Parenting Children with Special Needs: A Focus on Social SkillsParenting Children with Special Needs: A Focus on Social Skills

Kristine Strong, Ph.D.

Licensed Educational Psychologist #2314

Copyright 2012

Kristine Strong, Ph.D.

Licensed Educational Psychologist #2314

Copyright 2012

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Goals for Training: Goals for Training:

Design a Specific Plan for Your Child Using Planning Sheet

Provide a Format for Collaborating with Your Teachers

Focus on Two Specific Methods for Supporting your Child: Social Narratives/Social Stories Social Skills Intervention Strategies

Design a Specific Plan for Your Child Using Planning Sheet

Provide a Format for Collaborating with Your Teachers

Focus on Two Specific Methods for Supporting your Child: Social Narratives/Social Stories Social Skills Intervention Strategies

The Importance of Social SkillsThe Importance of Social Skills

Social competence or Social “Intelligence” is important to future quality of life

Peer relations, friendships, and social support networks are protective factors in the face of risk factors or challenges

Social competence or Social “Intelligence” is important to future quality of life

Peer relations, friendships, and social support networks are protective factors in the face of risk factors or challenges

Who Can This Help?Who Can This Help?

Children with attention and impulsivity challenges

Children with an autism spectrum disorder Children with an emotional disturbance Children with learning disabilities Children with health impairments

Children with attention and impulsivity challenges

Children with an autism spectrum disorder Children with an emotional disturbance Children with learning disabilities Children with health impairments

Social Skills OverviewSocial Skills Overview

Focus on Pro-social behaviors, these lead to positive outcomes and include: Cooperation Assertion Responsibility Empathy Self-Control

Focus on Pro-social behaviors, these lead to positive outcomes and include: Cooperation Assertion Responsibility Empathy Self-Control

Pro-Social BehaviorsPro-Social Behaviors

Cooperation: Using free time

appropriately Making transitions

Assertion: Giving a compliment Initiating a conversation

Responsibility: Asking permission Asking for help

Cooperation: Using free time

appropriately Making transitions

Assertion: Giving a compliment Initiating a conversation

Responsibility: Asking permission Asking for help

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Pro-Social SkillsPro-Social Skills

Empathy: Show appreciation of

others Expressing Concern

for others

Self-Control: Controlling anger in

conflict situation Responding to teasing

Empathy: Show appreciation of

others Expressing Concern

for others

Self-Control: Controlling anger in

conflict situation Responding to teasing

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Desired Outcome: Positive Peer Relations, Friends

• The ultimate outcome or goal for increasing social skills is to lead to the development of positive peer relations and friendships.

Brainstorm: What leads to friendships?

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Designing a Plan: HandoutDesigning a Plan: Handout

Focus on one or two skills that will promote positive interactions with peers

Define the skill that you want your child to learn Write out an action plan Make it a plan you can use as a part of a daily

routine Collaborate with your child’s teacher/therapist

Focus on one or two skills that will promote positive interactions with peers

Define the skill that you want your child to learn Write out an action plan Make it a plan you can use as a part of a daily

routine Collaborate with your child’s teacher/therapist

Social NarrativesSocial Narratives

Social Narratives are considered to be an evidence based practice

They are short stories based on real life situations and are specific to your child’s experiences

They are simple, to the point, and use visual supports such as pictures or drawings

Social Narratives are considered to be an evidence based practice

They are short stories based on real life situations and are specific to your child’s experiences

They are simple, to the point, and use visual supports such as pictures or drawings

Social Narratives cont.Social Narratives cont.

Social Narratives can address: Positive social interactions such as greetings,

compliments, positive comments Reducing repetitive or problem behaviors Frustration, conflict resolution Problem behaviors

Social Narratives can address: Positive social interactions such as greetings,

compliments, positive comments Reducing repetitive or problem behaviors Frustration, conflict resolution Problem behaviors

Social Narratives: Step by StepSocial Narratives: Step by Step

Step one: Describe a specific social situation relevant to your child’s social experiences

Step two: Define and target a specific skill or behavior-Collaborate with your teacher

Step three: Write a short story based on developmental level of your child using pictures or drawings

Step four: Implement - how often, when, where, who

Step five: Measure progress

Step one: Describe a specific social situation relevant to your child’s social experiences

Step two: Define and target a specific skill or behavior-Collaborate with your teacher

Step three: Write a short story based on developmental level of your child using pictures or drawings

Step four: Implement - how often, when, where, who

Step five: Measure progress

Example NarrativeExample Narrative

10 year old boy Target skill: Initiate conversation with a peer at

recess to increase positive social interactions Review social story before recess and each

morning, evaluate how it went after recess with teacher, and at home after dinner and homework is done--develop a home routine

10 year old boy Target skill: Initiate conversation with a peer at

recess to increase positive social interactions Review social story before recess and each

morning, evaluate how it went after recess with teacher, and at home after dinner and homework is done--develop a home routine

Narrative: Initiating a Conversation

Narrative: Initiating a Conversation

Pg 1:I am walking out to recess and see my friend Ethan.

Pg 2: He likes the Giants. Pg 3: I ask him, “Did you watch the Giants last

night and see Buster hit the home run?” Pg 4: I ask him, “Who do you think is the best

pitcher?” Pg 5: I let him know if I agree or not. Pg 6: We walk out to the playground.

Pg 1:I am walking out to recess and see my friend Ethan.

Pg 2: He likes the Giants. Pg 3: I ask him, “Did you watch the Giants last

night and see Buster hit the home run?” Pg 4: I ask him, “Who do you think is the best

pitcher?” Pg 5: I let him know if I agree or not. Pg 6: We walk out to the playground.

Use in Daily RoutinesUse in Daily Routines

White board in kitchen or other area where easy access, quick visual reference

Ready made one page or small booklets blank or with scripted prompts

Visuals such as cut out pictures, photos, or drawings

White board in kitchen or other area where easy access, quick visual reference

Ready made one page or small booklets blank or with scripted prompts

Visuals such as cut out pictures, photos, or drawings

Reinforce what worksReinforce what works

Give feedback daily on what worked Evaluate and make changes to the narrative

as needed Update narratives regularly according to

interests, social situations, peers Encourage and use positive reinforcement,

praise, social rewards

Give feedback daily on what worked Evaluate and make changes to the narrative

as needed Update narratives regularly according to

interests, social situations, peers Encourage and use positive reinforcement,

praise, social rewards

Curriculums/Programs That Work

By Carol Gray

Curriculums/Programs That Work

By: Michelle Garcia-Winner

Social Skills InterventionSocial Skills Intervention

Based on the use of positive behavior interventions and use: Modeling Direct teaching, coaching, rehearsing Targeting specific skills, practice Social Problem Solving Using reinforcement systems, contracts Monitoring progress

Based on the use of positive behavior interventions and use: Modeling Direct teaching, coaching, rehearsing Targeting specific skills, practice Social Problem Solving Using reinforcement systems, contracts Monitoring progress

Social Skills GroupsSocial Skills Groups

Small groups of three to four children

Similar needs Similar

developmental levels

Small groups of three to four children

Similar needs Similar

developmental levels

Schedule regular meetings

Data collection Work toward

generalization

Schedule regular meetings

Data collection Work toward

generalization

ModelingModeling

Choose skill you want to teach Model the skill in a “mock” situation Provide visual cues, pictures, sequence Practice the skill, have your child model the

skill in a mock situation Evaluate, give feedback Role play the skill using different scenarios

or situations

Choose skill you want to teach Model the skill in a “mock” situation Provide visual cues, pictures, sequence Practice the skill, have your child model the

skill in a mock situation Evaluate, give feedback Role play the skill using different scenarios

or situations

Rehearsal Rehearsal Help your child visualize a scene where he/she will

use the skill. Help your child practice visualizing themselves using

the skill Imagine how other people will respond. Verbal rehearsal, using visual cues, verbally talk

through the social interaction.

Help your child visualize a scene where he/she will use the skill.

Help your child practice visualizing themselves using the skill

Imagine how other people will respond. Verbal rehearsal, using visual cues, verbally talk

through the social interaction.

A B C

CoachingCoaching

Verbal instruction, discussion, and evaluation of using a specific skill

Provide “rules” for behavior Evaluate the possible outcomes of using a

particular behavior

Verbal instruction, discussion, and evaluation of using a specific skill

Provide “rules” for behavior Evaluate the possible outcomes of using a

particular behavior

Example Lesson: Joining In an Activity

Example Lesson: Joining In an Activity

Introduce and define the skill

Identify key steps: Get the attention of

the leader of the group Make a positive

statement Ask if you can join Thank the group

leader

Introduce and define the skill

Identify key steps: Get the attention of

the leader of the group Make a positive

statement Ask if you can join Thank the group

leader

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Joining in a GroupJoining in a Group

Model and role play a situation Choose different possible group situations,

ie., recess, lunch table, before school socializing, in class group activities

Rehearse using visual cues, visualization Set goals--ie., join in one group activity

each day.

Model and role play a situation Choose different possible group situations,

ie., recess, lunch table, before school socializing, in class group activities

Rehearse using visual cues, visualization Set goals--ie., join in one group activity

each day.

Volunteering to Help PeersVolunteering to Help Peers

Discuss noticing when a peer needs help

Define skill and what it means to volunteer

Identify Steps: Notice someone

needs help Ask if he/she needs

help Be cooperative

Discuss noticing when a peer needs help

Define skill and what it means to volunteer

Identify Steps: Notice someone

needs help Ask if he/she needs

help Be cooperative

Model and role play in volunteering situations

Ask students to Brainstorm situations

Set goals--ie., to offer to help a peer once daily

Model and role play in volunteering situations

Ask students to Brainstorm situations

Set goals--ie., to offer to help a peer once daily

Problem Solving StepsProblem Solving Steps

Problem solving is characterized by the following: Stress that a solution is possible Remind student of previous successes Define the problem Generate potential solutions Evaluate and choose a solution Define steps to implement solution

Problem solving is characterized by the following: Stress that a solution is possible Remind student of previous successes Define the problem Generate potential solutions Evaluate and choose a solution Define steps to implement solution

Social Problem SolvingStep 1: Define the Problem: What does it look like? When does it happen? When does this problem NOT happen? Step 2: What can we do about this problem? List 3 solutions Evaluate these solutions – will they help? Choose one of these solutions Step 3: How can this solution work?

Explain how you will behave differently using a new solution to the problem. What will be different?

Step 4: Practice your new strategy or solution Role play with your teacher and parent. Visualize using this strategy. Step 5: How did it go? What worked?

How can you use your new strategies again? When will you need to use your new strategy?

Daily Behavior Report Card

Student: _________________ Date:__________ Please rate this child’s behavior today in the areas listed below. 1 = excellent, 2 = good, 3 = fair, 4 = poor and 5 = very poor Please initial each row following your rating at the end of the activity being rated. Comments can be added when needed. Please make a copy for parents and provide them with feedback as indicated in the parent – school communication agreement.

Behavior to be rated Activity/Subject Language

Arts Math Recess/

Lunch Science

Cooperation: Gets ready for next activity

Social Skills: Accepts ideas from others

Conflict Resolution: Uses Problem Solving Chart, Avoids Conflict Situations

Comments:

Collaborate With EducatorsCollaborate With Educators

Choose one or two specific skills to focus on for a three to four month period

Discuss resources available at your child’s school

Develop a plan with educational staff

Evaluate progress after initial 6 weeks

Choose one or two specific skills to focus on for a three to four month period

Discuss resources available at your child’s school

Develop a plan with educational staff

Evaluate progress after initial 6 weeks

ResourcesResources

Gresham and Elliott: Social Skills Rating System

Gresham and Elliott: Social Skills Intervention Guide

National Professional Development Center on Autism Spectrum Disorders

Gresham and Elliott: Social Skills Rating System

Gresham and Elliott: Social Skills Intervention Guide

National Professional Development Center on Autism Spectrum Disorders