Semi-System Social Skills

Program: Social Skills
Tend Your Garden

A Social Skills Intervention

Semi-System Design created by:
Traycie Swartz & Katie Koplow
University of Utah
CONTENT AND PROCESS DESCRIPTION
TPO No.: 1. To be able to perform socially acceptable behaviors during social interactions.
EO No.: 2. To demonstrate knowledge of appropriate conversation skills, and the importance of having social skills.

Equipment: pots, soil, seeds, watering can, origami paper, table cloths, tape, straws, shovels, gloves
Content Process
1. Set the Environment
Before the clients enter the classroom, Recreational Therapists
will set up supplies and arrange room:

INSIDE:
Set up the room with two tables parallel to each other with
a space between
Three chairs around each of the tables (6 total)
Ensure all supplies are present
Origami Paper
Tape
Straws
Keep supplies off table until activity is ready to begin
Have visual representations of the steps to create an
origami flower

OUTSIDE:
Ensure all supplies are present and set up in the courtyard
Clear off picnic table and layout supplies
Pot
Soil
Watering can
Seeds
Origami flowers
Shovels

1. Set the Environment
Recreational Therapist will prepare for clients to come to group
and ensure all supplies are prepared and organized for the entire
duration of the group. Make sure the environment is cleared of
safety hazards, inside and outside.

During outside set up, be sure to consider:
Temperature
o Sun- too hot
o Shade- too cold
Wet seats and tables

Incase of weather, outdoor set up should be done indoors:
Ensure all supplies are present and away from the table
so they do not cause distractions.
Supplies should be easily accessible for TRS to ensure
smooth transitions between activities.

Equipment: Origami paper, tape, straws, marker
Content Process
2. Introductions
Welcome the group by:
Greeting each client by name
Directing clients to sit in a seat at
the table
Welcome and thank them for
coming
Ask for beginning feelings and
thoughts
Brief review of rules
Describe origami opening activity
Facilitation of origami opening
activity
Close origami activity

As students enter the classroom, one TRS will greet each student individually with
names.
Example, Hello, Danielle. How are you doing today? I really like your dress.
Have each student pick a chair at the table and have them sit with their hands together
on the top of the table. If needed, give a small reminder of the rule.
Once all students have arrived safely to group, TRS will join the students at the tables
and being group.
Welcome to the fourth session of our social skills group.
We hope you all had a wonderful day at school and are as excited as we are to
be here.
Is there anything anyone would like to share with us? Feelings about the day,
feeling about group, or thoughts from last group?
Lets review our rules very quickly.
o Can anyone raise their hand and tell us one of our group rules?
Group Rules
See Attachment A

To begin group today, we are going to be doing a craft activity called Origami.
Does anyone know what origami is?
If no one knows what it is describe origami as the Japanese art of folding paper
into decorative shapes and figures.

Origami Steps
See Attachment B

To close the origami activity, have each student describe a part of the activity that they
enjoyed.

Equipment: None
Content Process
3. State the goal of the group
To be able to perform socially acceptable behaviors during social
interactions.
Benefits of social groups and interactions

Does anyone remember why we come to group each week?
What is the importance of group to us?
If someone gives a negative answer to the above
questions, possible responses could be:
o Is there something one of us could do to help make
group more enjoyable for you?
Let the student know you understand their feelings, but do not let
them dwell on negative thoughts.
4. Introduce activity
Tend Your Garden
Prepare to transition outside or transition into main
intervention
o Bring origami flowers
o Line up in two parallel lines
o If staying inside, students should remain at tables,
and given an opportunity to stand up and stretch
legs.
Once outside sit students at tables
Give students brief details of the activity and explain
supplies
Ask for questions, comments or concerns

Our main activity for today is called Tend Your Garden.
But before we begin, we are going to take a fieldtrip to the
courtyard. (But before we begin, we are going to take a minute to
stretch if you want to.) Our activity today will be done outside so
we can all enjoy the fresh air.
Instruct the students to line up in two rows of 3 people each, with
one facilitator at the front and one at the back of the lines.
The parallel lines give each student a buddy to talk to
and be with during the transition.
Head outside to the picnic tables that will already be set up.
Have the students pick a spot at the picnic table where ever they
would like to sit. Let students change seats if wanted.
For todays activity, we will be planting a flower in our very own
pot. We arent going to give you very many instructions right now.
Instead, we are going to all do it together, step be step as a
group.
Ask the students if they have any questions, comments, or
concerns about the activity.

Equipment: Soil, water, shovel, pots, seeds, origami flowers, table clothes, gloves
Content Process
5. Activity Facilitation
Hand out named student pots
o Explain pot significance- foundation/ support
systems
Scoop soil
o Explain soil significance- self-expression
Draw seed packets from community pot
o Explain seed significance- conversation skills
Origami flowers in individual pots
o Nurturing flowers = nurturing social skills
Origami in Community pot
o Beauty of friendship
Distribution of different seeds in individual pots
o We are all each others friends
Watering the Plants
o Explain significance of the water- interacting
with others

Ask, who wants to ask politely for their pot?
Example of acceptable question, May I have my pot, please?
(With a raised hand)
So who remembers our first group when we talked about support
systems and foundations? Well our pots are visual representations of a
foundation or support system. These pots hold everything together and
create a home for our flowers.
Who has someone they see as their support system or
foundation?

Now we are going to fill our pots with soil. In our second group, we
learned about body language and self-expression. For our flowers, soil
is what will directly touch or effect the seed and is visible until our
flowers are grown. This is like when we use appropriate body language
because it is the first thing people see and think about us before we get
to know each other.

Now it is time for the seeds to go into our pots. Would anyone like to
pick his or her seed packet first by asking politely?
Once all seed packets are distributed, have the students carefully open
the packets and get out ONE (1) seed. Plant seed in soil by placing the
seed on the top op the soil and pushing it down with your finger.
Make sure students keep the remaining seeds in a safe place for
later use.
Note that all the flowers are different kinds as we are all different
people.
Can anyone remember the third week of group when we discussed
conversation skills, appropriate topics, and verbal dialogue? Today our
seeds represent us as social people. When we give the seeds water and
sunlight, they will grow. Just like when we practice our acceptable social
skills, our skills will grow.

Ask the students to get their origami flowers from the beginning of group
and put their flowers into their individual pots.
Discuss with them they significance of their individual flowers. Explain that
each of us as individuals is beautiful and unique.

Now have the students put each of their origami flowers into the
community pot in the center of the table. Ask the students what the
difference is? Prompt a short discussion about how when we all came
together in the community pot our flowers became friends and are even
more beautiful together.
(Keep the origami flowers in the community pot and save as a classroom
decoration.)

Now have the students now ask each other for one of their flower seeds
using:
Open body language
Eye contact
Polite tone of voice
Polite words (please and thank you)
When each student has a new seed from all of their classmates, have
them plant them in their individual pots with their own seed. Now that we
are all in each others individual pots, we are all each others friends.

The last thing we need to do before our flowers can grow is give them
water. Water represents interacting with other by how we listen, respond,
cooperate, and share. By giving our flowers water, we are letting them
grow big and strong. Just like when we interact with each other in
appropriate ways, we are growing our friendships.
EO No.: 2. To demonstrate knowledge of appropriate conversation skills and the importance of having social skills.

Equipment: None
Content Process
6. Process the experience
The majority of the processing will be done within the
intervention, however question and answer processing
can be done after the activity.
Processing Questions:
What is something we liked about this activity?
Can someone explain how this activity relates to social
skills?
What is something you learned about social skills today?
How can we use what we learned today when interacting
with others outside of this group?
What a benefit of having good social skills and making
friends?
What kind of activities would you like to do with your
friends?

7. Closure and follow up with goals
Thank group for coming today.
Remind them to water their plants
Ask for comments, questions or concerns regarding group
Remind them of next week being our last group.
Give any homework assignments
Dismiss group.

Thats all we have for group today. We thank you all for coming
and participating. Does anyone have any questions, comments,
or concerns about today or next week?
Remember that next week will be the fifth and last group of this
program. Dont forget to water your flowers and practice
appropriate social interactions before we meet next week.

Give your neighbor a hive-five and we are done!

PROGRAM: Tend Your Garden, a Social-Skills intervention

Purpose: To provide education and training on basic social skills necessary for positive socialization.


PROGRAM OBJECTIVES

TPO: 1. To be able to perform socially acceptable behaviors during social interactions.

EO 1. To identify personal barriers toward social interaction in order to achieve positive social self-efficacy.

EO 2. To demonstrate knowledge of appropriate conversation skills, and the importance of having social skills.

EO 3. To demonstrate the ability to recognize and model appropriate body language when interacting with others.

EO 4. To demonstrate the knowledge of how to interact within different social relationships (friendships versus authority
figures).

IMPLEMENTATION DESCRIPTION

Population:
Adolescents (ages 13-16)
Clinical Diagnoses: cognitive, emotional, behavioral and/or social deficits and fall within the middle to high range of functioning
of Autism Spectrum Disorder.
Clients are already enrolled in school and have been placed into an after school recreational therapy group.
The program should be limited to no more than six individuals. However it must contain at least two participants so social
interactions can be practiced.
Participants must demonstrate cooperative behavior, the ability to listen and follow directions, the ability to make verbal or
non-verbal contributes to the group and willingness to engage in activity.
Developmental level of 8-16 years old.
Slight modifications to activities may be made for minor cognitive, social, emotional, and physical limitations, based off the
individuals needs.
Program Length and Duration:
The program has been designed to be implemented in five sessions, for a closed group of participants.
The sessions will happen after school for 50 minutes per week.

Program Context:
This program can be used in a variety of settings: clinical, community, or school.
This group will specifically be conducted in a school setting.

Special Considerations:
In the case of poor weather conditions, the activity can be moved indoors and done at tables.

Staff:
This is a closed program limited to six individuals.
Two therapeutic recreation specialists will co-lead each session.
The TRS should be familiar with each clients diagnoses and prepare interventions that are focused around clients goals and
objectives, are age appropriate, are within skill level, and help develop social skills.
The TRS need to have up-to-date licensing and certifications (TRS/MTRS, CTRC) under the NCTRC and URTA
requirements.

Facility:
Accessibility to private, outdoor area (weather permitting)
There needs to be a table large enough to accommodate six clients comfortably.

Equipment:

Pot
6 small
1 large
Soil
Seeds (6x)
Watering can

Origami Paper
Table Cloths
Tape
Straws (8x)
Shovels (1x)
Gloves (6x)

ADDITIONAL IMPLEMENTATION INFOMRATION

A Note on Population Considerations:
Chronological age vs. developmental age: Often a comorbidity of autism is a developmental disability. Although our participants are
within the ages of 13-16, they may not be at that age developmentally. In the client assessments, the developmental ages and IQ's
will be assessed and changes will be made to the language and the content of this group accordingly.

Primary or secondary disability problems: Often a characteristic of ASD is being non-verbal. Participants for this specific program
were selected based on their verbal skills. Verbal usage does vary between clients and adjustments can be made as necessary
during the program.

Magnitude or type of social skills deficits: With ASD, there is a large range of social skills. One end would be withdrawn and the other
would be aggressive. The students in this program will be more withdrawn and less aggressive, however, a few have aggressive
tendencies. The TRS will be aware of these students and be prepared for aggressive behaviors.

Program Content and Process:
If necessary, additional terminal program objectives, enabling objectives and performance measures can easily be added to
incorporate more basic or more advanced skills training.

A Note on Discussions:
This program builds off of the previous group sessions. It is important to note that the facilitator(s) are responsible for making
abstract connections regarding the themes of each group. Facilitator(s) need to be able to guide discussions to help students fully
understand the experience. However, the facilitator(s) should not dominate the discussions, they should encourage responses from
the participants and build off of their thoughts not the thoughts of the facilitator(s).

Evaluation of the Performance Measures:
Evaluation on student progress will be done on an ongoing basis. TRS will perform SOAP notes for every client after each session
and will document any progress, changes to be made and other important information. If needed the TRS may make notes of
important moments during group to later add into the SOAP note. As this is a program held through the school district, the teachers
of the student participants will be made aware of the client goals and objectives and will report important information about the
client's progress during class time to the TRS.
Objectives and Performance Measures
PROGRAM: Social Skills

TERMINAL PROGRAM OBJECTIVE 1: To be able to demonstrate the knowledge and understanding of socially
acceptable behaviors.
Enabling Objective Performance Measure

EO 1. To identify personal barriers
toward social interaction in order to
achieve positive social self-efficacy.

1a. The client will identify 3 personal barriers that affect the way they interact with others.
a) Through self-evaluation and information from guardians, client will compile a written list of
3 barriers when interacting with others.
b) Client will verbally develop an action plan to help work on the barriers that they are facing.

1b. Upon completion of the program the client will be able to state 2 positive ways to change
each of the 3 personal barriers.
a) Identify positive self-attributes and strengths.
b) Focus on their positive self-attributes and work to build their self-efficacy.

EO 2. To demonstrate knowledge
of appropriate conversation skills
and the importance of having social
skills.

2a. Upon completion of the social skills program, the client will be able to demonstrate
appropriate conversation skills while engaging in a dyad conversation with peer or recreational
therapist.
a) Client will start a conversation with an appropriate introduction and be able to respond in
an appropriate manor,
b) Look at person when speaking and listening,
c) Speak in complete sentences while using appropriate tone of voice and adequate volume,
d) Ask question relevant to conversation,
e) Allow others to make comments and complete their statements,
f) Respond to others with a relevant response and on topic,
as judged by the TRS.

2b. Client will express the importance of social interactions and how it can change
relationships and interactions with others.

Enabling Objective

Performance Measure

EO. 3 To demonstrate the ability to
recognize and model appropriate
body language when interacting
with others.

3a. Client will identify types of appropriate body language while watching videos and/or real life
situations.

3b. Client will learn types of appropriate body language by attending group. Examples of
appropriate body language include:
a) Eye contact,
b) Facing toward the speaker,
c) Holding hands, feet and other extremities still,
i. Not wiggling, tapping, twitching, or any other distracting movements
d) Occasional head nods to show understanding,
as judged by the TRS.

3c. Client will demonstrate an ability to perform these examples of appropriate body language
by the end of the program.

EO 4. To demonstrate the
knowledge of how to interact within
different social relationships
(friendships versus authority
figures).

4a. Client will learn different types of social roles and interactions.
a. Social roles and interactions between two friends
b. Social roles and interactions between a child/adolescent and an adult
4b. Client will be able to clearly distinguish between the above two social roles and interactions.
4c. Client will be able to explain the importance of appropriate interactions in the two different
social roles stated above.

Sequencing Sheet

Goal Objective Description Session
No.
Time (Min.)

1

1

1

1

1

1

2

2

2

2

2

2

1. Set the environment

2. Introductions

3. State the goal of the group

4. Introduce activity

5. Activity facilitation

6. Processing the experience

7. Closure and follow up with goals

4

Done before group.

15

3

7

15

5

5

Performance Sheet
Program: Social Skills Staff: Katie Koplow and Traycie Swartz
Date: April 2, 2014

Program Performance Personal Performance
5- Objective Exceeded 4- Objective Met 3- Objective Somewhat Met 2- Objective Not Met 1- No Participation

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Jackque S.
Client will be able to use verbal
communication (asking for help/engaging with
others) 2x during the Recreational Therapy
group without using self-talk or self-
stimulation as observed by the TRS.

Jessica F.
To verbalize sensitivity towards other group
members feelings or opinions 2x during
group, as observed by TRS.

Stephanie L.
Client will demonstrate the ability to make eye
contact 2x with a peer without exhibiting self-
stimulatory behavior during group RT session,
as observed by the TRS.

Danielle H.
Client will interact 2x with peers during group
session using appropriate verbal and body
language as observes by TRS.

Hilary P.
Client will initiate conversation and use eye
contact 2x during group with a peer or TRS as
observed by the TRS.

Garrett B.
Client will interact with peers, 2x during group,
while keeping his hands to himself and
responding with a detailed answer as
observed by TRS.

REFERENCE

"Home Easy Origami for Kids." Easy Origami for Kids. N.p., n.d. Web. 20 Mar. 2014.

Peterson, Carol Ann, and Norma J. Stumbo. Therapeutic Recreation Program Design: Principles and
Procedures. Fifth ed. Boston: Allyn and Bacon, 2000. Print.

APPENDIX

A: Group Rules

HONESTY
This is a safe environment
Share anything that is on your mind as long, as it is appropriate for group

SHOW RESPECT
What goes on during group stays in group
To self and others
Use appropriate language at all times
When sitting at a table waiting for instruction, always keeps hands together on the top of the table

POSTIVE
Positive comments and attitude
Even if you don't agree with another group member, refrain from put-downs.

HAVE FUN
Appropriate behaviors for freedoms
Try new things

PARTICIPATE
Feel free to be open with the rest of the group
If you want to speak or share you will be given the opportunity to

B: Origami Rose Instructions

CLIENT DESCRIPTION

Name: Jackque
Dx: Autism Spectrum Disorder
Sex: Female

Client is a 15 year old, African-American female, diagnosed with high functioning Autism Spectrum Disorder. Client is in the 7
th
grade
for the second time, with an IQ of 85. Client has supportive parents and a younger sister that she gets along with. Client enjoys
talking about music but uses it to engage in self-talk during inappropriate times. Client was entered into the after-school recreational
therapy program 14 months ago when the administration recommended her to repeat 7th grade.

Client was diagnosed with ASD at the age of 3 when language skills were slow to develop. Client attends the after-school program
after being released from her special education classroom. Client seems to enjoy participating in the group, but has difficulty
controlling her self-stimulation habits and self-talk. Client has been working with an Applied Behavior Specialist since the age of 5.

Specific Behaviors:
- Awkward motor skills and inconsistent imitation skills.
- Uses behavior regulations often, pointing and grabbing desired objects.
- Often uses self-stimulation and self-talk when engaging in conversation.

Goal: To be able to perform socially acceptable behaviors during social interactions.

Objective: Client will be able to use verbal communication (asking for help/engaging with others) 2x during the Recreational Therapy
group without using self-talk or self-stimulation as observed by the TRS.

Group Notes:
*Client should be aware that this is the fourth week of a five-week social skills program. Clients are familiar with each other and have
formed therapeutic relationships with the TRS. The clients have been working on self-efficacy, emotional expression, and
conversation skills.

Name: Jessica
Sex: Female

Client is a 14 year old, Caucasian female. She has been diagnosed with mild, high functioning Autism Spectrum Disorder. She is
dealing with gastrointestinal issues and needs many medications to help deal with stomach problems. Doctors have been working
with her to control these symptoms and the school nurse is responsible for administering her medications. She is in the 8
th
grade and
has an IQ of 94.

Client was diagnosed with ASD at the age of 3 and has been taking medications since. Client has 3 siblings and enjoys playing
outdoors with them. She uses repetitive language as a self-stimulus. Client also has some OCD. She is very observant of
surroundings and functions better when things are done in routine. Client has a lack of empathy and it is difficult for her to
understand other peoples feelings.

Client was entered into the after-school recreational therapy program 10 months ago based on teacher recommendation.

Specific Behaviors:
- Moderate communication skills
- Lacks understanding of others feelings
- Repetitive language
- Has a need for sameness in routines


Objective: To verbalize sensitivity towards other group members feelings or opinions 2x during group, as observed by TRS.

Group Notes:
formed therapeutic relationships with the TRS. The clients have been working on self-efficacy, emotional expression, and

Name: Stephanie
Sex: Female

Client is a 13 year old, Caucasian female with high functioning Autism Spectrum Disorder. Client was diagnosed at the age of two
when there was a significant lack of development in communication skills, eye-to-eye contact, facial expression, and body posture.

Client is in the 7
th
grade with an IQ of 90. She has been involved with the schools special needs program since the 3
rd
grade and
works well with adults and those older than her. Client was entered into the after-school recreational therapy program 16 months
ago.

Client has a sibling 18 months younger than her and has problems establishing a relationship with her due to the clients lack of
ability to share feelings of enjoyment and interests, which limits their interactions.

Specific Behaviors:
- Exhibits self-stimulatory behavior in the form of rocking, hand-turning and hand-flapping
- Poor social skills
- Prefers not to interact with peers
- Has a hard time making eye contact


Objective: Client will demonstrate the ability to make eye contact 2x with a peer without exhibiting self-stimulatory behavior during
group RT session, as observed by the TRS.

Group Notes:
formed a therapeutic relationship with the TRS. The clients have been working on self-efficacy, emotional expression, and

Name: Danielle
Sex: Female

Client is a13 year-old, Latina female who was diagnosed with mild Autism Spectrum Disorder at age 2. Client is generally healthy
although she has recently been diagnosed with rheumatoid arthritis and is sensitive to pain. She has difficulty with small spaces and
"bottlenecks" where many people are congregated.

Client participates in special education at a local middle school. Her strengths include being curious, visually astute and being social
with adults. Her challenges include communication, impulsivity, and behavior that may include occasional mild tantrum. These
challenges have made it difficult for Danielle to participate in activities with peers. Client has an IQ of 110, is in the 8th grade, and
enjoys learning and being at school.

Client started participating in after-school recreational therapy in September 2013 when she claimed she was too overwhelmed at
school.

Specific Behaviors:
- Often complains of pain from arthritis, even if there is no pain.
- During group, is easily distracted and will get up out of her seat.
- Curious, social, and visually astute
- Challenges communicating with peers


Objective: Client will interact 2x with peers during group session using appropriate verbal and body language as observes by TRS.

Group Notes:
*Client should be aware that this is the 4th week of a 5-week social skills program. Clients are familiar with each other and have

Name: Hilary
Sex: Female

Client is a 15-year-old Caucasian female with mild Autism Spectrum Disorder. Client is currently in 8th grade. She has difficulty
communicating with her peers and frequently fails to respond when people speak to her. Client rarely initiates conversations or
makes eye contact with other individuals.

Client is not the only person with autism in her family. Her older brother exhibits some symptoms of autism, including certain
repetitive behaviors, difficulty with social skills, and behavioral problems. Despite these barriers, sibling has been successfully
integrated into a general education classroom.

Client was placed in a special education class at the middle school at the beginning of September 2013, when teachers were unable
to find effective teaching strategies to work with her in public education classroom. Her IQ is 90. She has difficulties listening and has
difficulty interacting with the five other students in her classes. At home, client's mother and father have noticed that the methods that
helped her brother arent effective for her. Client entered the after-school recreational therapy program 7 weeks ago. She is still
warming up to the staff, and is very shy. When she is feeling overwhelmed or uncomfortable, she will hide her face in her hands.

Specific Behaviors:
- Struggles with initiating conversation and responding
- Has a hard time listening
- Does not make eye contact when talking
- Often faces away from group and seems disconnected
- Shy and hides her face in her hands when overwhelmed or uncomfortable

Objective: Client will initiate conversation and use eye contact 2x during group with a peer or TRS as observed by the TRS.

Group Notes:
Client should be aware that this is the 4th week of a 5-week social skills program. Clients are familiar with each other and
have formed a therapeutic relationship with the TRS. The clients have been working on self-efficacy, emotional expression,
and conversation skills.

Name: Garrett
Sex: Male

Client is a 14-year-old Caucasian male with high function Autism Spectrum Disorder. He is fond of his mother and grandmother but
is shy with other people. When his family has guests over, he will hide in his room. He struggles with understanding what upsets
others. He wants to make friends, but his peers have a hard time putting up with him. He wants things done his way and has a hard
time with give-and-take relationships.

His attempts to interact are clumsy and irritating to others. He makes remarks, which upset others. When confronted, he will cower.
Client will respond to questions briefly, but struggles with initiating conversation. Client is beginning to be interested in girls, but lacks
the skills to make friends with them.

Client was entered into the after-school recreational therapy program, 1 year ago by his mother and grandmother. Client has an IQ of
97 and is in the 8th grade.

Specific Behaviors:
- Interactions are bothersome to others
- Will poke at girls as a sign of affection
- Is selfish and has difficulty compromising
- Responds quickly and briefly to questions


Objective: Client will interact with peers, 2x during group, while keeping his hands to himself and responding with a detailed answer
as observed by TRS.

Group Notes:
* Client should be aware that this is the 4th week of a 5-week social skills program. Clients are familiar with each other and have

Semi-System Social Skills

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