Navigating Social Skills

Training
From Practice to Real Life
Application
Presented by
Jennifer Jacobs MS CCC-SLP
jennifer@socialskillbuilder.com
Social Skill Builder
866-278-1452
PO Box 2430
Leesburg, VA 20177
www.socialskillbuilder.com
 History of Video Modeling
Research Peer
Modeling
• Bandura’s Social Learning Theory
(1977) underscores that human
behavior is primarily learned by
observing and modeling others. These
opportunities provide a platform for
which one may generalize to new
experiences.
Basic
Behavior
• Observational learning refers to the
cognitive and behavioral change that
occurs as a result of observing others Social
Social Problem
engaged in similar actions (Bandura, Interaction
Solving &
Consequences
1986).

• As early as 1999 true video research

using SVM to teach behavior function

• Expanded to video modeling of peers

in social situations
 Keys to Success of Video
Modeling
• Increases the child's attention to the modeled task (Bellini, 2007)…most children immediately
direct their attention to the television or computer screen. And if you do not have attention,
you will not have learning."

• Individuals with autism often benefit from visually cued instruction (Quill, 1997) and show
strengths in processing visual rather than verbal information as demonstrated across many
studies using standardized intelligence tests (DeMyer et al., 1974; Shah & Frith, 1983; Happe
1994a; Freeman et al., 1985; Asarnow et al., 1987; Lincoln et al., 1988).

• …children with autism often exhibit over selective attention (Lovaas et al., 1979) or a
restricted field of focus demonstrating a clear ability to sustain
attention for extended periods of time (Garretson et al., 1990; Buchsbaum et al., 1992; Casey
et al., 1993).

• …Children with autism can visually process information better if they have boarders around
their visual fields…therefore making a T.V. and computer screens an more effective way to
learn a new skill. (Murrary, 1
 MSD and SR Result Highlights
Research Completed by Bowers, (2006)
• On average, students who used My School Day
supplement, gained 10 percent in every
category of the Vineland Adaptive Behavior
Scales compared to a 3 percent gain when using
traditional methods alone.
• When comparing subjects in the same age
category (age 9), those who used My School Day
supplement, demonstrated higher post-test
communications scores when compared to
students using traditional methods only.
• Surveys by SLPs using My School Day supplement
indicated that students stayed on task better
when using the interactive technology.
• Students using My School Day supplement
demonstrated a positive gain score in each
category of the Vineland Adaptive Behavior
Scales including Communication, Daily Living
Skills, Socialization, and Adaptive Behavior.
Research Completed by Smith, Williamson, and
Siegel-Robertson, (2007)
• The results from this study suggest that
using technology may be used to improve
the social skills of students with multiple
high-incidence disabilities.
• Software packages, such as School Rules,
may provide many opportunities for the
development of social skills. Bowers (2006)
and Simpson et al (2004) have found that
social skills software have helped students,
especially in the autism spectrum.
• Students who were learning disabled and
had Asperger’s Syndrome seemed to fare
better than those students with mental
retardation or emotional disturbances.
• In this study, the students who were
diagnosed with Asperger’s Syndrome
scored over 70% on the School Rules
modules.
 Other Studies Showing Success of Video
Modeling
• When teaching Preschoolers Complex Play Sequences To A PreschoolerWith Autism …
results showed that the video modeling intervention led to the rapid acquisition of both verbal and
motor responses for all play sequences. The video modeling teaching procedure was shown to
be an efficient technique for teaching relatively long sequences of responses in the absence of
chaining procedures in relatively few teaching sessions. Additionally, the complex sequences of
verbal and motor responses were acquired without the use of error correction procedures or
explicit, experimenter implemented reinforcement contingencies. Patricia D’Ateno, Kathleen
Mangiapanello, Bridget A. Taylor

• When using video self-modeling techniques to increase the social engagement of two preschool
children with autism spectrum disorders. Results showed dramatic increases in social interaction
with peers that were maintained after the intervention concluded. the SchoolPsychology Review,
Bellini, Akullian, and co-author Andrea Hopf March, 07.

• Research indicates that the VM strategy has been effective for improving various skill deficits in
the areas of communication, socialization, academics, and daily living (Ayres & Langone, 2005)

• The VM intervention is an evidence based teaching strategy that may help

children with ASD develop or improve several communication and socialization
skills when implemented systematically. (Banda,Matuszny,Rirkan, Teaching Exceptional
Child,July August 2007
 Studies showing the
enhancement of Communication
using VM
• Spontaneous requesting (Wert & Neisworth, 2003)
• Recognizing emotions in speech and facial expressions (Corbett,
2003)
• Compliment-giving initiations and responses (Apple, Billingsley, &
Schwartz,2005)
• Language production (Buggey, 2005; Charlop-Christy et al., 2000)
• Verbal responses to questions (Buggey et al., 1999)
• Conversational speech (Charlop & Milstein, 1989; Charlop-Christy
et al., 2000;
Nikopoulos & Keenan, 2003, 2004; Ogeltree & Fischer, 1995;
Sherer, Pierce,
Parades, Kisacky, & Ingersoll, 2001).
 Studies showing the
enhancement of Pragmatic Skills
using VM
• Play behaviors including reciprocal play (Nikopoulos & Keenan,
2004); motor
and verbal piay sequences (D'Ateno, Mangiapanello, & Taylor,
2003); independent
play (Charlop-Christy et al., 2000); play-related comments (Taylor,
Levin, & Jasper, 1999); and socio-dramatic play (Dauphin, Kinney, &
Stromer,
2004; Nikopoulos & Keenan, 2003)
• Complying, greeting, and sharing (Simpson, Langone, & Ayres,
2004)
• Spontaneous greeting (Charlop-Christy et al., 2000)
• Social initiations (Nikopoulos & Keenan, 2004; Buggey, 2005)
 Other Reasons Why Video
Modeling is Effective
• Nonaversive (Sturmey, 2003), and many parents and teachers view it as an acceptable
intervention (see Buggey, Toombs, Gardener, & Cervetti 1999; Charlop & Milstein,1989;
Nikopoulos & Keenan, 2003).
• Convenient for parents and teachers because recorded videotapes/DVD’s can be reused.
Furthermore, teachers may have better control over the type of behaviors that are presented
to children; unwanted behaviors may be edited. (customization)
• Economical for teachers when instructing community living skills such as purchasing grocery
items (Alcantara, 1994); these skills can be modeled and recorded on videotape or DVD and
shown to children initially to provide a less invasive intervention.
• VM can be incorporated as one element within a broad package of positive behavioral
support for children with disabilities
• Novel and expanding technology (Sturmey, 2003) for positive behavioral support. Because it
is acceptable and widely used by typical adults and children for leisure, educational, and
business activities, it has considerable potential as an effective, socially acceptable form of
support.

• Easily implemented and feasible from the perspective of the teachers

• Minimal use of trained individual to assist after program is initiated, and greater use of aides
monitoring
• Consistency of targeted skills and training presentation from video and associated stimulus
• Motivation and enjoyment of the student
 Video Modeling Meets our
Students Where they Learn Best
Many students with disabilities – particularly those with ASD – are
visual learners. As Dr. Temple Grandin, a professor, author, and
researcher with autism, explains, “I think in pictures. I do not think
in language. All my thoughts are like videotapes running in my
imagination. Pictures are my first language, and words are my
second language (Grandin, 2002). For such individuals, videos,
simulations, virtual environments (VEs), pictures, and other
multimedia can be effective teaching tools (Grandin, 2002;
Loftus, 2005; Parsons, 2006; Parsons et al., 2006; Dana, 2005).
Songs Targeting Social Skills
http://www.Rivanna Music.com
http://www.bitlink.com/jeannelyons/
http://www.songsforteaching.com/sto
re/Tuned-in-to-Learning-Volume-1-
Social-Skills--Pragmatics-Music--p-
1351.html
Tape recorder
Tape your or
your students
voice to illustrate
tone of voice, for
things like
sarcasm or
emotion
T.V. shows
Use T.V. shows
to show
interpersonal
relationships and
conflicts. Use
AGE
APPROPRIATE
soap operas
clips to illustrate
emotions or
intonation of
voice
 Videos

Make videos
or tape your
students in
social
scenarios.
Premade
videos
Videos that highlight social
scenarios and teach appropriate
behaviors and language
School, Playdate, Friendship,
Conversation & I Can Do It
Videos
$29.95 per video
 Teach2Talk
Sharing Video

ABA centered video that

shows different kids sharing
and highlights appropriate
interactions
$24.99
 Right Choices
Cambium Learning
34-week program that uses video
to help students learn problem-
solving and decision-making
skills; modules focus on topics
such as conflict resolution,
negotiating, and dealing with peer
pressure.
Includes: Instructor's Manual
Coordinator/Principal's Manual, a
parent training component, and
additional program materials. and
four videos (VHS)
$828
 Social Skill Builder

Preschool
Playtime
Volume 1 & 2
• Behavioral expectations
outside of home
• Social Relationships
• Peer conflicts
• Sensory issues

Playgroup, Preschool,
Park & Outing
$69.99
 My School Day
Social Skill Builder

• Rituals of recess
• Peer relations
• Appropriate classroom
behavior
• Lunchtime interaction

Cognitive age: 6-12

$89.99
My Community
Social Skill Builder

Social Expectations
•Safety Precautions
•Social Behavior
•All within community,
including doctor’s office,
grocery store,
neighborhood and more
Cognitive Age 5 and above
$89.99
 School Rules!
Volume 2
Social Skill Builder

•Social Interpretation Skills

•Personal Awareness
•Conflict Resolution
•Organization
Scenarios include:
getting lunch, eating and
talking to friends, “hanging
out”, use of schedules and
time management
Cognitive age: 8-18
$89.99
 Social Skill Builder
School Rules!
Volume 1
• Complex peer relationships
• Subtle social cues
• Personal hygiene
Scenarios include:
Structured activities as
classroom, group work
and physical education,
Unstructured activities as
hallway interactions and
lockers
Cognitive age: 8-18 $89.99
Computer program
offers videos for
adolescents
primarily for
behavior. Some
online activities for
kids about bulling,
empathy and
getting help
Hollywood High - Scholastic
Students write
scripts with
added sound
effects. Once
complete they
can run their
social scenarios
and see them
acted out.

$47.95
Choices Choices
Tom Snyder Productions

Software that give social

scenarios and then comes
up with outcomes.
Situations include: -
*How to deal with peer
pressure
*Recognizing the similarities
and differences among all
individuals
*Acceptance and rejection
on the playground
*Why children tease and
how to respond to it
$99 one computer use
 Teen Second Life

Online community where you

create a character or identity
and interact with others. Basic
membership is free for teens.
You can practice social
interaction in real time with
others in the “community”
Always operate with safe
internet skills – free/subscriber
Mind Reading
Interactive computer
game that shows
videos of different
emotions. Breakdown
of components,
games and library of
emotions
$129.99
Fun With Feelings
Autism Coach

Software that uses video

to working on identification
of emotions. Real and
cartoon characters used.
Looks at components that
make emotions,
environment, and
intonation of voice
$49.99
WATCH
IT
AGAIN
 Computer/Video Reference Go back if
needed in
order meet
goals

1:1 practice Visual Supports

Fade prompts &

Increase group size
supports

Independent behavior
 SUCCESS = CONFIDENCE =
THE WILLINGNESS TO TRY IT
AGAIN