This is a Masters of Special Education course work assignment about applying Effective-Practice Social Skill Assessment Procedures.
By definition, children and youth with emotional, social, and behavioral disorders have significant social skill deficits and experience social interaction difficulties. These learners commonly struggle to understand and follow basic rules of social conduct, adhere to standard and accepted social protocol, and all too frequently they display unskilled and inappropriate social initiations and responses. Forming and maintaining age-appropriate adult and peer relationships, displaying appropriate school and community social skills (such as following rules and abiding by traditional classroom routines and accepted conduct), and displaying and using age-expected personal responsibility and self-management behaviors are common problems. Consequences of these difficulties can be significant. Without intervention and support, these students are rejected by peers and adults, and their difficulties in relating and connecting to others is exacerbated.
Teaching social skills and strengthening social interaction opportunities for learners with emotional, social, and behavioral disorders is no easy task. Yet, based on application of evidence-based social skill training and support methods, educators and related service personnel can make significant progress in assisting students in understanding and applying social skills. Outcomes of these efforts are the enhanced capacity to positively interact with others. This module focuses on application of strategies and supports that lead to enhanced social skills and social acceptance.
In addition to this assignment, I will upload reading material that will help you complete the following 2 part assignment:
1.) Dunlap, G., Strain, P. S., Fox, L., Carta, J. J., Conroy, M., Smith, B. J., Kern, L., et al. (2006). Prevention and intervention with young children’s challenging behavior: Perspectives regarding current knowledge. Behavioral Disorders, 32(1), 29-45.
2.) Durlak, J., Weissberg. R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
3.) Stichter, J. P., O’Connor, K. V., Herzog, M. J., Lierheimer, K., & McGhee, S. D. (2012). Social competence intervention for elementary students with Aspergers Syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 42(3), 354-366.
INSTRUCTIONS FOR PART ONE & PART TWO:
Assessing Social Skills Deficits, Part One
Instructions:
This is part one of the assignment on assessing social skills deficits. Completing this assignment will help prepare you to be successful on the more complex part two assignment.
Based on Bobby Gibson’s present levels and his IEP goals (which I will upload for you): Bobby Gibson Case Study
– Interpret and analyze the observation information for both Bobby and non-disabled students relative to the identified social skill by completing the discrepancy analysis. The discrepancy analysis form can be found here: Discrepancy Analysis.docx (I will upload)
– Interpret and analyze the direct observation data for Bobby, relative to the described social situation and target social skill.
– Create a direct observation social skill assessment form for Bobby. A blank form can be found here: Direct Observation form
– Based on the analysis, identify key factors that will be the focus of attention and manipulation/modification connected to improving the student’s social performance and building improved social competence.
Guidelines:
– Your assignment should be between one to two pages in length.
Assessing Social Skills Deficits, Part Two
Instructions:
Use your analysis from the assessing social skills deficits, part one assignment to help you complete this assignment.
Based on Bobby Gibson’s present levels and his IEP goals (which can be found in his case study here: Bobby Gibson Case Study.
1.) Interpret and analyze the rating scale findings, direct observation data, and discrepancy analysis information for Bobby relative to the identified target social skills.
2.) Based on the aforementioned data and your analysis, describe an intervention plan for facilitating improved social performance for Bobby. Include in your proposed plan the following elements:
– Explicit instructional methods.
– Social skill prompting and coaching methods.
– Social understanding and social problem-solving methods.
– Peer-mediated strategies.
– Provide an evaluation plan for the intervention.
Guidelines:
– Your assignment should be between three to four pages in length.
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