social communication in the classroom. a journey to ... · social communication in the classroom. a...
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Social communication in the classroom. A journey to inclusive practices.
Bronwyn Sutton, Speech Language Pathologist www.learningappguide.com
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What is social communication?
Using communication to initiate, respond or engage with others in order to sustain a social interaction
Greet
Answer
Comment
Show
Call
Express feelings
Express opinion
Agree/Disagree
Assert
Name
Provide information
Manners
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Why is social communication important?
Relationships ♦ Language ♦ Cognition
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Examples of social communication difficulties
???
Difficulty responding
Difficulty engaging
Difficulty initiating
Monologues ???
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Needs of the individual child
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Pull-out approaches
Clinic based
Pull-out at school
Benefits: Quiet, calm place to learn Research: “contrived, restricted and decontextualized” (Gresham et al., 2001, p. 340). Pull-out approaches were less effective and less likely to generalise compared to in-class approaches (Bellini et al 2007)
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Involve peers
Brown & Odom (1994); Hart & Whalon (2011) Paul (2003); Strain, Kerr, & Ragland, (1979); Strain, Shores, & Kerr (1976)
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Social Skills Groups
Social Skills Groups
Benefits: Practice with other children Research: “tentative support” (Reichow & Volkmar, 2010. May improve some specific skills, but show poor generalisation to other settings (Williams White, Keonig & Scahill 2007)
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Natural social setting
Brown, McEvoy, & Bishop (1991); Frea, Craig-Unkefer, Odom, & Johnson (1999); Paul, (2003); Rule, Losardo, Dinnebeil, Kaiser, & Rowland (1998) Stichter, O'Connor, Herzog,
Lierheimer, & McGhee (2012)
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Natural settings with peers: playground
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Natural settings with peers: playground
Children need a break, classroom teachers are not available, teachers on duty need to supervise (Kamps, Potucek, Lopez, Kravits, and Kemmerer, 1997) Short term programs conducted by external professionals
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Adequate Dosage
Gresham (2001), Bellini et al (2007)
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Responsibility for intervention at school
Therapist Teacher Aide
Teacher Specialist Teacher
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Classroom Based
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Adult mediated
Direct Instruction
Prompting
Rewarding
Modelling
Pivotal Response Training
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Social StoriesTM
(child mediated)
Popular with teachers (Hess, Morrier & Heflin, 2008) Books are a resource found in classrooms Low level of effectiveness (Brunner & Seung, 2009; McConnell, 2002; Rogers, 2000)
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Video Modelling (child mediated)
Not used by teachers (Hess, Morrier & Heflin, 2008) Video equipment becoming more available in classrooms (mobile devices) A recommended intervention (Reichow &Volkmar, 2010;Wang & Spillane, 2009)
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Self Monitoring (child mediated)
Not used by teachers (Hess, Morrier & Heflin, 2008) Effectiveness shown in classroom setting (Morrison, Kamps, Garcia &Parker ,2001)
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Peer mediated interventions
Brunner & Seung (2009); Matson et al., (2007); McConnell (2002)
Rogers (2000); Weiss & Harris (2001)
Peers may also benefit academically, socially and emotionally from participation
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Peer mediated in class with one peer
Instruction Prompting Rewarding Modeling PRT
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Resources available in classroom
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Embedded into curriculum
Korinek & Popp (1997); Schoenfeld, Rutherford, Gable, & Rock (2008); Fentry, Miller, & Lampi (2008)
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Embedded into rotations
Banda,Hart & Liu-Gitz (2010)
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Embedded into reading
Kamps, Barbett, Leonard & Delquadri (1994); Kamps et al (1997)
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Co-operative learning groups during Social Studies
Dugan et al (1995)
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Embedded utilising iPads???
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An inclusive approach
Interventions with typical peers
Natural social setting
Adequate dosage
Resources in classroom
Embedded in curriculum
? Responsibility for intervention
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References
Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619-625. doi: http://dx.doi.org/10.1016/j.rasd.2009.12.005
Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. doi: 10.1177/07419325070280030401
Brown, W., McEvoy, M., & Bishop, N. (1991). Incidental teaching of social behavior: A naturalistic approach for promoting young children’s peer interactions. . Teaching Exceptional Children, 24, 35 - 38.
Brunner, D. L., & Seung, H. (2009). Evaluation of the efficacy of communication-based treatments for Autism Spectrum Disorders: A literature review. Communication Disorders Quarterly, 31(1), 15-41. doi: 10.1177/1525740108324097
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
Fentry, N., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive settings. Intervention in school and clinic, 43(3), 186-192.
Frea, W., Craig-Unkefer, L., Odom, S. L., & Johnson, D. (1999). Differential Effects of Structured Social Integration and Group Friendship Activities for Promoting Social Interaction with Peers. Journal of Early Intervention, 22(3), 230-242.
Gresham, F. M. (1998). Social skills training: Should we raze, remodel or rebuild? Behavioral Disorders, 24, 19-25.
Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, L. M. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38(5), 961. doi: 10.1007/s10803-007-0470-5
Kamps, D., Barbetta, P., Leonard, B., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
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Korinek, L., & Popp, P. A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41(4), 148-148.
Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with Autism Spectrum Disorders. An overview. Behavior Modification, 31(5), 682-707. doi: http://dx.doi.org/10.1177/0145445507301650
McConnell, S. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. doi: 10.1023/A:1020537805154
Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism. Journal of Positive Behavior Interventions, 3(4), 237-250. doi: 10.1177/109830070100300405
Paul, R. (2003). Promoting social communication in high functioning individuals with autistic spectrum disorders. Child and Adolescent Psychiatric Clinics, 12, 87 - 106
Reichow, B., & Volkmar, F. (2010). Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.
Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21(4), 283-293.
Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399-409. doi: 10.1023/A:1005543321840
Schoenfeld, N. A., Rutherford, R. B., Gable, R. A., & Rock, M. L. (2008). ENGAGE: A blueprint for incorporating social skills training into daily academic instruction. Preventing School Failure, 52(3), 17-28.
Stichter, J. P., O'Connor, K. V., Herzog, M. J., Lierheimer, K., & McGhee, S. D. (2012). Social competence intervention for elementary students with Aspergers Syndrome and High Functioning Autism. Journal of Autism and Developmental Disorders, 42(3), 354-366
Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and training in developmental disabilities, 44(3), 318-342.
Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with Autism Spectrum Disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868.