Navigating Social Skills Training From Practice to Real Life Application

1. Navigating Social Skills TrainingFrom Practice to Real Life Application Presented by Jennifer Jacobs MS CCC-SLP jennifer@socialskillbuilder.com Social Skill Builder 866-278-1452 PO Box 2430 Leesburg, VA 20177 www.socialskillbuilder.com

2. 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 research using SVM to teach behavior function • Expanded to video modeling of peers in social situations

3. 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 visualrather 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 sustain attention 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

4. 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. MSD and SR Result Highlights

5. 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 help children with ASD develop or improve several communication and socialization skills when implemented systematically. (Banda,Matuszny,Rirkan, Teaching Exceptional Child,July August 2007

6. 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).

7. Studies showing the enhancement of Pragmatic Skills using VM • Play behaviors including reciprocal play (Nikopoulos & Keenan, 2004); motor and verbal piay sequences (D'Ateno, Mangiapanello, & Taylor, 2003); independent play (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)

8. 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

9. Video Modeling Meets our Students Where they Learn Best Many 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).

10. 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

11. Tape recorder Tape your or your students voice to illustrate tone of voice, for things like sarcasm or emotion

12. T.V. shows Use T.V. shows to show interpersonal relationships and conflicts. Use AGE APPROPRIATE soap operas clips to illustrate emotions or intonation of voice

13. Videos Make videos or tape your students in social scenarios. Premade videos

14. Videos that highlight social scenarios and teach appropriate behaviors and language School, Playdate, Friendship, Conversation & I Can Do It Videos $29.95 per video

15. Teach2Talk Sharing Video ABA centered video that shows different kids sharing and highlights appropriate interactions $24.99

16. Right Choices Cambium Learning 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

17. Social Skill Builder Preschool PlaytimeVolume 1 & 2 • Behavioral expectations outside of home • Social Relationships • Peer conflicts • Sensory issues • Playgroup, Preschool, Park & Outing • $69.99

18. My School Day Social Skill Builder • Rituals of recess • Peer relations • Appropriate classroom behavior • Lunchtime interaction Cognitive age: 6-12 $89.99

19. My Community Social Skill Builder • 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

20. School Rules! Volume 2 Social Skill Builder • Social Interpretation Skills • Personal Awareness • Conflict Resolution • Organization • Scenarios include: • gettinglunch, eating and talking to friends, “hanging out”, use of schedules and time management • Cognitive age: 8-18 • $89.99

21. Social Skill Builder School Rules!Volume 1 • 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

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

23. 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

24. Choices Choices Tom 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

25. 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

26. Mind Reading Interactive computer game that shows videos of different emotions. Breakdown of components, games and library of emotions $129.99

27. 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

28. WATCH IT AGAIN

29. Go back if needed in order meet goals Computer/Video Reference Visual Supports 1:1 practice Fade prompts & supports Increase group size Independent behavior

30. SUCCESS = CONFIDENCE = THE WILLINGNESS TO TRY IT AGAIN