Intervention

Protocol
2/21/2017

Social Skills Program

Sara Church
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Contents:
Purpose 2
Description of Program..2
Problems to Address.2
Referral Criteria2
Contraindicated Criteria.2
Intervention Techniques....3-35
Compliment tag with Activity Analysis.3-8
The Rainbow Fish with Activity Analysis.9-15
The Emotional Wheel of Color with Activity Analysis.16-22
Life Sized Candy Land with Activity Analysis.23-28
Team Obstacle Course with Activity Analysis29-34
Staff Certifications and Training35
Risk Management35
Expected Outcomes...35
Program Evaluation.36
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Purpose:
To promote the development of healthy social skills through interactive activities and increased
participation engagement with others.
Program Description:
A group of 4-6 clients with Autism will meet three times a week for thirty minutes, and
participate in a social skills activity. These may include, self- expressive art, interactive team
activities, and educational learning activities. Clients will have the opportunity to practice
maintaining eye contact, developing social interactions with others, follow directions, and
explore different ways in which they may express themselves.
Client Problems that may be addressed:

Following Directions
Concentration/Attention Skills
Expression of Feelings
o Regulating Voice Level
Deficits in Social communication
o Non-Verbal Communication
o Social emotional reciprocity
o Developing and Maintaining relationships
o Verbal Communication Skills
No eye contact
Repetitive Patterns of Behavior (flapping arms, spinning, tapping)
o Inflexible adherence to routines
o Insistence on sameness
o Repetitive Speech
o Repetitive movement of objects
o Abnormal intensity of focus
High Sensitivity to senses (light, noise, touch)
o Low adaption to the environment

Referral Criteria:
Referrals must be from the clients physician/doctor and a parent/guardian request
Contraindicated Criteria:
Client puts others in the group in danger (violent acts) or inability to participate in a group
setting.

Intervention Techniques:
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Compliment Tag: Physical Activity

Population: Adolescents with Aspergers Syndrome or having mild Autism (Level 1 severity)
Age: 12-18
Group Size: 6-12
Setting Considerations: Must be done in a large open area, free from any tables, chairs or other
obstacles that could cause injury. May be done outside, but must be done on flat, dry ground.
Take weather into consideration when planning for activity.
Group Stage Considerations: For groups that are forming, Storming, Norming, Performing, or
Adjourning
Purpose: To provide an opportunity for the clients to engage in a physical activity, that will
foster their communication skills, and build and maintain friendships.
Goals:

Increase ability to interact in a social setting

Increase clients ability to express their thoughts to others in an appropriate manner
Enhance clients ability to respond to verbal cues
Practice taking turns
Decrease hyperactivity and improve physical health
Supplies Needed: Large open space that allows room to run, and participants
Intervention Description:
a. Prepare a large space that is large enough for clients to run around in without getting
hurt (ex: large gym inside, or grassy field at a park). Ensure that the weather is
appropriate and that there is no water on the ground for clients to slip on
b. If taking clients to a park or other location; prepare transportation accordingly (facilities
bus, public transportation, ect.)
c. Once you have arrived at location, gather clients into a circle and explain what a
compliment is
d. Go around the circle allowing each client to share an example of a compliment, to check
for understanding
e. Explain to clients rules of the game including appropriate touching of one another in a
game of tag, and respectful behavior (no hitting, pushing, calling each other names,
arguing, touching each other only on the shoulders, legs, or arms, ect.)
f. Explain that one person will be chosen to be it, that person will chase after peers to try
and tag them. If they tag another person, that person will be the new it. However, if
the person being chased shouts out a compliment before being tagged they are safe,
and the person it has to chase after someone else.
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g. Continue until all players have had a turn being it.

h. After the game is finished, gather the group in another circle and give them water
bottles to re-hydrate.
i. Facilitate discussion about intervention; How did this go? What can we learn about
communication through this activity? What are some of the consequences for not
communicating our thoughts? How did it feel when you received a compliment? Close
group by encouraging clients to ponder about how communication or lack of
communication impacts their life.
j. Transport clients back to the facility
Special considerations or risks:

Be aware of any obstacles that may cause injury to clients in the public space
If clients do not understand boundaries, an enclosed space may be more appropriate in
order to prevent clients from running away
Consider weather (if rainy or snowy stay inside, if sunny and hot make sure to bring
water and sunscreen enough for each client)
Bring first aid kit in case of injury
Possible Discussion Questions:

Remembering: What did we just do? What did you find challenging? What was the most
rewarding?
Understanding: Why is communication important? What are different ways that we can
communicate?
Applying: Where do we see communication outside of group?
Analyzing: How did it make you feel when you were able to openly communicate? Why?
How does communication impact the way that we feel?
Evaluating: How could communication impact our relationships with others at home?
Creating: What is something that you could personally do to communicate your thoughts
and feelings better?
Possible Group or Individual Assignments: Have each client come up with one compliment to
give another person in that they interact with regularly in everyday life before next session. At
the start of group next time, have each client report their experience.
Modifications or adaptions: Consider any physical adaptions that may be needed according to
each clients needs. Prepare accordingly.
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The Rainbow Fish: Creative Activity

Population: Adolescents with Aspergers Syndrome or having mild Autism (Level 1 severity)
Age: 12-18
Group Size: 6-12
Setting Considerations: Location must be a distraction free zone, and well light. Each client must
have a desk or to work on with a chair to sit on.
Group Stage Considerations: For groups that are forming, storming, norming, performing, or
adjourning
Purpose: To teach the value of communication and teamwork, and provide each client to
express themselves through art.
Goals:

Help each client understand that they are one part of a big picture, each one unique
with something to give to the group
Provide an environment for each client to practice communication skills, and taking
turns
Help each client build social networks
Give each client an opportunity to express themselves through art
Supplies needed: The story of the rainbow fish by Marcus Pfister, 1 coloring sheet of the
rainbow fish for each client (see attached form), 1 set of markers (various colors)
Intervention Description:
a. Gather clients in a half circle and read them the story of the Rainbow Fish
b. Seat the clients around the table/ desk
c. Give each client a rainbow fish coloring handout, and one marker (everyone gets a
different color)
d. Explain to the clients that they are to color their fish but can only have one marker at a
time, if they want to use a different color, they can trade their color with another person
if they ask them for it.
e. Keep clients at the table if appropriate for a discussion group. If not, have group move
into a circle on the floor for discussion
f. Close group by discussing facilitation questions (see below) along with outlined
assignment
g. Dismiss group
Special Considerations or Risks:
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Consider the type of markers used (make sure they are non-toxic)
Make sure the clients are able to have enough space to move around, if they need to
trade markers. Remove any barriers or obstacles that may be in the way
Possible Discussion Questions:

Remembering: What did we just do? What were some of the challenges that we faced?
Understanding: Why is it important to communicate?
Applying: How does communication influence our relationships with others? What
happens when we dont effectively communicate?
Analyzing: How might we use effective communication in our everyday lives?
Evaluating: What are some barriers that keep us from effectively communicating with
others around us every day?
Creating: What can you do to better your communication skills?
Possible Group or Individual Assignments: Encourage group members to ponder what they can
do to improve their own communication skills, ask them to share their findings at the beginning
of group next time.
Modification or Adaptions: According to fine motor skills of each client, have different sized
markers available to trade if thinner markers are too challenging
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Emotional wheel of color: Psycho-educational activity

Population: Adolescents with Aspergers Syndrome or having mild Autism (Level 1 severity)
Age: 12-18
Group Size: 6-12
Setting Considerations: Location must be a distraction free zone, and well light. Each client must
have a desk or to work on with a chair to sit on.
Group Stage Considerations: For groups that are Forming, Storming, Norming, Performing,
Adjourning
Purpose: To encourage clients develop an awareness of self, based on different emotions that
they experience. When those emotions are recognized, teaching them a way to express them
Goals:

Help clients develop an awareness of self

Teach clients about various emotions, and how they can express them
Build social connections with others
Supplies Needed: 1 emotion poster (pictures of faces making different emotions), 1 handout of
the emotion wheel for each client (see attached), and 1 package of colored pencils for each
client.
Intervention Description:
a. Gather clients around the table in a half moon
b. Show clients the emotion poster, and talk about each emotion shown (anger, happiness,
joy, disappointment, sadness, pride, ect.)
c. As you are discussing different emotions, ask the clients to share a time that they
experienced that emotion with the group (1 example per person)
d. Give each client an emotion wheel, and talk about the eight emotion sections within the
emotion circle. Explain that they are to draw something inside each section to
demonstrate how that feels to them (this could be through color, or pictures)
e. Give each client a package of colored pencils to use
f. When they are finished filling out their circle, collect all the colored pencils
g. Gather group back in a circle, and close group with discussion questions (see below)
h. Give assignments outlined below
i. Dismiss group
Special Considerations or Risks: Make sure that they markers used are non-toxic (washable
non- scented are the best). Be considerate that this exercise may bring up experiences that may
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be hard to share, create an environment within the group that the clients will feel emotionally
safe.
Possible Discussion Questions:

Remembering: What is emotion?

Understanding: Why is understanding emotion(s) important?
Applying: How does emotion effect our daily lives?
Analyzing: What are some ways that we can express our emotions in a way others can
understand? What are some of the consequences that we may encounter when we
express our emotions in negative ways?
Evaluating: How does what we express, communicate about ourselves to others? How
does the way that we express ourselves effect our relationships with others?
Creating:
Possible Group or Individual Assignments: Have each client come up with 1 way in which they
can better express their emotions, and practice that task every day until the next group session.
Have them share their experiences at the start of the next group.
Modification or adaptions: If clients need adaptions for other utensils (i.e.. Markers, crayons,
ect.) plan for that beforehand. Have enough of that utensil for each client.
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Life Size Candy Land: Game-like activity

Population: Adolescents with Aspergers Syndrome or having mild Autism (Level 1 severity)
Age: 12-18
Group Size: 6-12
Setting Considerations: This intervention is to be done inside in a large open space free from
distractions, or obstacles.
Group Stage Considerations: For groups that are Norming, Performing, Adjourning
Purpose: To increase communication skills and social interactions between group members, and
practice social skills including; listening, concentration, taking turns, and following directions.
Goals:

Increase social networks between clients

Provide an environment in which clients can practice social skills (taking turns, listening,
and following directions)
Increased concentration for each client
Decreased hyperactivity

Supplies Needed: 1 Package of construction paper with red, green, blue, purple, yellow, and
orange paper (to resemble the colored spaces they can land on), Life sized dice, social
interaction card (20 for each color)
Intervention Description:
1) Set up the candy land board in the gym before group starts, laying down colored
construction paper all throughout the gym in a circular pattern (looks like a tornado).
Determine a start and end point, label them
2) Gather clients in the gym, and explain the rules before anyone starts
Rules:
a) Each client will take a turn rolling the dice, and whatever number they roll they will walk
that many spaces
b) Client will walk to designated space
c) Whatever color they land on, they are to draw a social card from the matching color
(given to them by the rec therapist)
d) Client will answer the question on the card and ask one other client to answer the same
question (for more involvement)
e) The dice will then be passed to the next person, who follows the same rules
f) The game continues until someone reaches the end
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3) Allow the clients to play the game as instructed above

4) When someone reaches the end of the board, gather the group back up in the room they
started to discuss the intervention
5) Facilitate group according to discussion questions below
6) Assign the assignment listed below
7) Dismiss Group
Special Considerations or Risks: This activity is a physically involved activity, clients may need
accommodations according to ADA. See individual client record for details
Possible Discussion Questions:

Remembering: Tell me about this experience

Understanding: Why is following directions important?
Applying: Where else is it important to following the rules important?
Analyzing: How does it make you feel when you follow the rules? How does having
harmony with others (through following the rules) effect the relationships in your life?
Evaluating: What do you think will happen if we were to follow the rules of society? How
does following the rules help us get farther in life? What does it benefit us?
Possible Group or Individual Assignments: Assign each client to ponder about how they
improve their social relationships with others through following social rules. Invite them to
share at the start of group next session.
Modification or Adaptions: If clients need to use a wheelchair, space the board apart farther to
allow them to better fit on the board.
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Teamwork Obstacle Course: Challenge Activity

Population: Adolescents with Aspergers Syndrome or having mild Autism (Level 1 severity)
Age: 12-18
Group Size: 6-12
Setting Considerations: This intervention may be done in an indoor or outdoor setting, however
make sure that the area in which the activity is being conducted is dry and safe.
Group Stage Considerations: For groups that are Norming, Performing, Adjourning
Purpose: To provide clients with an opportunity to enhance their social skills, (including
listening and following directions, communication, and giving directions) as well as adapt to
environments that they are not used to.
Goals:

Strengthen client relationships

Enhance communication skills (responding to cues, listening, giving and following
directions)
Improve concentration on a specific task
Teach clients about overcoming barriers that they may face (social barriers)
Help clients learn to adapt to new environments
Supplies Needed: 1 bandana for each client, roll of string, 10-15 chairs, 10 pool noodles, 1
package of balloons, a long sheet, 10 ft. length rope, and 1 bubble machine
Intervention Description:
1) Set up the obstacle course before group, each one going back and forth across the gym floor
in a zig zag pattern as follows.
a) Obstacle 1: The chair maze
i) Set up 10 chairs in a random pattern across the width of the gym floor, creating a
maze like design
b) Obstacle 2: The tent of doom
i) String the rope across the room strong enough to hold a sheet up to create a tent
like structure. Tape the blown- up balloons on the inside of the sheet to add an
extra challenge
c) Obstacle 3: Noodle limbo
i) Stack 6 chairs (3 on each side) across from the other stack. Tape the pool noodles
across the top, making a limbo that the clients go under
d) Obstacle 4: The string forest
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i) Tape the string across the room in random patterns from wall to wall, creating a
spider web like obstacle
e) Obstacle 5: Bubbles!
i) At the very end of the obstacle course, set up a bubble machine that the clients need
to go through to finish the course
2) Pair up each client with one partner, choose 1 person to be the leader and the other to be
the follower
3) Have the follower put on a bandana over their eyes
4) Instruct the leader on how to successfully complete each obstacle, so that they can direct
their partner through the obstacles
5) Have the leader to guide their partner through the obstacle(a-), until they get to the end
6) Once they have both gotten through the obstacles have them switch roles, and repeat the
course
7) When all clients have successfully played the part of both roles through the obstacles,
gather up the group in a circle and facilitate the discussion questions posted below
Special Considerations or Risks: This course is physically demanding, and requires that clients
are able to walk, crawl, bend, and sit. There are hazards to be aware of in which clients may get
hurt. They may hit their head or limbs on various objects, trip and fall, slip on bubbles, or twist
their ankles. Waivers may need to be signed before clients participate in this activity.

Possible Discussion Questions:

Remembering: Tell me about his experience

Understanding: What is communication? What does it truly mean to communicate?
Applying: What can we learn about communication through this activity?
Analyzing: What parts of our body are involved in communication? What made
communication difficult? What were some of the consequences of miscommunication?
Evaluating: What are some advantages of having successful communication in our
everyday lives?
Creating: How can we overcome (social) obstacles that we are faced with? What can you
do to have better communication in your life?
Possible Group or Individual Assignments: Assign each member to think of an obstacle that
they may be facing, and come up with an idea on how they can overcome that obstacle. Be
prepared to share it in group next time.
Modification or Adaptions: ADA accommodations may be met if needed for individual clients
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Staff Training:

State Licensure: TRS or MTRS

National Certification: CTRS
First Aid and CPR Certified
Risk Management:

Upon entering the program, parents/guardians will sign approved documentation,

consulting that if any injuries occur during group, the facility is not liable
All Recreational Therapists and Aids must be CPR/First Aid Certified
There will be one aid for every two clients
Allergy/medication forms will be filled out prior to clients entering the program
No outside items (toys, musical instruments, pets, ect.) are to be brought into the facility
All equipment used (stereos, musical instruments, plugs, ect.) will already be set up prior
to group
All cords will be covered with duct tape to prevent tripping

Outcomes Expected:
Client will develop Awareness of Self through feeling identification
Client will engage in group experiences to increase social networks
Client will be exposed to various sound, light, and routine to increase their adaption to
new environments
Client will learn about different emotions through art to help him/her understand their
own feelings, and increase their ability to cope with different emotions
Clients will engage in individual and group activities that invites creativity and
individuality, promoting increased Self-Esteem
Clients will Improve concentration skills through participating in listening and learning
activities
Client will obtain improved physical health and decreased hyperactivity as a result of
participating in physical team activities

Program Evaluation:
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Gathering formative evaluation during each session

Observe how each client follows directions during class

Observe how each client concentrates (how long their attention span was during class)
Observe social interactions between client and therapist, or between client and peers
Observe Repetitive behaviors of each client, and take note if they have
increased/decreased since entering the program
Gathering Summative Evaluation at the end of the program

Review Assessments, goals, and objectives for each client to document progress
Compare client outcomes to program activities

S. Clark, TRS CTRS (student) February 21, 2017