Objectives

1. A Project GATORSS: Social Skills Assessment and Intervention for YoungChildren with Autism Maureen A. Conroy, Ph.D., Crystal N. Ladwig, Ph.D., Brian A. Boyd,, M.Ed., Danielle D. Madera, B.S., & Elizabeth L. Weeks, B.A.College of Education at the University of Florida Alan’s Snapshot Losardo & Notari-Syverson, 2001 Snapshot Assessment Tool (SAT) Social Skills Interview (SSI) Objectives • To describe a process for using descriptive assessment strategies: • To identify possible functions of and contextual factors influencing young children’s social behaviors. • To generate classroom-based interventions that increase appropriate social behaviors and decrease problematic social behaviors in the natural environment (e.g., classroom, home childcare center). • The social skills interview is completed with the classroom teacher using a structured interview format. The interview lasts approximately 45 minutes. • Respondents actual response are recorded and summarized. • Alan’s Social Skills Interview • Due to the unique nature of the Montessori setting, Alan’s teachers were interviewed in a group format. • Results indicate that Alan is able to speak in short sentences (3-5 words), use gestures, and occasionally vocalize to initiate to peers. Alan often declines or ignores peer initiations. He prefers to play alone or with a favorite teacher. • Results indicate puzzles, outside play, and books were identified as activities more likely to elicit social behaviors while sensory and practical life skill activities were identified as being the least likely to promote social behaviors. • The Snapshot Assessment Tool is completed during social activities in the child’s natural environment. • Observers document the type and form of behavior, the context and appropriateness of behavior, reciprocity of exchange, perceived goals of behavior, and actual outcomes each time a social behavior is observed. • Data are summarized by calculating percentages of occurrence across all observations. • Alan’s Snapshot Assessment Tool • Across 9 observations, Alan initiated to peers 26% of the time, and peers responded on all of those occasions. • Alan’s initiations to peers were 86% successful. • Alan initiated to obtain peer attention and access to tangible objects (e.g., puzzles or books). • Alan’s social behavior was socially but not developmentally appropriate. • Peers initiated to Alan 56% of the time, and he responded 80% of the time. Descriptive Assessment Process • Three descriptive assessment instruments were developed for use with young children with autism and significant social delays. • Social Skills Interview - a structured interview used to assess children’s peer-related social behaviors, identify possible contextual factors that are more likely to facilitate social interactions with peers, and evaluate past social skills interventions. • Social Skills Screening Tool – a 10-minute interval direct observational tool used to obtain quantitative information about the frequency of children’s social behaviors. • Snapshot AssessmentTool– an event recording assessment tool to assess the appropriateness and context of social behaviors, hypothesize functions of social behaviors, and examine the impact of classroom characteristics on social behaviors. Social Skills Screening Tool (SSST) Results & Recommendations • The Social Skills Screening is conducted during social activities (e.g., free play, centers, etc.) in the child’s natural environment. • Observers record any occurrence of social initiations, responses, or interactions in 10-second intervals for a total of 10 minutes across 3 - 5 social activities. • Frequencies are used to calculate the rate per minute of social behaviors. • Alan’s Social Skills Screening Tool • Alan was observed for approximately 70 minutes across five days. • Results indicate • Alan initiated to peers 11 times; peers responded 45% of the time. • Peers initiated to Alan a total of 27 times; Alan responded 30% of the time, and 4 of those initiations led to extended interactions. • Alan’s social behaviors occurred more often during outside play. • Peers initiated to Alan more frequently during inside activities that involve cognitive activities. • Overall, Alan’s social behaviors occurred at a low rate compared to same-aged peers. Alan: A Case Study • Alan is a 4-year-old diagnosed with Pervasive Developmental Disorder referred for problematic, withdrawn social behaviors (e.g., limited social engagement with peers). • Alan is currently being served in an inclusive Montessori school for children 2 - 6 years of age. For more information, contact Project GATORSS at: www.coe.ufl.edu/Centers/Autism