Rohini Knudson
SPED Professional Portfolio
EBPs for Social skills
Information Source: Social Skills Training (Griffin, Sam et al., 2016)
Description
Any adult-directed instruction in which social skills are targeted for improvement. The instruction can occur in group or individual format.
Proven Outcomes
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Foundational skills - imitation, attention, following instructions, recognizing own and other's name, gender, property
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Initiation of interactions
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Maintenance of interactions - taking turns, sharing, solving a problem together
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Play skills
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Language and communication - asking questions, listening, interpreting non-literal language, choosing topics that interest others, asking for help
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Understanding and regulation of emotions - recognizing emotions in oneself and others, tolerating frustration and change
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Perspective taking and 'theory of mind' skills
Planning & Implementation
Conduct a social skills assessment to determine social competence of learner, areas of need
Determine format - group / individual, select peers if group format was selected
Select content to teach and identify sub-skills
Implement session: teach skill, reinforce performance of skill by learner
Determine session format and select meeting place and schedule
Select instructional strategies to use (modeling, video modeling, role-play, facilitated practice, etc.)
Support generalization:
structure opportunities to practice skill with different social partners in different settings
Monitoring
Data should be collected to measure the frequency of skill demonstration by learner. This can be done using event recording, i.e., recording each instance when the skill or behavior is demonstrated by the leaner. It will also be useful to record the level of support or prompting required by the learner to demonstrate the skill.
Evaluating effectiveness
The collected data should be analyzed to determine if this intervention is being useful to the learner when implemented with fidelity.
Information Source: Video Modeling (Cox & AFIRM Team, 2018)
Description
A teaching strategy that uses video recording and playback as the core component of instruction. The visual model of the target behavior or skill is expected to increase the student's ability to learn for students who have relative strengths in visual processing.
Proven Outcomes
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Increased social initiations
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Increased social interactions
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Facilitating play
- Increased independence
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Increased understanding of expectations
Planning & Implementation
Verify that learner has prerequisite skills - imitation, component skills of target skill, can sustain attention long enough to watch video demonstration of skill
Select type of video modeling to use - basic (model other than learner), self-modeling (learner as model), point of view modeling (video from the point of view of model), video prompting (used to teach a sequence of skills)
Select video equipment to record and edit the video.
Select multiple reinforcers to motivate learner while avoiding satiation.
Use task analysis to simplify the skill to be learned and use video prompting if the target skill is deemed too complex.
Create the video - prepare model, arrange environment, record, edit and upload video
Familiarize the learner with the viewing equipment and train team members on video modeling
Show the video to the learner in a distraction-free environment just prior to when they need to demonstrate the behavior or skill.
Correct errors if they occur by replaying relevant segments of the video
Prompt learner to perform target behavior and reinforce performance of all or part of learned behavior.
Use prompting and reinforcement to keep the learner motivated and focused on relevant aspects of the video model
Fade the video model gradually (truncating at the start or finish) once the learner is consistently demonstrating the target behavior.
Facilitate generalization by encouraging the use of learned skill independently (sans video) in new settings
Monitoring
Data should be collected to measure the frequency of post-video model skill demonstration by learner. This can be done by defining a trial as the following sequence of events - learner watches video model, learner is prompted to perform learned behavior, learner responds to prompt. Data collection for the trial will involving recording whether the learner performed the behavior as modeled.
Evaluating effectiveness
The learner is expected to show progress toward the target behavior within 3-5 trials as described above. If the learner makes partial progress toward the goal, then the target behavior might need to be broken down into simpler steps with video prompting used for each step. If the learner fails to show progress after 3-5 trials, then video modeling may not be a suitable intervention for this learner at this time for this task.
Information Source: Augmentative & Alternative Communication (Nowell et al., 2022)
Description
Provision of alternate means of expressive communication for learners with limited verbal communication to increase student communication, socialization, and engagement while reducing interfering behaviors.
Proven Outcomes
Increased social participation and engagement
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​Greeting teachers and peers
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Requesting a turn
- Taking a turn
- Asking for materials from a peer
Increased communication
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Requesting (desired objects, activities)
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Protesting (undesired objects, activities or an action by someone else)
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Commenting on activities/events of interest
Increased play skills
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Using symbolic play skills
Planning & Implementation
Determine if AAC is needed and suitable to the learner's needs
Conduct an AAC assessment to select the most suitable AAC device for leaner's skills and goals.
Identify available AAC resources such as devices, a support team, or funding to obtain devices
Plan opportunities for the learner to learn to use their AAC system in their natural settings and during their daily routines
Identify instructional strategies to teach the learner to use their AAC device (e.g., modeling, peer-based instruction and intervention, visual supports, video-modeling, time delay)
Train the learner's communication partners to discern, acknowledge and respond to learner's communication using AAC
Prepare materials to facilitate use of AAC (e.g., print pictures, symbols for low tech systems, program high tech systems, visual supports, reinforcers, etc.)
Support generalization:
by supporting consistent use of AAC device across settings
Reinforce the use of the AAC system by the learner for the goals identified during the assessment using the selected reinforcement schedule with fidelity.
Teach the learner to use the AAC system using the selected EBPs
Monitoring
Data should be collected to measure the frequency of communication opportunities and the level of support or prompting required by the learner to use their AAC device appropriately at each opportunity. Furthermore, the specific setting and communication partner for each data point will be useful in gaining insight into barriers to communication if the learner fails to show progress. Data from multiple settings (home, school, etc.) should also be collected to ensure that the leaner is consistently using their AAC system throughout the day.
Evaluating effectiveness
The collected data should be analyzed to determine if this intervention is being useful to the learner when implemented with fidelity. If the learner uses their system but not consistently so, the following reasons for inconsistent use may be explored:
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Prompt dependence - fade prompts using time delay
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Insufficient motivation in varied contexts - reinforce use of AAC system in contexts where learner's communication is not naturally reinforced
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Lack of experience of communication partners - train communication partners with whom the learner doesn't successfully use the system
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Inconvenience in using the system - assess the sensory experience of the learner while using the device and make changes if necessary, assess complexity of system from learner's perspective and make changes if necessary
Information Source: Functional Communication Training (Griffin & AFIRM Team, 2017)
Description
An intervention aimed at replacing interfering behaviors with more appropriate communicative behaviors that serve the same function to the learner as the behavior being replaced. The functions commonly identified and served by this intervention are 'escaping task demands' and 'obtaining preferred item or activity'. The learner can be taught to ask for a break in the former case and to request the item or activity using speech or alternative communication tools in the latter.
Proven Outcomes
​Reducing the following behaviors:​
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Physical aggression
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Tantrums
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Screaming
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Disruption
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Elopement
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Self-injurious behaviors
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Property destruction
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Excessive straightening
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Mouthing materials
Planning & Implementation
Identify an interfering behavior appropriate for functional communication training (FCT) - a behavior that serves a communicative function
Conduct a functional behavior assessment to determine the function of the interfering behavior
Choose a replacement behavior that serves the identified function, uses a form of communication that the learner is familiar with, and requires less effort than the interfering behavior
Teach learner to use the replacement behavior using a most-to-least prompting hierarchy followed by fading of prompts
Prepare supporting materials such as AAC device, items or activities that the learner might request, etc.
Ensure that all team members are aware of the replacement behavior and they consistently respond to learner's use of the new behavior by delivering the desired outcome to the learner.
Structure the teaching environment to provide opportunities for using learned communication behavior
Reinforce the use of appropriate communication by learner by providing relevant response that yields the desired outcome
Remove reinforcement for interfering behavior by blocking access to desired outcome when learner engages in that behavior
Thin (increase/vary time before response) reinforcement for appropriate communicative behavior to teach learner to wait for desired outcome.
Shape the initially chosen simple communication behavior into more complex and informative behaviors if desired.
Support generalization - provide opportunities for leaner to use replacement behavior in varied settings, and with different people.
Monitoring
Data should be collected both on the interfering behavior targeted for intervention and the replacement communicative behavior taught to the leaner. Data should convey information about frequency, intensity and/or duration of interfering behavior. Data on the use of replacement communicative behavior should include level of promoting needed by learner. Both sets of observations should ideally include settings, antecedents and consequences for their respective behavior.
Evaluating effectiveness
The intervention is deemed effective if the learner consistently uses the replacement behavior to get their needs met across settings and people. If the learner fails to show progress using this intervention across all settings and people, then the form of replacement behavior may need to be modified, the effort needed to use it be lowered, or the function of the interfering behavior might need to be re-evaluated. Failure to show progress in a particular setting or with a particular partner might indicate a need to train the learner in the specific setting or train the specific partner.
Information Source: Structured Play Groups (Sam et al., 2018)
Description
An intervention for teaching play skills that involves small group activities in the company of typically developing peers within a defined area, with a defined activity, theme and roles. The performance of learners is supported as needed with adult scaffolding.
Proven Outcomes
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Increased peer-directed commenting
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Increased social interactions
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Increased communication skills
- Decreased isolated play
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Decreased stereotyped object play
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Increased social forms of play
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Increased functional object play
Planning & Implementation
Select skills to address - social skills might include greeting peers and adults, asking for help, taking turns in conversation, duration of social interaction, joint attention
Select setting for group - use visual boundaries and cues to help learners understand location of play materials and play routines.
Select session length, frequency and duration of the group.
Using task analysis, identify roles for different learners to play in the activity
Select themes, activities and materials for the group that autistic learners find interesting and that provide opportunities to practice the target skills
Select neurotypical peers for autistic learners in group (2:1 or 3:2) with good social and play skills, and a history of positive interactions with autistic learners in group
Establish a routine and rules for the group
Identify opportunities for learner to practice target skills as part of the regular routine for the group
Determine specific supports for each learner based on their likes, dislikes, strengths and challenges.
Transition group to play area using visual/auditory supports
Implement planned routine during group session (e.g. opening and closing sequence and planned play activities)
Provide orientation - explain purpose, structure/routine of group and how learners can help each other participate (sharing materials, providing physical assistance and praise)
Guide, nurture and scaffold learners' engagement, play, and social communication as needed
Fade adult support for individual learners as appropriate to promote independence
Monitoring
Data should be collected to measure each learner's performance of their target skills, every session for high priority and low frequency behaviors and weekly for higher frequency behaviors. Based on the type of skill, either frequency (e.g. greeting peers, asking for help or materials, responding to a peer), or duration (e.g. length of time spent playing with or in proximity to peers) data should be recorded.
Evaluating effectiveness
The learner is expected to show progress toward the target behavior within 3-5 sessions as described above. If the learner fails to show progress after 3-5 trials, then one might look into whether the learner had sufficient opportunity to practice their skill and if the group met often enough before rejecting this as a useful intervention for this learner at this time.