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Fidelity to SDP model Group # __ Session # __ Behavior Present /absent? Date/ Notes Friends Group Principle 1. Greeting Group Psychotherapy: attention to group process as well as attention to individual members Leader states purpose of group during greeting. 2 .
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Fidelity to SDP model Group # __ Session # __Behavior
Group Psychotherapy: attention to group process as well as attention to individual members
Leader states purpose of group during greeting.
Give me Five!
Leaders/group members review rules for behavior.
Children are told the explicit purpose of each session and what are the learning objectives.
Leaders and members acknowledge absent members or changes in schedule.
Issues raised by members about group interactions are addressed by leaders.
Behavior is acknowledged and addressed directly.
Curriculum is specific to the composition of the students in the group and the skills they need to learn (documented in written form.)
Applied Behavioral Analysis principles incorporated
and acted upon by leaders
Objectives for the group are operationally defined.
Behaviors that impede learning are addressed through pre-planned strategies that consider the function of the behavior.
Behaviors to be learned are explicitly described to group members.
Member’s attempts to participate and learn new behavior are reinforced.
Natural and logical reinforcers are incorporated to shape behavior.
Reinforcers are designed based on child preferences.
Children are allowed to make choices and indicate preferences.
(At least) one strategy for promoting generalization, e.g. self monitoring, is practiced following skill mastery in the group.
Evaluation of skill acquisition is planned for each new behavior taught; measurement system is defined.
Examining Efficacy of a Social Skills Development Program For Autism
Moira Lewis M.S., Susan Williams, Ph.D., Monika Lau M.A., Larry Scahill, MSN Ph.D., & Kathleen Koenig MSN
Typical Group Session
In this randomized clinical trial of a social skills development program, 33 children with a diagnosis on the autism spectrum were randomly assigned to treatment or waiting list for a social skills program. The program entailed a 16-week intensive group socialization experience with four to five affected children and typical peers. Baseline measures of social functioning were collected, and these measures were repeated after 16 weeks for children in both groups. Using the Clinical Global Impressions Scale as the primary outcome measure, the treatment group shows significant improvement in social behavior as compared with the waiting list children.
Social Skills Development Program:
Yale Child Study Center
Peer Tutors as Models
A method for developing and enhancing social reciprocity skills in children with autism spectrum disorders. The teaching approach is based on learning theory and the science of applied behavioral analysis. Skills are taught explicitly and reinforcement is applied consistently to help the child develop a particular skill. The emphasis is on the experienceof the child in a group of peers, as group leaders and peer tutors work to shape behavior in this context.
Clinical Global Impression: Improvement Score
Visual Schedule for Group Sessions
Peer Tutor Worksheet
What basic assumption underlies the goal of teaching social skills?
Research Timeline for Groups
Χ2= 9.64, p = .002
Baseline16 weeks32 weeks
Assessing Maintenance of Gains:
9 Month Follow-Up
Translating what we know about social development and what we know about learning in ASD’s into a structured program, and measuring results.
Pre and Post-Assessment
Treatment Plans for Each Child
Prosocial target behaviors: specific behavioral goals (Examples: initiating appropriately with peers, maintaining personal space boundaries, etc)
Reinforcement/teaching strategies: methods to be used during the groups to increase frequency of the target behaviors. Use naturally occurring reinforcers when possible: praise, responsibility to do a special task, attention to the child.
Competing behaviors: child’s behaviors that are interfering with his or her use of appropriate target social behaviors. Use information from functional analysis conducted during the first three group sessions. List motivators for each behavior.
Strategies for prevention/replacement behaviors: methods to be used during the groups to decrease frequency and severity of competing behaviors. (Examples: ignoring, punishment (describe), teaching functional communication skill, teaching replacement behavior, etc.)
Fidelity To Social Skills Program Model: A Checklist
to learn and practice
Moira.Lewis@yale.edu, Kathy.Koenig@yale.edu www.autism.fm ASHA 2006