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Social communication in the classroom. A journey to inclusive practices.
Bronwyn Sutton, Speech Language Pathologist www.learningappguide.com
What is social communication?
Using communication to initiate, respond or engage with others in order to sustain a social interaction
Greet
Answer
Comment
Show
Call
Express feelings
Express opinion
Agree/Disagree
Assert
Name
Provide information
Manners
Why is social communication important?
Relationships ♦ Language ♦ Cognition
Examples of social communication difficulties
???
Difficulty responding
Difficulty engaging
Difficulty initiating
Monologues ???
Needs of the individual child
Pull-out approaches
Clinic based
Pull-out at school
Benefits: Quiet, calm place to learn Research: “contrived, restricted and decontextualized” (Gresham et al., 2001, p. 340). Pull-out approaches were less effective and less likely to generalise compared to in-class approaches (Bellini et al 2007)
Involve peers
Brown & Odom (1994); Hart & Whalon (2011) Paul (2003); Strain, Kerr, & Ragland, (1979); Strain, Shores, & Kerr (1976)
Social Skills Groups
Social Skills Groups
Benefits: Practice with other children Research: “tentative support” (Reichow & Volkmar, 2010. May improve some specific skills, but show poor generalisation to other settings (Williams White, Keonig & Scahill 2007)
Natural social setting
Brown, McEvoy, & Bishop (1991); Frea, Craig-Unkefer, Odom, & Johnson (1999); Paul, (2003); Rule, Losardo, Dinnebeil, Kaiser, & Rowland (1998) Stichter, O'Connor, Herzog,
Lierheimer, & McGhee (2012)
Natural settings with peers: playground
Natural settings with peers: playground
Children need a break, classroom teachers are not available, teachers on duty need to supervise (Kamps, Potucek, Lopez, Kravits, and Kemmerer, 1997) Short term programs conducted by external professionals
Adequate Dosage
Gresham (2001), Bellini et al (2007)
Responsibility for intervention at school
Therapist Teacher Aide
Teacher Specialist Teacher
Classroom Based
Adult mediated
Direct Instruction
Prompting
Rewarding
Modelling
Pivotal Response Training
Social StoriesTM
(child mediated)
Popular with teachers (Hess, Morrier & Heflin, 2008) Books are a resource found in classrooms Low level of effectiveness (Brunner & Seung, 2009; McConnell, 2002; Rogers, 2000)
Video Modelling (child mediated)
Not used by teachers (Hess, Morrier & Heflin, 2008) Video equipment becoming more available in classrooms (mobile devices) A recommended intervention (Reichow &Volkmar, 2010;Wang & Spillane, 2009)
Self Monitoring (child mediated)
Not used by teachers (Hess, Morrier & Heflin, 2008) Effectiveness shown in classroom setting (Morrison, Kamps, Garcia &Parker ,2001)
Peer mediated interventions
Brunner & Seung (2009); Matson et al., (2007); McConnell (2002)
Rogers (2000); Weiss & Harris (2001)
Peers may also benefit academically, socially and emotionally from participation
Peer mediated in class with one peer
Instruction Prompting Rewarding Modeling PRT
Resources available in classroom
Embedded into curriculum
Korinek & Popp (1997); Schoenfeld, Rutherford, Gable, & Rock (2008); Fentry, Miller, & Lampi (2008)
Embedded into rotations
Banda,Hart & Liu-Gitz (2010)
Embedded into reading
Kamps, Barbett, Leonard & Delquadri (1994); Kamps et al (1997)
Co-operative learning groups during Social Studies
Dugan et al (1995)
Embedded utilising iPads???
An inclusive approach
Interventions with typical peers
Natural social setting
Adequate dosage
Resources in classroom
Embedded in curriculum
? Responsibility for intervention
References
Banda, D. R., Hart, S. L., & Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619-625. doi: http://dx.doi.org/10.1016/j.rasd.2009.12.005
Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. doi: 10.1177/07419325070280030401
Brown, W., McEvoy, M., & Bishop, N. (1991). Incidental teaching of social behavior: A naturalistic approach for promoting young children’s peer interactions. . Teaching Exceptional Children, 24, 35 - 38.
Brunner, D. L., & Seung, H. (2009). Evaluation of the efficacy of communication-based treatments for Autism Spectrum Disorders: A literature review. Communication Disorders Quarterly, 31(1), 15-41. doi: 10.1177/1525740108324097
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
Fentry, N., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive settings. Intervention in school and clinic, 43(3), 186-192.
Frea, W., Craig-Unkefer, L., Odom, S. L., & Johnson, D. (1999). Differential Effects of Structured Social Integration and Group Friendship Activities for Promoting Social Interaction with Peers. Journal of Early Intervention, 22(3), 230-242.
Gresham, F. M. (1998). Social skills training: Should we raze, remodel or rebuild? Behavioral Disorders, 24, 19-25.
Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, L. M. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38(5), 961. doi: 10.1007/s10803-007-0470-5
Kamps, D., Barbetta, P., Leonard, B., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
Kamps, D., Potucek, J., Lopez, A., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. doi: http://dx.doi.org/10.1023/A:1022879607019
Korinek, L., & Popp, P. A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41(4), 148-148.
Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with Autism Spectrum Disorders. An overview. Behavior Modification, 31(5), 682-707. doi: http://dx.doi.org/10.1177/0145445507301650
McConnell, S. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. doi: 10.1023/A:1020537805154
Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer Mediation and Monitoring Strategies to Improve Initiations and Social Skills for Students with Autism. Journal of Positive Behavior Interventions, 3(4), 237-250. doi: 10.1177/109830070100300405
Paul, R. (2003). Promoting social communication in high functioning individuals with autistic spectrum disorders. Child and Adolescent Psychiatric Clinics, 12, 87 - 106
Reichow, B., & Volkmar, F. (2010). Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.
Rule, S., Losardo, A., Dinnebeil, L., Kaiser, A., & Rowland, C. (1998). Translating research on naturalistic instruction into practice. Journal of Early Intervention, 21(4), 283-293.
Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399-409. doi: 10.1023/A:1005543321840
Schoenfeld, N. A., Rutherford, R. B., Gable, R. A., & Rock, M. L. (2008). ENGAGE: A blueprint for incorporating social skills training into daily academic instruction. Preventing School Failure, 52(3), 17-28.
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
Wang, P., & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and training in developmental disabilities, 44(3), 318-342.
Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with Autism Spectrum Disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868.