I recently took part in an AIM module in order to learn more about Social Skills Groups. This is an intervention designed to support children with autism. Many students with Autism have trouble picking up social skills therefor it is important for teachers to allow students to experience a learning environment where these skills/behaviors are clearly explained, modeled, practiced, and reinforced.
Social Skills Groups (SSG's) aim to teach students with ASD how to appropriately interact within a variety of settings. This promotes positive social interaction using small groups of between two to eight students (from 4 - 12 years old), one teacher/facilitator and helpers where appropriate. In order to successfully implement Social Skills Groups intervention, staff follow a 10 Step plan. Students will learn, practice and receive feedback on what they do based on observation and data collection. Prior to this, areas of development are identified by collecting data on the individual. This can be done in a variety of ways, and often refers to the IEP in order to ensure the needs of the individual are carefully considered. Please see attached for two sample data collection templates (provided by AIM).
Here is a summary of the 10 steps within Social Skills Groups planning and implementation.
Step 1. Identifying Social skills targeted for instruction
Using a students IEP, teachers can identify goals and target behaviors that are observable and measurable.
Step 2. Organizing training group
Unlike peer-mediated instruction, members of SSG's all have similar goals and should be organized accordingly.
Step 3. Collecting Baseline Data
This important step allows teachers to use a data sheet to record data for each student in order for them to be able to summarize and graph data to identify learners current use of skills.
Step 4. Scheduling group meetings
Organizing meetings to ensure they are held at an appropriate time with regards to learners and helpers. Sessions last 10 - 90 minutes, held 3-4 times per week, and normally between 12 - 20 sessions per unit.
Step 5. Creating a training format or structure
This ensures various activities are planned with regards to intro, practice, feedback and reinforcement.
Step 6. Organizing topics for instruction
It is vital that topics are broken down into manageable, teachable units in order to access the content appropriately. This may use task analysis.
Step 7. Specifying embedded instructional strategies of materials
Appropriate resources are used to support learning within SSG's.
Step 8. Training helpers prior to implementing group instruction
It is clearly important that helpers are trained in order for them to be able to support ASD students to the best of their ability.
Step 9. Implementing social skills group training
Teacher plan sessions according to the data collected, and the needs of individuals.
Step 10. Collecting and using data to inform instruction
As instruction takes place, teachers collect data in a variety of ways in including generalization. I will talk more about this important step and it's relation to successful implementation for teachers.
This YouTube video gives a behind the scenes look at SSG's implementation in Malaysia!
Social Skills Groups (SSG's) aim to teach students with ASD how to appropriately interact within a variety of settings. This promotes positive social interaction using small groups of between two to eight students (from 4 - 12 years old), one teacher/facilitator and helpers where appropriate. In order to successfully implement Social Skills Groups intervention, staff follow a 10 Step plan. Students will learn, practice and receive feedback on what they do based on observation and data collection. Prior to this, areas of development are identified by collecting data on the individual. This can be done in a variety of ways, and often refers to the IEP in order to ensure the needs of the individual are carefully considered. Please see attached for two sample data collection templates (provided by AIM).
Here is a summary of the 10 steps within Social Skills Groups planning and implementation.
Step 1. Identifying Social skills targeted for instruction
Using a students IEP, teachers can identify goals and target behaviors that are observable and measurable.
Step 2. Organizing training group
Unlike peer-mediated instruction, members of SSG's all have similar goals and should be organized accordingly.
Step 3. Collecting Baseline Data
This important step allows teachers to use a data sheet to record data for each student in order for them to be able to summarize and graph data to identify learners current use of skills.
Step 4. Scheduling group meetings
Organizing meetings to ensure they are held at an appropriate time with regards to learners and helpers. Sessions last 10 - 90 minutes, held 3-4 times per week, and normally between 12 - 20 sessions per unit.
Step 5. Creating a training format or structure
This ensures various activities are planned with regards to intro, practice, feedback and reinforcement.
Step 6. Organizing topics for instruction
It is vital that topics are broken down into manageable, teachable units in order to access the content appropriately. This may use task analysis.
Step 7. Specifying embedded instructional strategies of materials
Appropriate resources are used to support learning within SSG's.
Step 8. Training helpers prior to implementing group instruction
It is clearly important that helpers are trained in order for them to be able to support ASD students to the best of their ability.
Step 9. Implementing social skills group training
Teacher plan sessions according to the data collected, and the needs of individuals.
Step 10. Collecting and using data to inform instruction
As instruction takes place, teachers collect data in a variety of ways in including generalization. I will talk more about this important step and it's relation to successful implementation for teachers.
This YouTube video gives a behind the scenes look at SSG's implementation in Malaysia!
Not only does this clip give us a clear understanding of what they do, and the way in which the program works within this centre, but it also lets use see there are a variety of tasks center around the target behaviors, allowing students to have fun. A key aspect to remember is that social development is very challenging for students with ASD. If they can have fun while learning with their peers, this is a major plus point for them.
The concept of SSG's was very interesting to me, and highlighted some key features in particular. I liked the manner in which data was considered and implemented within the 10 step process (step 3 AND step 10). Overall, it is easy to understand why using data as a foundation is vital, however SSG aims to use assessment as a way to specifically identify any areas of weakness, and move forward from there. This involves a collaboration between not only specialists, but family members and where possible the learners themselves. From this, I could see how I might implement aspects of this intervention within my teaching. Although I may not be able to use SSG in it's pure form, I can see how aspects of this intervention can help me understand the importance of data collection, but more importantly it's positive impact on student progress.
The use of data sheets mean collection of information is specific, organized (see use of A, B and C in example) but more importantly informative. By this I mean often teacher might view data collection as an add-on task however this allows teachers to pinpoint what occurs when lessons take place. A blank copy is included in the attachment "Data Collection Forms".
Target behaviors are not only specific but measurable whenever possible. This means progress can be tracked over time. This is not only useful for the teacher, but for the parent (who is not there during lessons) and for the student who can see their improvement in the form of charts or graphs.
Learning about SSG's has allowed me to understand how interventions such as SSG's can be used within schools to help those with ASD. It is important to be open minded to learning about different concepts in order to see how these interventions benefit the student. I would like to talk to the Learning Support Unit within the school I work to explain SSG and discuss it's possible use within their department. Aspects of this intervention could be used in the classroom where students require some additional support. I could potentially use this technique to gather information on students with ASD that work within our Self Contained Classroom. These students come to PE and Health whenever possible. It is often an environment where social skills are highlighted and therefor a great opportunity to work on a students ability to interact with peers, and promote positive social interaction. I think it would be good to be able to have some evidence of their use of social skills out with their classroom. In the same regard, I think use of video to model performance is effective.
Not only can I use this to develop activity specific skills, but to allow students (both with ASD and without) to understand the appropriate way to deal with taking responsibility for their actions, dealing with difficult situations and understanding why it is important to behave in an acceptable manner. This AIM module can help me to evaluate how I can use my knowledge of SSG's within lessons. I would like to use this type of data collection to see how different students act within competitive environments, and as a result could use this data to make instructional decisions in future planning. This might include rules and etiquette within games. Why do we shake hands after a match? How do we deal with losing a game? What do we MEAN when we say you need to be a good sportsperson? These are all aspects that I already indirectly explore, and sometimes aspects that cause some trouble in lessons.
Another interesting aspect of SSG's is the way they include generalization into the concept. This means that the teacher responsible for the SSG tries to observe (and collect data where possible), the students behavior within the general school setting. This may be in the playground, the canteen or even in classes such as PE. This is where I think it is important for all staff to be firstly aware on interventions taking place, but secondly to support the programs and the students to reinforce the work done in theses sessions. Ultimately, teachers are looking to witness students with ASD using their newly practices social functioning skills in a more natural way with their peers. This is a vital part of their inclusion within school, and therefor highlights the benefit of using SSG within schools.
Additional Websites
Autism Internet Modules - Here is the website I used to take part in my AIM Module on Social Skills Groups.
The Autism Project - This website gives us the opportunity to see the type of application parents would expect to complete for Social Skills Groups and Camps. This is a good example of how to present the concept to parents looking for more information also.
National Association of School Psychologists - Resources (Fact Sheet) - This page within the NASP website is a concise overview of social skills (note: not social skills groups itself), and offers other ideas on how to develop skills in this area.
The concept of SSG's was very interesting to me, and highlighted some key features in particular. I liked the manner in which data was considered and implemented within the 10 step process (step 3 AND step 10). Overall, it is easy to understand why using data as a foundation is vital, however SSG aims to use assessment as a way to specifically identify any areas of weakness, and move forward from there. This involves a collaboration between not only specialists, but family members and where possible the learners themselves. From this, I could see how I might implement aspects of this intervention within my teaching. Although I may not be able to use SSG in it's pure form, I can see how aspects of this intervention can help me understand the importance of data collection, but more importantly it's positive impact on student progress.
The use of data sheets mean collection of information is specific, organized (see use of A, B and C in example) but more importantly informative. By this I mean often teacher might view data collection as an add-on task however this allows teachers to pinpoint what occurs when lessons take place. A blank copy is included in the attachment "Data Collection Forms".
Target behaviors are not only specific but measurable whenever possible. This means progress can be tracked over time. This is not only useful for the teacher, but for the parent (who is not there during lessons) and for the student who can see their improvement in the form of charts or graphs.
Learning about SSG's has allowed me to understand how interventions such as SSG's can be used within schools to help those with ASD. It is important to be open minded to learning about different concepts in order to see how these interventions benefit the student. I would like to talk to the Learning Support Unit within the school I work to explain SSG and discuss it's possible use within their department. Aspects of this intervention could be used in the classroom where students require some additional support. I could potentially use this technique to gather information on students with ASD that work within our Self Contained Classroom. These students come to PE and Health whenever possible. It is often an environment where social skills are highlighted and therefor a great opportunity to work on a students ability to interact with peers, and promote positive social interaction. I think it would be good to be able to have some evidence of their use of social skills out with their classroom. In the same regard, I think use of video to model performance is effective.
Not only can I use this to develop activity specific skills, but to allow students (both with ASD and without) to understand the appropriate way to deal with taking responsibility for their actions, dealing with difficult situations and understanding why it is important to behave in an acceptable manner. This AIM module can help me to evaluate how I can use my knowledge of SSG's within lessons. I would like to use this type of data collection to see how different students act within competitive environments, and as a result could use this data to make instructional decisions in future planning. This might include rules and etiquette within games. Why do we shake hands after a match? How do we deal with losing a game? What do we MEAN when we say you need to be a good sportsperson? These are all aspects that I already indirectly explore, and sometimes aspects that cause some trouble in lessons.
Another interesting aspect of SSG's is the way they include generalization into the concept. This means that the teacher responsible for the SSG tries to observe (and collect data where possible), the students behavior within the general school setting. This may be in the playground, the canteen or even in classes such as PE. This is where I think it is important for all staff to be firstly aware on interventions taking place, but secondly to support the programs and the students to reinforce the work done in theses sessions. Ultimately, teachers are looking to witness students with ASD using their newly practices social functioning skills in a more natural way with their peers. This is a vital part of their inclusion within school, and therefor highlights the benefit of using SSG within schools.
Additional Websites
Autism Internet Modules - Here is the website I used to take part in my AIM Module on Social Skills Groups.
The Autism Project - This website gives us the opportunity to see the type of application parents would expect to complete for Social Skills Groups and Camps. This is a good example of how to present the concept to parents looking for more information also.
National Association of School Psychologists - Resources (Fact Sheet) - This page within the NASP website is a concise overview of social skills (note: not social skills groups itself), and offers other ideas on how to develop skills in this area.
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| sample_data_sheets_responding.pdf |
| data_collection_forms_5-29-09.pdf |