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Social Skills Assessment

Social Skills Assessment. Overview. After Assessment: What Next?. Assessment Methods. Specific Assessment Examples. AsseSSment Methods. Assessment of Social Functioning- A critical but overlooked component. Assessment of Social and Communication Skills.

josiah-hester
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Social Skills Assessment

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  1. Social Skills Assessment

  2. Overview After Assessment: What Next? Assessment Methods Specific Assessment Examples

  3. AsseSSment Methods

  4. Assessment of Social Functioning- A critical but overlooked component

  5. Assessment of Socialand Communication Skills • Purposes of Assessment include: • To provide an estimate of developmental functioning • To describe needs for planning intervention 3) To document development and progress over time.

  6. Problem Identification Examine strengths How do skills compare to peers? What is the definition of the problem?

  7. Assessment Methods Review Interview Observe Test/Task

  8. Assessment Examples

  9. R

  10. Record Review Previously evaluated for school-related problems ________________________________________________ Has had to repeat a grade _______________________________________________________________________Strengths or Difficulties learning academic material ________________________________________________________________ Pattern with following school rules ___________________________________________________________________ Pattern with forming friendships at school _____________________________________________________________ Pattern resisting going to school and/or complains about disliking school _____________________________________________ History of supplemental interventions ______________________________________________________________________ Has IEP or 504 plan _____________________________________________________________________ Medical condition that affects ability to succeed at school

  11. I

  12. Skill Deficit vs. Performance Deficit Perform the skill across multiple settings and persons? 2. Perform the skill without support or assistance? 3. Perform the skill fluently and effortlessly? 4. Perform the skill when reinforcement is provided? 5. Perform the skill with environmental modifications?

  13. Interview Protocol Parent Teacher Student

  14. Parents What are your child’s strengths? What are your goals for your child? What is the biggest obstacle to your child establishing social relationships?

  15. Parent Interview How many friends does your child have? How does your child play with others? How does your child typically display his emotions? How would you describe your child’s ability to engage in conversation? How does your child transition to new activities?

  16. Teacher Interview 1. What are the student’s strengths? 2. What are the goals for the student? 3. What are your main concerns for the student? 4. What is a major obstacle to establishing social relationships?

  17. Teacher Interview Social Functioning Describe the student’s social relationships with peers. What does the student do at recess? How does the student display emotions? Compare social skills to those of students in class Communication Describe language ability compared to peers Describe tone of voice Do conversations appear planned or random? Interests Repetitive behaviors Sensory sensitivities

  18. Child Interview 1. What do you like best about yourself? 2. What do you like least about yourself? 3. If you could change one thing about your life, what would it be?

  19. Child Interview Social How many friends do you have? What is a friend? Would you like to have friends? Do you ever get teased or bullied? Do people ever do things that bother you? Emotional What makes you happy, scared? How do you know when someone is is sad, lonely? What do you do when angry?

  20. Student- Interests 1.What do you like to do? 2.How much time do you spend on these interests? 3.Does it bother you when you must switch activities? 4.What makes you different from other people? The same as other people?

  21. Self-Report Adolescents’ rating of own social skills are better predictors of social anxiety than the social skill ratings of their parents.

  22. Self-Report Factors Measure appropriate for cognitive level Confirm that youth understands items Encourage questions Compare ratings to teachers and parents

  23. Break

  24. O

  25. Dimensions of Behavior Video clip – 4 yr. old playing with cars Frequency- How often? Latency- How long between? Accuracy- How correct? Topography- What is the shape? Intensity- What is the severity? Duration- How long?

  26. Assess Skills First for Targeted interventions Direct observation is primary Observe activities where social behaviors are most likely to occur (free play, recess, group work, transitions) Observe who the child interacts with the most

  27. Observation Types Naturalistic- Real-life situations Structured– Artificially established

  28. Observation Recording Narrative ~Subjective Approach ~Recording of social interactions of target child Systematic Recording ~Begin with set of predetermined behaviors ~Baseline for measuring progress

  29. Interval Recordings: Shortcut to Measuring Duration Whole Time Sampling- Behavior occurs for entire interval Partial Time Sampling- Occurs at least once during interval Momentary Time Sampling- Occurs at pre-designated points

  30. ACTIVITY Clip #1 (wanting snack) Let’s Practice! Set up intervals to observe behaviors Partial Interval Recording (KIPBS handout) What replacement behaviors would you monitor?

  31. T

  32. Formal and Informal Tests/Tools • Norm-Reference Tests- standardized assessment that provides a summary • of quantitative scores. Designed for • diagnostic purposes. • Informal Assessments- • not standardized but results • are linked to the • intervention.

  33. Tools Rating Scales- Examples of “T” in RIOT Provide information on Social Skills, Emotional Affective Functioning, Functioning, Behavioral Functioning, Self-Concept Bellini and Quill and Baker Tools

  34. Structured Assessments The Social Skills Checklist (Kathleen Quill) Autism Social Skills Profile (ASSP) (Scott Bellini) Social Skills Rating System (Gresham & Elliot)

  35. Do-Watch-Listen-Say, by Kathleen Ann Quill

  36. Chapter 3: “Assessment of Social andCommunication Skills forChildren with Autism”byKathleen Ann Quill, Ed.D.Kathleen Norton Bracken,M.S.Maria E. Fair

  37. Social and Communication Developmental Charts Table 3.2 “Early developmental milestones” (3-24 months) Table 3.3 “Important social developmental milestones” (12-60 months) Table 3.4 “Important communication developmental milestones” (12-60 months)

  38. “Assessment of Social and Communication Skills for Children with Autism” • Section 1: Inventory of Social and Communication and • Behavior • Section 2: Core Skills Checklist • Section 3: Social Skills Checklist • Section 4: Communication Skills Checklist • Section 5: Assessment Summary Sheet

  39. Section 1: Inventory of Social and Communication and Behavior Social behavior (i.e. child’s play skills, playing with others, social rituals, social-behavioral challenges) Communicative behavior (i.e. how child communicates, with whom, why he communicates, conditions, communication challenges) Exploratory behavior (i.e. how the child explores his surroundings, strong interests or fears, conditions under in which the child is calm and focused) D. Motivators (i.e. foods, toys, activities, interests)

  40. Section 2: Core Skills Checklist Nonverbal social interaction (i.e. ability to attend, maintain reciprocal interaction, interact to make requests, interact to share interests) Imitation (i.e. motor imitation, verbal imitation) Organization (i.e. prepare and complete activities, make choices, attend and wait during activities, make transitions, follow directions, and be comforted by others)

  41. Section 3: Social Skills Checklist Play (i.e. solitary play, social play) Group Skills (i.e. attending, waiting, turn taking, following group directions) Community Social Skills (i.e. child’s skills in a variety of home, school, ad community settings)

  42. Section 4: Communication Skills Checklist A. Functional Communication Skills (i.e. make requests, respond to others, comment, and request information) B. Socio-emotional Skills (i.e. how child communicates his feelings and expresses pro-social skills) C. Basis Conversational Skills (i.e. verbal and nonverbal discourse skills)

  43. Section 4: Communication Skills Checklist A. Functional Communication Skills (i.e. make requests, respond to others, comment, and request information) B. Socio-emotional Skills (i.e. how child communicates his feelings and expresses pro-social skills) C. Basis Conversational Skills (i.e. verbal and nonverbal discourse skills)

  44. Section 5: Assessment Summary Sheet • Review findings and highlight priorities in the areas of: • Core Skills • Social Skills • Communication Skills • Generate behavioral objectives for intervention

  45. Activity: Assessing play skills in videos… http://www.youtube.com/watch?v=nQxDG4LD1Eo&feature=related http://www.youtube.com/watch?v=TSfeYedNUNM&feature=related

  46. Sample Target Goals and Objectives See handout

  47. Social Skills Training, by Jed Baker

  48. Social Skills Menu Communication Skills Conversational Skills Cooperative Play Skills Friendship Management Emotion Management Skills Self-Regulation Conflict Management Empathy

  49. Building Social Relationships, by Scott Bellini

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