teacher waits 2 sec and then prompts “Hi” Learner: “Hi” → Reward • When learner approaches recipient: Teacher waits 4 sec then prompts “Hi” Learner: “Hi” → Reward

  17. Using Prompts for Non-Verbal Greetings (Wave) • Most-to-Least (MTL) Prompting: • Initially, give the most amount of assistance needed (example: full physical assistance) • Gradually reduce assistance over time • Full Physical → Partial physical → gesture → independent • If your learner responds incorrectly, immediately give more assistance

  18. MTL: Reciprocated Greetings • Teacher: “Hi” → Full Physical Prompt to Wave Learner: Waves → Reward • Teacher: “Hi” → Partial Physical Prompt to Wave Learner: Waves → Reward • Teacher: “Hi” → Model Prompt to Wave Learner: Waves → Reward • Teacher: “Hi” → Gesture Towards Learner’s Hand Learner: Waves → Reward • Teacher “Hi” Learner: Waves → Reward

  19. Using Prompts for Non-Verbal Greetings • How to fade: • If a correct response occurs→ give less assistance next time • If an incorrect response occurs→ give more assistance next time

  20. Video

  21. Another Example: Teaching Eye Contact • Use MTL prompting • Start by saying child’s name • Sit next to the child (distance can be faded over time) • Once successful, teach eye contact during other interactions (e.g., requesting, greetings)

  22. MTL: Teaching Eye Contact • Teacher: “Name” → Full Physical Prompt (turn child’s face towards yours) Learner: Eye contact → Reward • Teacher: “Name” → Partial Physical Prompt Learner: Eye contact → Reward • Teacher: “Name” → Gesture Learner: Eye contact → Reward • Teacher: “Name” Learner: Eye contact → Reward

  23. Video of Eye Contact

  24. Sharing • Difficult to teach for any child • Get everything ready • Need adult or peer to ask for item • Use a mildly-preferred item • Adult or peer requests item from learner • Most-to-Least Prompting • Deliver reward if child shares item • If successful, gradually introduce more preferred items

  25. MTL Prompting: Teaching Sharing • Adult/Peer: “Can I see that?” Teacher: full physical prompt Learner: Gives item → Reward • Adult/Peer: “Can I see that?” Teacher: partial physical prompt Learner: Gives item → Reward • Adult/Peer: “Can I see that?” Teacher: gesture prompt Learner: Gives item → Reward

  26. Video of Sharing

  27. Advanced Skills:Examples of Teaching Using Social Scripts and Video Modeling

  28. Social Initiations • Any attempt to engage someone else in interaction • Examples: • “Hey” • “Look at me” • “Play with me” • “What’s your favorite movie?” Social Questions & Reciprocation • Answering and asking questions • Common social questions: • “What’s your name?” • “How are you?” • “What school do you go to?” • “What’s your favorite movie?”

  29. Social Scripts • Written words that show what to say • Teacher: “How are you?” • Show note card: I’m fine. How are you? • Teacher: “I’m good!” (while giving reward) • Fade out over time

  30. Ways to Use Scripts • Insert into existing visual or activity schedules • Hold up scripts during activities or conversation • Practice entire script for an interaction

  31. Using with Visual or Activity Schedules • Create card with script • Examples: “Look.” “Watch me.” “Play with me.” • Insert card before or after activities on schedule • Example: Child says “watch me” and then completes activity • Teach child to use script while following schedule Reading Play WATCH ME

  32. Using with Visual or Activity Schedules • Teaching • Give instruction “Check your schedule” • Prompt child to point to and say script on card • Prompt child to approach recipient and say script on card • Provide lots of attention and praise for the social initiation • Fade script cards gradually over time

  33. Video of script within activity schedule

  34. Using Scripts During Activities • Create note cards with specific phrases • Examples: “Play with me.” “Am I doing good work?” • Teach learner to read card • Hold up card while learner is engaged in activity • Prompt leaner to read the card (point to card) • Provide lots of praise for correct responses • Examples: “Nice asking! I’d love to play with you” “Yes, you are doing a great job!” • Gradually fade script

  35. Using Scripts During Conversation • Create note cards with conversational phrases • Ex: “I’m fine. How are you?” • Teach learner to read cards • Hold up cards during conversation • Prompt learner to read the card during conversation • Gradually fade script over time

  36. Using Scripts During Conversation • Example: • Teacher: “How are you?” → Immediately shows script Leaner: “I’m fine. How are you?”  Teacher answers and praises • Teacher: “How are you?” → waits 2 sec and shows script Leaner: “I’m fine. How are you?”  Teacher answers and praises • Teacher: “How are you?” → waits 4 sec and shows script Leaner: “I’m fine. How are you?”  Teacher answers and praises • Always provide script following incorrect responses • Give extra praise for unscripted responses • Can increase number of interactions

  37. Video of Script Cards

  38. Practice Entire Social Script • Create a situation • Choose a topic to discuss • Create specific statements and questions • Review completed script • Practice in natural environment

  39. Example 1: Entire Social Script • Movies • Teacher: “What’s your favorite movie?” • Child: “I like Cars. What about you?” • Teacher: “I like Cars too. Mater is my favorite. Do you like him?” • Child: “Yeah, he is funny.”

  40. Example 2: Entire Social Script • Topic: Bowling • Teacher: I like bowling. My favorite part is the shoes. What’s your favorite part? • Child: My favorite part is rolling the ball down the lane. Do you like the sound it makes? • Teacher: Yes, its so loud! Have you ever gotten a strike? • Child: Yes, the other day! I got a 95! What’s the highest score you’ve gotten? • Teacher: Wow, I only get a 70! You must be a really good bowler! • Child: Yeah I am!

  41. Video Modeling • Videos showing what the child should do • Can be adults or peers • Can be more effective than real-life modeling • Focuses on the important aspects of the interaction • Fun to watch videos

  42. Creating Videos for Modeling • Choose behavior to model • Our example: Sharing • Write a script to follow in video • Videotape actors using script • Watch video with learner • Recreate situation in video and practice after watching video; use prompts if needed

  43. Example: Sharing Script

  44. Things to Consider • Social Scripts • Requires basic reading skills, or instruction to learn script • Can be used for a variety of interactions (i.e., initiations, comments during play, etc.) • Video Modeling • Requires actors, video equipment, & editing software (some commercial videos available) • Requires learning a script • Can be used to teach verbal and non-verbal social behaviors • Doesn’t require reading skills

  45. Wrap-Up • Importance of teaching social skills • Variety of teaching methods available • Prompts • Scripts • Video Modeling • Should teach the learner in a variety of settings and with different people • April 16th:How to Ensure that New Skills Endure and Generalize

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