teaching social skills in an authentic environment rebecca hartzell, candace gann, and carl liaupsin...
TRANSCRIPT
Teaching Social Skills in
an Authentic
Environment
Rebecca Hartzell, Candace Gann, and Carl Liaupsin
University of Arizona
The problem
Inclusion
Proximity
IEP social minutes
Social skills interventions
(Bauminger et al., 2003; Hauck et al., 2005; Taylor, 2004)
Three parts
Natural setting
Direct instruction
Prompting
(Ault & Griffen, 2013; Craig-Unkefer et al., 2002; Demchak, 1990; Humphreys et al., 2013; Strain et al., 1979)
The purpose
Effects, generalization and maintenance of intervention employing brief social lessons with a prompting/fading procedure for social engagement in the natural, integrated lunchroom setting for three elementary age students with developmental disabilities
Single Subject Research Design
Methods
Participant: Mary
8 years old
Down Syndrome
Avoid social interactions
Aggressive social behaviors
Speech difficulty
Standard score of 79 on SSRS social skills subscale
Participant: Chantelle
7 years old
Process of evaluation for ASD
Avoided contact with peers
Limited social contact
Low audibility
Standard score of 67 on SSRS social skills subscale
Participant: Beatrice
7 years old
ASD
Often attempted to socialize
Often aggressive
Wanderer
Standard score of 64 on SSRS social skills subscale
Setting
Behavioral Definitions
Target behavior: Social engagement
Verbal interaction or active listening with peers utilizing eye contact, body language, and tone of voice.
Measured: Verbalizations
Audible, on-topic ‘talking’ within conversational turn
Design and Data Collection
Multiple baseline design
Functionally irreversible intervention
Phases
Baseline, intervention, and maintenance
Generalization
Data collection
20 minute sessions
15-second momentary time sampling for social engagement
Event recording for verbalizations (prompted vs. unprompted)
Reliability
IOA: Social Engagement
32% of sessions
95.6% agreement
IOA: Verbalizations
25% of sessions
96.5% agreement
IOA: Generalization
27% of sessions
98.6% agreement
IOA: Treatment Integrity
32% of sessions
97% agreement
Control Group
Goal level for participants
Thirty Control Participants
Randomly selected from among peers attending same lunch period
15-second momentary time sampling for 20 minute sessions
IOA: 33% of sessions, 97% agreement
Social engagement data averaged 44% of intervals (range = 7 – 70%)
Procedures
The “How to”
Session 1
Introduction to intervention
Feelings about socializing
Overview of expectations
“Friend Paper”
Sessions 2-5
Brief lessons on eye contact, body language, audibility, and subject topics
Use visual examples
Bad and good examples
Have student identify which examples were “good/bad”
Challenge
Friend Paper
Subsequent Sessions
Focus on all elements of engaging with peers (eye contact, body language, audibility, and topic choice)
Quiz students on different elements during transition period to lunch
Prompting
Prompting would occur every minute
Eye contact
Face peer
Use audible voice
Prompt something germane to subject in discussion
OR use conversation starter if student is not communicating
Reinforcement
Typically developing peer places sticker on “Friend Paper”
Motivate typically developing peers to be patient with peers with social needs
First Fade
50% social engagement over 4 sessions
Prompt faded to every 2 minutes
Participant stops receiving a sticker for communicating with peer
Student receiving intervention was able to give typically developing peers a sticker for being a good friend
Additional Fading
Second Fade
50% social engagement over 4 sessions
Prompt faded to every 4 minutes
Final Fade
50% social engagement over 4 sessions
End prompting
Maintenance
Three months after intervention conclusion
Sustainability of efficacy after prolonged periods of no prompting in social setting
It worked!
Results
M C B
Baseline
Avg. 1% 2% 1%
Rng. 0-2% 0-7% 0-3%
Intervention
Avg 62% 73% 36%
Rng. 20-93%
50-97%
17-72%
TI 98% 98% 98%
Fading
P 2m 70% 81% NA
P 4m NA 66% NA
P -- NA 69% NA
Maintenance
Avg. 47% 50% 25%
Rng. 30-68%
40-62%
16-37%
Social Engagement
86 88 123 125 127
M C B
Baseline
Avg. 1% 1% 3%
Rng. 0-3% 0-3% 0-8%
Intervention
Avg 26% 51% 15%
Rng. 0-58% 3-100%
0-38%
Maintenance
Avg. 55% NA 44%
Rng. 30-75%
NA 33-58%
Generalization
124 126
Mary Chantelle Beatrice0
2
4
6
8
10
12
14
16
18
Baseline Prompted Unprompted
Avera
ge N
um
ber
of
Verb
alizati
ons
Verbalizations
M C B
Baseline
Avg. 0 1 0
Rng. 0-1 0-4 0-1
Intervention
P. Avg. 6 4 4
P. Rng. 0-13 2-9 1-7
U. Avg. 12 16 5
U. Rng. 3-22 5-27 1-10
Bring it back full circle
Discussion
Summary
Results support the use of prompting within an integrated setting
Generalization
Maintenance
Social validity (IRP-15)
Anecdotal reports
(McIntosh & Mackay, 2008)
Extended Research
Currently no studies that combine the elements in this study
Addresses need for social skills instruction taught in social settings, despite decreased “free play” in the school (Hauck et al., 2005)
Intervention resulted in strong generalization and maintenance of skills
(Hauck et al., 2005; Sturmey, 1997; Taylor, 2004)
Limitations
Incomplete fading of prompts
Generalization control group data was not collected
Verbalization data was not taken daily
Next Step
Additional disability categories and ages
Schools with full inclusion model
Generalization to classroom setting, extra-curricular activities, etc.
Full year intervention that would allow for complete fading
References
Ault, M. J., & Griffen, A. K. (2013). Teaching with systems of least prompts: An easy method for monitoring progress. TEACHING Exceptional Children, 45(3), 46-53.
Bauminger, N., Shulman, C., & Galit, A. (2003). Peer interaction and loneliness in high functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507.
Craig-Unkefer, L. A., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22, 3-13.
Demchak, M. (1990). Response prompting and fading methods: A review. American Journal on Mental Retardation, 94 (6), 603-615.
Hauck, M., Fein, D., Waterhouse, L., & Feinstein, C. (1995). Social initiations by autistic children to adults and other children. Journal of Autism and Developmental Disorders, 25(6), 578-593.
Humphreys, T., Polick, A., Howk, L., Thaxton, J., & Ivancic, A. (2013). An evaluation of repeating the discriminative stimulus when using least-to-most prompting to teach intraverbal behavior to children with autism. Journal of Applied Behavior Analysis, 46(2), 534-538.
McIntosh, K., & MacKay, L. D. (2008). Enhancing generalization of social skills: Making social skills curricula effective after the lesson. Beyond Behavior, 18(1), 18-25.
Strain, P. S., Kerr, M. M., & Ragland, E. U. (1979). Effect of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism and Developmental Disorders, 9(1), 41-54.
Sturmey, P. (1997). Introductory remarks: Long-term follow-up of behavioral interventions for challenging behaviors in persons with developmental disabilities. Behavioral Interventions, 12(4), 157-162.
Taylor, S. J. (2004). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Research & Practice for Person with Severe Disabilities, 29(4), 218-230.
The End
Expectations
Looking at our friends
Facing our friends when they talk
Speaking loudly enough for our friends to hear us
Talking to our friends about things they like to talk about, too
Conversation Starters
Ask your friend what they will do tonight when they get home.
Ask your friend what they did over the weekend/last night.
Ask your friend what they have in their lunch today.
Ask your friend what they are going to do in class today.