1 Marisa Kofke, M.Ed. University of DelawareThe Ins and Outs of Teaching Social Skills to Secondary Level Students with Autism Marisa Kofke, M.Ed. University of Delaware Introduction about myself Former teacher…doctoral student moving to pdx and will work on dissertation Strategies meant to be implemented in any setting, school, community, work Who are you? Folks from VR? Folks who are teaching? Others? (if a small group then ask to introduce self and share what caseload looks like

2 Agenda Socio-ecological PerspectiveReview and share methods and strategies The Big Picture

3 Socio-ecological Perspective (Thin, 2015)Individual Interpersonal Organization/Community Societal Bronfrenbrenner’s initial model Reconceputalized for social skills development and adapted from Thin’s model for sociocultural processes There are many social components in our daily lives, and this model reflects them. We will be reviewing the 4 components Recognized as a framework for self-determination (Walker, et al, 2011), focuses on strengths of individual rather than deficit models

4 Socio-ecological Perspective (Thin, 2015)Individual Interpersonal Organization/Community Societal Will be starting with the individual level

5 Individual Social intelligence, social awarenessThe student actively works on their own social skills development Work with professionals who guide and facilitate Evidence-based methods, strategies, and curricula The majority of social skills research, methods and strategies are geared toward the individual level- It is up to the individual/student to work on their social skills and maintain awareness of their skills over their lifetime

6 Individual What kinds of social skills activities have you done with your students to work on social skills? Which strategies for social skills do you think are the most effective to use with your students?

7 Evidence Based Practices (Torres, et al., 2012)EBP’s have been rigorously researched Students usually benefit with positive outcomes from the EBP if implemented correctly Increased performance in assessments of the skill Guidelines adopted from medical use of EBP More about the why use EBP? Disclaimer- you could still be doing an EBP, but it hasn’t been researched yet. If it’s working, use the practices that help you see results

8 From Torres, Farley and Cook (2012)From Torres, Farley and Cook (2012). A Special Educator’s Guide to Successfully Implementing Evidence Based Practices. Teaching Exceptional Children

9 Evidence Based Practices (Torres, et al., 2010)10 Steps to Implementing EBP Determine Student, Environmental, and Instructor Characteristics Search Sources of EBP’s Select an EBP Identify the Essential Components of the EBP Implement within a Cycle of Effective Instruction Monitor Implementation Fidelity Progress Monitor Student Outcomes Adapt the Practice if Necessary Make Instructional Decisions based off of PM Data Become a Leader and an Advocate

10 Focused Intervention Practices (Wong, et. al, 2015)9 Focused Intervention Practices apply to social skills instruction for youth 14+: Antecedent Based Intervention Modeling Peer-Mediated Instruction and Intervention Reinforcement Scripting Social Skills Training Technology aided instruction and intervention Video Modeling Visual Supports These can be found at The National Professional Development Center on Autism Spectrum Disorder autismpdc.fpg.unc.edu with descriptions of each practices These are all EBP! Must connect to the IEP goals, but can use them however works best for your situation Not going to review the behaviorally based interventions today- focusing on the concept of Social Skills Training The reason why there aren’t so many skills- why do you think there aren’t as many? Engage in a discussion about why social skills are important for adolescents

11 Evidence Based Practices (Marder & deBettencourt, 2015)Resources The National Professional Development Center on Autism Spectrum Disorder autismpdc.fpg.unc.edu What Works Clearinghouse ies.ed.gov/ncee/wwc Best Evidence Encyclopedia National Autism Center National Professional Development Center on ASD has lots of information From Marder & deBettencourt, 2015

12 Individual Let’s look over some materials JigsawWould this resource be a good fit for your students? How would you incorporate this resource into your schedule? What do you think? Get into groups/pairs, small groups Take a couple minutes to review the section that is marked and talk with your group about your answers to these questions

13 Curricula and Guides Social Thinking UCLA PEERS Other guidesThis is from my experience- I’m not trying to sell anything- there are so many options that can be overwhelming, I was able to gather these materials from folks in DE, there are many others out there that could be good to use too

14 Social Thinking Michelle Garcia Winner and Pamela Crooke Focused Intervention Practices are embedded into the activities Robust curriculum and materials The website has a wealth of information about the various programs, packages, resources, and training opportunities There’s a blog as well – provides lots of introspective information about how to assist individuals of all ages, lots of advice and recommendations for professionals, parents and individuals Portland training- March 23-25, 2016

15 PEERS (Laugeson, 2014) Developed by Dr. Elizabeth Laugeson at UCLA Evidence-based curriculum to use with adolescents with autism Working on a young adult curriculum Ecologically Valid Social Skills Skills used by teens and young adults Predictable Format Scripted Lessons The Program for the Education and Enrichment of Relational Skills Liz developed this program from her clinical practice, then implemented in schools, with the intent to become evidence-based Has been replicated by other researchers Ecologically valid skills: The Saying Hi example- when students complain they don’t know how to make friends, adults tell them to walk up to a group, say hi and introduce themselves, then when they do this their peers think they look weird, because this is not how young people enter into conversations! With grant funding CDS at UD was able to send people to the training, then has held trainings for district personnell, they complete fidelity checks and have compiled some data determining the outcomes, Can connect with people in DE if you would like to talk to them about their process in implementing this curriculum

16 PEERS & ST Both PEERS and Social Thinking offer additional resources for students and parents Use in non-school settings Can use in conjunction with the curricula materials, or on their own

17 Books There is a friend maker app for phone that accompanies the Science of Making Friends book

18 Other Social Skills GuidesDr. Paula Kluth Just Give Him the Whale Working with students’ fascinations Promotes Inclusive Schooling strategies Raise your hand if you’ve ever worked with someone who has ever been obsessed with something and it was difficult to connect and work with them Show the copy of Just Give Him the Whale

19 Other Social Skills GuidesDr. Jed Baker Social Skills Picture Book Navigating the Social World Other books Nice material for secondary level non-verbal students- social skills picture book

20 Other Social Skills GuidesThe Autism Discussion Page- Bill Nason Books providing autistic perspectives Facebook group Students with Asperger’s Syndrome: A Guide for College Personnel Autism Discussion Page is from facebook- he continues to post interesting information for parents and professionals, there are 2 books, one is geared specifically for educators

21 Socio-ecological Framework (Thin, 2015)Individual Interpersonal Organization/Community Societal

22 Interpersonal Relationships and the well-being associated with themInteractions with others Friends Parents Siblings Significant Others This piece of the socio-ecological framework deals with dyadic relationships- and the interactions between people, this does not deal with large groups, but with small groups and the quality of the interactions between them

23 Interpersonal Peer MentorsStudents with autism prefer learning social skills in natural settings with peers (Bottema-Beutel, et. al, 2015) The teacher acts as a facilitator/coach Peers are trained in targeted social skills then paired with a student The peers also enjoy working with the students Has anyone used peer mentors and what was that like? Could use in a VR or employment setting Develops leadership skills for the peers too Research about the experience of learning social skills is starting to emerge, Kristen Bottema-Beutel has started to qualitatively examine students’ responses to learning social skills in school Dopp & Block (2004). High School Peer Mentoring that Works! Teaching Exceptional Children-, outlines exactly how to have peer mentors in high school settings This has been incorporated in the college setting as well – at UD it is done with a postsecondary program for students with ID

24 Interpersonal Peer MentorsWhen mentorship programs are instituted correctly, authentic friendships may occur 2013 IDEA Part B data- 58% of students with autism were included in the general education setting

25 Interpersonal Family Parents as instructorsBetter generalization of skills in the community Continuing as a social support after high school Development of understanding of disability within the family Assist with learning to advocate for supports after high school Any experiences with involving families?

26 Socio-ecological Framework (Thin, 2015)Individual Interpersonal Organization/Community Societal

27 Organization/CommunitySocial processes within established institutions Schools Local community Employment Recreation Extended family

28 School Communities The overall attitude in the school about diverse populations and differences School Wide Positive Behavior Intervention and Supports (SWPBIS) Incorporates tolerance & understanding of all types of people Skill training for the entire school- staff and students Embedded reinforcement of positive supports One example of how school communities can work together toward tolerance and understanding of all students

29 School Communities REACT at Avon Grove SD in PennsylvaniaRecreation Experience Activity Club for Teens Extracurricular Activity Meets 1-2 times/month Open to students working on social skills development Incorporates peers to mentor appropriate social skills Staffed by special education teachers or paraprofessionals Often autistic support case managers Incorporate social skills instruction in school with opportunities to practice during their outing Informal survey reveals students make new friends and like having something to do on a Friday night School based business can apply here too Another way schools can contribute to social skills development is through creation of an extra-curriculuar club This was initially a grant funded program, with a grant written by a parent, that was a success and incorporated as an official extracurricular club by the school district At times, the middle school students are welcome to attend some of the events Primarily the autistic support case managers are staffing the club, however they are flexible in having any special educator in the district to support the success of the club Bowling, BBQ in local park, Holiday Shopping (hanging out at the mall), dinner and movie, local events- festivals, carnivals, etc.- The day of the week for meeting can be flexible, but usually Friday night

30 If interested in learning more about this group I have the contact information for the teachers and would be happy to share with you after the presentation

31 Mentors Utilizing adults with disabilities in the community to act as a mentor to students Invite through local adult autism organizations (e.g. ASAN, ASA) School-based discussions/presentations Memoirs Blogs Read memoirs of people who are similar to them- have a school-based book club to discuss and digest the information Blog club- list of blogs

32 Organization/CommunityAfter High School… Adult Autistic Communities Groups specifically for autistic adults (sometimes teens) to gather and be together as their own community Commiserate and share similar experiences Parent venue also There’s some literature about the role of communities- Jim Sinclair writes about this These communities could be another way to find mentors Sometimes they incorporate older teens and young adults together- Postsecondary Setting Campus-based clubs Self-advocate for tolerance and awareness Work with diversity organizations

33 Organizations/CommunityFelicity House, NYC Asperger’s Alliance, DE Examples of Autistic communities for adults

34 Socio-ecological Framework (Thin, 2015)Individual Interpersonal Organization/Community Societal

35 Societal The state of our national/global society and cultureWhy do we teach social skills? What is the role of social ability in today’s society? Social Networking Social Capital We have reviewed various social skills strategies for individuals and schools to implement- what’s the point? These concepts make up our relationships in our society, they are the foundation for our cultural norms Friendships, better quality of life, ability to get a job What is the role of social ability in today’s society? Briefly review two ideas related to the societal level, which include Social Networks and Social Capital

36 Social Networks (Eisenman & Celestin, 2012)Multiple relationships within several groups Development of bonds to create bridges between social groups Reciprocity and trust This is not like social media, although it’s a similar principle For example- students could be in an anime club, but also have interests in comic books or sci fi, through members of the anime club they learn of other clubs that they can go to which support these other interests, with or without the friends from the anime club who told them about the other clubs In your personal life, can you think of a time when you actively used a social network? Social networks are the ultimate outcome from social skills instruction Unfortunately- when there are students with restricted interests who do not understand how to connect with others outside of that interest, their social networks are usually smaller than students without disabilities

37 Social Networks (Eisenman & Celestin, 2012)Assist with positive perception of self Accomplished through participation in clubs/groups/volunteer activities Implications for employment Complete a social network inventory with students Determine where the networks are Discuss value of networks Have copies of the social network inventory available for audience members to review as an example Also ask a peer without autism to complete a social network inventory to gain a sense of what different types of networks look like Can find these inventories in various packages, or can develop one on your own to get a sense of your students’ social networks – need to determine if friendships are being carried onward outside of an organized setting, which usually leads to long term relationships within the network, rather than the relationship depending on participation in the organization

38 Social Capital “Bourdieu (1986) defined social capital as resources, both tangible and symbolic, that are derived from a person’s connectedness to society via social networks. Social capital, along with capital in other forms (information, which he categorized as cultural capital, and economic capital, or currency and monetary resources), contributes to a person’s symbolic and material wealth, status, and power.” (Trainor, emphasis added) Social capital is comprised of networks of people and relationships that contribute to obtaining of capital in its other forms. To extend the above example, a student’s relationship with a guidance counselor has the potential to increase awareness of the SAT registration due dates, tutorial workshops, financial assistance with testing fees, accommodations for students with disabilities, and so forth that may increase access to cultural capital (testing experience) and/or economic capital (test fee waivers). Of significance is that the accumulation The word capital means value- Value is powerful, healthier, happier and live longer due to relationships Become more tolerant, more respectful to people we know – honesty is driven by connections that we have Social capital makes us better as a society- typical person has 150 meaningful relationships- PWD have 25 people in their network- Powerful framework for building a better community and creating a society of respect for each other Sociological concept that refers to intangible resources that emerge from social networks- investing in the success of others is essential for our own success

39 Social Capital A sociocultural understanding of social processes and outcomes The interaction between the individual and society Barriers to social networks result in consequence to the development of social capital Social capital takes the society into account and the interactions the individual has with the society Social Capital is tied to other forms of capital, such as cultural and economic Example- students who have access to an SAT tutor and SAT materials- this could be due to their family’s economic resources, or it could be due to the student’s relationships with professionals like guidance counselors, or other students who recommended using a tutor and their scores increased You will notice that the interpersonal ideas presented will increase social networks and social capital It’s not what you know but who you know and what they know about you and if they will help you- Social connections have value!

40 Socio-ecological approachSocial Networks Social Skills Capital While you can teach social skills, without access to social networks there is no social capital to be gained Consequences- employment, friendships

41 Social-ecological PerspectiveAll of the components affect each other A holistic perspective of social skills instruction Promotes strengths and education about disability Individual Interpersonal Organization/Community Societal When putting all the pieces together it is clear that it is the responsibility of the student, but also those in the students’ community to work toward tolerance and understanding of disability, by viewing an individual with a disability as a person who has many strengths, as well as areas where they may need additional, positive, support

42 Stretching Social Skills InstructionAutistic communities in person or online Autistic Identity The role schools have in identity development Neurodiversity paradigm Disability and self-advocacy Interested in talking more about how to work on this in your school- if you want to talk more talk to me after class Taking into account the long term goal of social skills instruction- let’s think about broadening what concepts could be incorporated into a SS goal or class Learning about the neurodiversity paradigm and the pathology paradigm – so students have a broader sense of what’s happening with other autistic people The concepts of neurodiversity and the concept of “disability as a difference” may provide an anchor to students in how they view autism Could provide better understanding of how autism can be viewed positively and even celebrated Connecting with autistic communities can lead to positive outcomes, as they broaden their social network to include people with varying ability levels What does it mean to have autism in school, in the community, or after school? In my informal conversations with autistic adults- social skills are so hard to learn! There’s a dearth or research already in social skills at the high school and postsecondary levels- even less on the social skills development that occurs depending on gender There is emerging research on the role of finding other autistic people- as described in Silberman’s NeuroTribes book

43 Thank you! Marisa Kofke, M.Ed. [email protected]I am happy to you this power point presentation, or assist you with any resources or questions you may have about implementing any of these social skills concepts I discussed today.