Sxsw zoo u-sans-video

Copyright © 2014, 3C Institute. All rights reserved.

Social Skills Assessment and Games

SXSW edu – March 2015


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Overview

1. Social skills categorization

2. Goals of social skills assessment (SSA)

3. Comparison of traditional and game-based SSA methods


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Consequences of poor social skills15% are

rejected by majority of peers at school

10% have no one to

play with at school

15-20% of children regularly

bully others

28% report being

physically bullied

Only 2% report their

peer relations are not

important

60% of children with

autism experience

peer victimization

In 71% of school

shootings, the shooter felt bullied at school

50% of fights at

school are retaliation against bullying


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Consequences of poor social skills

Suicide is the 3rd leading cause of

death among young people

60% of 8 year olds identified as

bullies have a criminal record by

age 24

15% of all school absences are due to fear of being bullied at school

Negative outcomes are

greater when peer problems are more chronic Positive peer

relations decrease risk of later problems

for at-risk children

Youth with poor social relations are more likely to engage in an

array of risky behaviors


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Categories of social skills

“Social skills”

Engaging build, repair, or

strengthen social relationships

Inhibitorypurposefully control, censor, or inhibit an

action

Solution-focusedIntegration of various

skills to achieve a specific social goal


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Engaging social skills

Examples and Definitions

Verbal CommunicationWHAT we say; the content of our message; the words we use to communicate our thoughts or feelings

Non-verbal CommunicationHOW we say something; communicating what we think or feel without using words

ListeningHearing what others have to say; finding out what the other person is thinking or feeling; asking questions; not interrupting or putting someone down

Perspective TakingAbility to see a situation from another’s point of view; knowing what another is thinking or feeling

EmpathyAbility to understand the thoughts and feelings of another; ability to feel what another person is feeling

Social InitiationTaking the first step to begin playing or talking with another person; joining with one or more people for a social activity or conversation


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Inhibitory social skills (#1)

Impulse control

AKA “Stop-and-

Think”

Impulse to do or say

something


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Inhibitory social skills (#2)

Emotion Regulatio

n

Emotion-fueled impulse to do

or say something


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Solution-focused social skillsAssertiveness

• Goal = stand up for yourself in the face of pressure by or conflict with others; accomplish your goal without being aggressive or withdrawing

Cooperation

• Goal = accomplish a task by working together with others

Compromise

• Goal = negotiate a mutually agreeable solution to a problem or conflict

“Check-it-out”

• Goal = discover the ‘truth’ about a given situation

Social Action Planning

• Goal = figure out the steps needed to reach a personal social goal


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Social Action PlanningGoal = figure out the steps needed to reach a personal social goal

Example Goals: • Make friends with Sally• Deal with Bill (a bully)• Ask Pauline over• Stay calm around Bob • Find out if TJ is mad at me• Say no to Alec• Make up with Amy• Join the SMC club

List specific social

behaviors for this situation


Questions?• Part 2: Goals of Social Skills

Assessment


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Goals of SSA

What decisions will the data

inform?

How will the data be used?

What’s the purpose of the assessment?


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SSA for screeningScreening is the

starting point for interventi

on

GoalIdentify children in need of social, emotional, or behavioral intervention

Comparison To universal or norm

Target Specific skill(s) or outcome(s)

Timepoints Infrequent, periodic

Timing Prior to intervention

Use of dataAs a first step in intervention planning

Who would benefit from

intervention?


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SSA for progress monitoring

GoalEnsure progress is being made as a function of participating in the intervention

ComparisonWithin intervention group or individual child

TargetSpecific skill(s) or behavioral target(s)

Timepoints1 or more times during intervention

Timing During intervention

Use of dataTo continue or revise intervention plan Is the child making

progress as expected?


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SSA for evaluation

GoalDocument change in targeted outcomes in response to intervention

Comparison Within individual child

Target Specific outcome(s)

Timepoints Pre-post-follow-up

Timing Before & after intervention

Use of dataTo inform future intervention planning

Did the child benefit from the intervention

as expected?


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Types of data for SSAWhat information do I need?

Data typeWhat’s measured?

Intervention goal?

Criterion for success?

social literacyKnowledge & comprehension

Increase understanding of subject matter

Demonstrate acquired learning in subject area

social performance

Capacity to act prosocially

Increase social skills & self-efficacy

Demonstrate improved skills & confidence

social adjustment

Social, emotional, & behavioral outcomes

Increase prosocial behavior; decrease emotional & behavioral problems

Demonstrate improved social, emotional, & behavioral functioning in real world


Questions?• Part 3: Comparison of traditional and

game-based SSA methods


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SSA options

• Behavioral ratings scale questionnaires• Behavioral observations of child• Peer nominations (AKA sociometrics)• Interview with child • Social problem solving game

Copyright © 2014, 3C Institute. All r ights reserved.

Evaluating SSA optionsAre there adequate

resources (time, staff, finances) to

conduct the assessment?

Is there evidence to support the validity and reliability of the resulting

data?

Is this assessment method

appropriate for this child?


SSA option: Behavioral Rating Scale


SSA option: Behavioral Observations

Coding Procedure

Event Recording

Interval Recording

Time Sampling

Duration Recording

Latency Recording


SSA option: Interviews

Essential Interviewer Skills

Understands normative developmentCan speak at the child’s levelIs comfortable with children

Knows how to ask questions

Uses reflective listening

Can read non-verbal cues


SSA option: Peer Nominations


SSA option: GamesGames lower

implementation barriers


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Zoo U – SSA game

Video file was removed from this spot to reduce

upload/download timesthrough PanelPicker


Summary of SPS tasks for Zoo U


SSA option: Games

WARNINGNot all games are created

equal


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Zoo U – PsychometricsConstruct validity

= Convergent

and Discriminant

validity

Predictive validity

for real-world outcomes

Odds ratios predicting teacher-reported incidence

Zoo UIndicators Bully Office

referralsGets into

fightsGets into

arguments

Poor scene scores 2.86 2.89 2.60 1.87

Negative options 3.89 4.22 4.76 3.00

Both 6.11 7.48 7.68 3.56


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Zoo U – norm-based reporting

A game environment

enables measurement of social literacy &

social performance


SSA option: Games

Stealth assessment embeds data

collection right into game play


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Zoo U – Accuracy checks


Zoo U – Child engagement


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Contact Information

James M. Thomas, PhDCxO & Co-Founder

3C Institutewww.3CISD.com

1901 North Harrison Avenue

Suite 200

Cary, NC 27513

(919) 677-0102, ext. 567

(919) 677-0112 FAX

[email protected]

http://www.3cisd.com/

http://www.3cisd.com/

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