Social Skills Training

Workshop
Techniques and Comparison of Materials
Matt Sargeant and Robert Peyton, Ph.D., BCBA-D
What you will learn from this workshop
} How to form groups – recruitment, size, fit
} Setting goals & dividing groups by goals (if possible)
} Differences between School, Individual, and Clinic Groups
} Measurement of Social Skills Change
} Designing Social Skills Plans for Children – Young Adults
} Using Manuals and Other Resources
} Running a Social Skills Group for Children- Young Adults
} Role of Parents
} Community Connections Beyond Social Skills Group
Additional Resources
(provided at workshop)
} Review of the literature research on social skills training efficacy
} Detailed descriptions and reviews of the materials in popular
training manuals to help you quickly select what you need
} Excel Spreadsheet to calculate & graph the Autism Social Skills
Profile (Bellini, 2008)* *bring flashdrive to workshop or we will
email
} Samples of social skill training plans for each age range
described
} Samples of consent forms for videotaping in case you want to
use video feedback
} Opportunity to look through and use popular commercial social
skill training materials at the workshop (you will have to buy them
for later use, but generally affordable)
Forming Groups
} Recruiting:
◦ Mailings (Without violating confidentiality)
◦ Fliers (Libraries, Schools, Parent Groups, etc.)
◦ Referrals (Getting them from docs, hospitals, etc.)
◦ Web Sites (ASA, Autism Speaks, FEAT, etc.)
◦ E-mails (Safe ways to do this?)

◦ Size (Minimum 3 and Maximum 5 is Ideal, 6 w/lots

of support or if groups are older or easier)

◦ Determining Fit – What behaviors can be tolerated?

- What age or functioning range? -
Crossing the gender line?
Setting Goals
} Outside resources – Bellini (ASSP), others
} Parent/provider input
} Individual Input (teens, some pre-teens)
} Observation

A Good Goal is:

1) Clearly measurable
2) Has multiple achievable steps
3) Builds on current skills
4) May give direction for future (see
example sheet provided)

Dividing groups by goals (only if you lots of clients)

School Groups
} Great for getting lots of children, may allow you to group children by their social
skill goals more easily than a clinic.
} Typically runs all year (school year), and often you can get the same group or a
similar group for multiple years.
} Time limitations – transitions are difficult, often you will only get 30 minutes, and
10-15 minutes are taken up coming to/from the group. In many situations it is
during a child’s lunch time, and they will be distracted by eating as well. Plan on
dividing a typical clinical plan into 3-4 parts to complete it, so it will take up to a
month to do 1 full lesson.
} No social outings are generally possible
} Little if any ability to group by function
} Must be able to deal with challenging behaviors – no ability to exclude clients
} Little parent involvement possible, but materials sent home will often be
received. Plan on a phone contact and mailing at the start, midpoint, and end of
the year to address this.
} Often you can get away with less “fun time” because the kids will still prefer the
social skills group to class – still need some.
Individual Social Skills
} The biggest problem with individual social skills training is that it is not truly a
social activity. Many children can perform well when only adults are present, but
still have trouble with other children.
} Ideally, this format is then supported with peer play experiences.
} Best place to address skill deficits or behaviors that would be dangerous or
disrupt a group. If a client displays the behaviors that make them inappropriate
or dangerous for a group, start individually until they are able to participate in the
group.
} Individual social skills training is also useful for:

•potentially embarrassing things (e.g., helping a person with encopresis

problem solve) • for advanced topics that
are highly individualized (e.g., ethnic identity confusion or family conflicts)
• if a child does not match the functional level of the group in a
specific area (e.g., work on assertiveness or attending)

You will need to set clearly defined behavior goals that exceed the minimum for the
group before entering the group (due to likelihood of some failure to generalize the
skill).
Clinic Groups
} Generally are limited to a single series of trainings (e.g., 8 or 12 week sessions).
} May get 1-2 hours (ours run 90 minutes).
} You can do outings, although this is generally not done for young children.
} Since it is voluntary, you can say that some clients are not appropriate.
} Most social skills training manuals are written with this type of training time and
setting in mind, so you will rarely need to divide them.
} Usually gives better access to “helpers” trained to work with your population. We
recommend 1 helper per 2 kids for younger clients, 1 helper for every 3 for older.
} As far as parent access, this is in the middle – usually not as good as for
individual, but better than school: You can facilitate some social interactions via
the parents, but this can backfire.
} Group sizes vary by the clinic. In large clinics, clients can be grouped by
functional level instead of strictly by age, although we still recommend no more
than a 2 year gap.
} Often some percentage of attendees will keep coming to later trainings, but
these groups need to be planned as complete units, because many clients will
not continuously attend.
Measuring Social Skill Change
} Indirect measures (Bellini ASSP, SLDT, SSRS,
ABLLS, Vineland 2, ABAS, BASC-2)
} Interview / Pull-out sessions (teen+)

} Direct observation

- Data collector limitations (# beh/clients)

- Data methods: interval, real-time, video,
time sample, frequency/duration
- Observations in session
- Outing observations
- Generalization
Sample output of ASSP template

Social Initiation 22
Mean SI 2.444444444
Social Reciprocity 28
Mean SR 2.545454545
Social Confidence 28
Mean SC 2.8
Perspective Taking 13
Mean PT 1.625
Non-Verbal 11
Mean NV 2.75
Social Cognition 10
Mean SC 1.428571429
Total 112
Mean Total 2.285714286
 Designing Social Skill Plans
(Children 4 and under)
} At this age, you are probably not going to be able to have a plan or lesson in the
traditional sense.
} Mostly this will be play and activity based. At most, you may be able to do a
goal-theme like “sharing” or “turn taking.” This may run for several sessions,
even half the time.
} Simple pretend play (being animals, etc.) often goes well, but it can help to have
some props. Most of your teaching will happen during the play times.
} Circle Time and other “fun” aspects of early schooling would be appropriate at
this age, it helps to prepare them and may be familiar.
} Predictable schedules are important for this group, you probably want to run
every class in a similar way & don’t forget about snack as an activity, for the 4 or
5 year olds this can be a good communication builder.
} Really basic playtime rules help, such as “we switch activities when the timer
goes beep” or “you have to share toys after you have your turn”, but no complex
arrangements.
} Reinforcements for all appropriate behaviors are good – “Catch them being
good.” If you want to use edibles, you will need to clear that with parents in
advance. Use variable schedule.
Designing Social Skill Plans (Children
5-12)
} Pick one goal to work on at a time. Cover that item for at least 2 classes.
} Pick goals that you feel will best help the kids based on the information you acquired
from your assessments. (Bellini (ASSP), Parent/provider input, Individual Input,
Observation)
} Often you can start with a lesson plan from one of your resources, but you will
probably have to modify it to fit your clients.
} Think SMALL goals. Take what you imagine you can accomplish and cut it in half
(quarter if in schools) Plan for your time to have a balance of at least 50% fun activity,
so your lesson needs to be short. Homework likely to be done.
} If the kids are not having fun, they will not listen at this age, and may have problem
behaviors. You want your lesson to be interactive as much as possible and
entertaining (even the actual lesson part).
} Ideally, your lesson will lead into a behavior you can prompt or at least track in the fun
activity portion (e.g., asking someone to play)
} It is helpful to have a theme (pirates, ninjas, princesses, animals, construction, star
wars, etc.). Create visuals, use simple language. Minimize or eliminate any writing
from the clients (if writing must be done, often best if you do it for them). Also helpful
to assign jobs/helper roles that rotate.
} At this age, group rewards (e.g., fill the jar) can be used as well as surprise individual
rewards for really good behavior – can be as simple as 2 balls for the jar.
Sample (missing parts) plan 5-12.
 Designing Social Skill Plans
(Teens)
} Teenagers will NOT come if they don’t want to. It may be even MORE important to
build fun activities and outings in than for 5-12.
} Consider half of the sessions for outings and activities. Teens often come to these
groups because they don’t have the chance to access those things without parents
} Teens should have input into what they want to work on. Goals from assessment
instruments should make up only ½ of the goals – let the teens themselves pick the
others (often they pick what you want to work on anyway). Often they know what
they need.
} Some form of age-appropriate entertainment is a good idea for entry and exit
downtimes.
} You can actually do a lesson for this group, and they will want detailed information on
some topics (dating, friendship, bullies)
} As with 5-12 year olds, you can often pull materials from resources and then add
individual information. With this group, you can send lesson materials home and
give between session assignments, but they usually won’t do them, or even tell their
parents about it.
} Best group for videotaping sessions and having them review it or for data collection –
in this group helpers should be facilitating socializing
} You may want to consider: individual pull-outs, support group-style discussion of their
week, self-monitoring programs, teen-led instruction
Sample Teen Plan Dating Part 2

Social Rules

DAT ING IS NOT a BLACK & WHITE CONCRETE ACTIVITY.

These rules only go so far. You will need somebody beyond this group to get advice
from on your particular situation. Ideally a peer who knows people involved, but is more
socially skilled than you – Don't take advise from those who do not succeed themselves.

- If a classmate of the opposite sex is nice to you, this does NOT necessarily mean they
want to date you. They may just be being nice to you because they think of you as a
friend, or they may be n ice to you because they are nice to everybody, or the may be nice
to you because they are trying to protect you – none of those mean they want a date.
• People not on your social level (teachers, therapists, older siblings friends, etc. are
NOT options for dating. Don't even try. You will be disappointed.
• See Sequence of Intimacy handout. EVERY guy gets confused by this at some time
• Understand that even if you get all 9 of the signals listed, they may STILL not want
to dat e you. Some are more important than others
#1 is if they touch you, or at the least do not shy away or look uncomfortable if
you touch them platonically. BUT you should not even try for this unless you
are already gett ing 4 - 6 of the other 9 signals. Platonic touch = hand/shoulder
touch NOT a lingering thing, or a rub or massage or anything more intimate.
• If you are wrong, and they didn't want to date you or do anything romantic, you
CAN still be friends, but it will a lmost certainly be awkward for awhile. You
may want to give it a couple of weeks. Then only proceed if you really like the
person as a friend and think YOU can move past this – not just waiting to ask out
again later.

- Playing "the game": The "game" of dating is simply an attempt to get the other person
to show you that they are interested in you without revealing in a concrete way that you
are interested in them, so that you can avoid awkward and embarrassing situations, while
at the same tim e getting dates. They will be trying the same thing, so this is complicated.
• Compliments, Comments, and Touch is not ALWAYS appreciated. Even if you like
somebody or think they are attractive, y ou should not say so publicly , or you are messing
with t heir ability to play the game – forcing them to either publicly acknowledge you or
not. If you do that, chances are they will take the safe route and deny interest in you,
probably making you embarrassed. If this happens it is really your own fault, not worthy
of revenge or even anger.
• If you like somebody or they like you, it is common to pretend that you don't like them
or for them to pretend the same. This is part of the game. The other thing you are trying
to do is not appear desperate, and thi s is part of that – called "playing hard to get." At
some point somebody has to take a gamble and actually admit to an interest, but that
leaves them open to embarrassment.
• You must keep in mind your own social status and attractiveness when deciding who to
play "the game" with. It is always a good idea to ask friends if they think you have "a
shot" with somebody before going for it. The most popular and/or beautiful person in
Using Resources
} Guide to Social Skills Resources Packet we’ve given you.
For sources not covered, remember that there are no
standards in this area, some resources are truly terrible.
} You must consider your clients’ actual skill level, NOT what
the resource claims should work. (e.g., some“joining in”
programs are 4 steps).
} Task Analysis is often necessary to complete the program,
and often you will need to write your own supplementary
materials.
} Don’t forget about resources for your fun activities as well –
many activities and printable materials are available for free
online. We recommend searching for “preschool themes,”
or the name of what you’re looking for (e.g., “pirates”).
Activity 1 – Making a Lesson
} Choose the age or functional group you want to make
a lesson for.
} Pick the program or topic you want to cover.
} Create the lesson.
} We recommend you start with one of the resource
books provided and add to it.
} If you choose to do a lesson for a younger group,
create a visual. If you choose to do a lesson for an
older group, consider detail needed.
} We will be available for help and to give feedback.
Running Groups – 4 and under
} Good support is CRITICAL, kids that are really struggling may even need 1:1
assistance.
} Have a back-up location if any of the kids need to step away from the group to calm.
} Minimize clutter and chaos, clean between activities, minimize visual items on walls
(but don’t make it too Spartan).
} Remember what we tell parents – focus on the good behavior and you won’t have to
deal with undesired behavior nearly as much. It really helps if you have something
clearly FUN in mind for each class–it’s their idea of fun, not yours. Group movement
games can be really great. Social attention games like “jumping the lillipads” or “Mr.
Fox” can be excellent – teaches a skill and it is fun.
} Reinforcement should be immediate at this age, not tokens.
} Highly recommend intermittent reinforcement for appropriate behavior as a cue.
} Plan for lots of prompting in activities at this age.
} Expect no more than 1-2 minutes of sitting time for the group at a stretch (some
groups not even that).
} Plan potty breaks – every hour at least, and note the “potty dance”, or a child standing
in the corner who does not typically do that.
} Snack is not really optional, and gives a great chance for skills – beware allergies.
Video – 4 and under
Running Groups : 5-12
} They WILL challenge you at some point. Especially the older end of this range is
usually done with “I just want to please you.”
} Despite this, these groups are usually the MOST productive – they are at an age
where they can learn a lot, they are not yet defiant to authority figures, and the goals
worked on at this age tend to be more easily measured.
} Grouping by skill need can have mixed results – placing kids with low social
assertiveness together can sometimes help them get to be more assertive, but a
group that all needs impulse-control help can be difficult to manage without help and
experience.
} Behaviors are more rare, but they tend to be harder to manage.
} It is very helpful to have some way to respond to inappropriate behavior that doesn’t
give them what they usually get. (e.g., unexpected behaviors from the Superflex
prgm.)
} Peer pressure/group management can really help.
} Reinforcement via token systems is now viable, and the clients can work for longer
periods between reinforcers.
} Prep time will be more intensive for this group, you still need themes and a schedule,
but you will also need visuals that may not have a lot of words, but will have extra
artwork. Allow 30-60 minutes per session of preparation time.
} Good outings at this age: bowling, zoo, minigolf, lazertag, ChuckECheese
} Roleplaying is good for this group, try behavioral skills training model: Describe skill,
roleplay model, have them roleplay, give feedback.
Video – 5 to 12
Running Groups: Teen+
} Some members of this age group are leery of authority, but for those who want to learn,
very productive.
} You cannot treat them like kids, or talk down to them. The more involved they are in the
decisions of the group, the more invested they are likely to become.
} They may actually become friends and see each other outside the group.
} Token boards and overt reinforcement or praise do not work with this group, behavioral
contracts can, and gentle teasing can be as good as praise.
} These groups will almost monitor themselves – if someone is being disruptive, other
group members will likely say something (but it may not be productive).
} Division between young teen (often want friends most) and older teen (often want dates
the most) becomes clear, and you should at least balance these topics. For most other
things, functional level will be more important than age.
} This group is likely to be more interested in your actual experiences – successes and
failures, and they will want to talk about “deep” subjects.
} What they say and what they can do is often at greatest contrast. Exaggeration
is common and can have negative effects, but be wary of “calling them out” on it.
Sometimes they will make things up just to fit in or be cool.
} Often the clients who say they don’t need to demonstrate skills are the ones who need it
most. Hands on practice with joining in, asking people out, etc. is helpful.
} It is useful to have someone from both genders helping with a group to give multiple
perspectives. All male groups may have a hard time opening up to a female leader as
quickly as to a male leader. All female groups are rare, and mixing gender can work,
but may affect how you teach.
Teen Video
Activity 2
} What would you do?

} Social Skills Situations

} (video and vignettes)

Role of Parents
} Some groups function by having parents meet together while the kids
are meeting. This can lead to more social connections, allows the
parents to get some support from each other, and will make them likely
to help the clients complete any homework assigned. It can also lead to
some parents feeling left out, rivalries, and squabbles that may harm the
group. If you do this, we recommend that the therapists have an adult
time where they meet with them and help set the tone weekly.
} Usually, parents will have a bigger role for the younger children. At a
certain age (which varies for all families), many parents “burn-out” on
teaching these skills independently, but they will still appreciate you
teaching. In part, this is due to the different way that older kids treat
parents.
} No matter the situation, parents will act as the “ultimate generalization
check” on the skills you teach.
} Most parents will want some input into the topics taught, but all parents
will appreciate knowing what they are in advance and being given
updates if unexpected changes or events occur.
Beyond Social Skills Groups
} Matrix Learning
} Visual Strategies
} Social Inclusion Outside the Group
} Social Clubs
} Team Games
} Accessing Community Social Opportunities
◦ Anime Clubs, Video Games, Etc. – Embrace the Geek
◦ Camps, Sport Teams, Fantasy Teams
◦ Internet Groups, Meetups, etc. (Be CAREFUL!!)
◦ College support groups
◦ Other…