social skills and counseling approaches the learning clinic katie mcgrady, psy.d. raymond w....
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Social Skills and Social Skills and Counseling ApproachesCounseling Approaches
The Learning ClinicKatie McGrady, Psy.D.
Raymond W. DuCharme, Ph.D.
Pragmatic Language Skills
The practical use of language
THE LEARNING CLINIC
THE LEARNING CLINIC
Survey InstructionsSurvey Instructions
Likert Scale of 0 - 5
0 Absence of skill
1 0 – 20% Rarely
2 21 – 40% Sometimes
3 41 – 60% Requires further observation
4 61 – 80%Mastery in most settings; Some internalization
5 81 – 100%Mastered; consistent in all settings; internalized
THE LEARNING CLINIC
Survey InstructionsSurvey Instructions
Likert Scale of 0 - 5
0 Absence of skill
1 1 – 20% Rarely
2 21 – 40% Sometimes
3 41 – 60% Requires further observation
4 61 – 80%Mastery in most settings; Some internalization
5 81 – 100%Mastered; consistent in all settings; internalized
THE LEARNING CLINIC
Primary Deficits of ASPrimary Deficits of AS
Two of the salient characteristics of AS are deficits in language and in communication.
TOPIC
The “subject” of the communication
THE LEARNING CLINIC
THE LEARNING CLINIC
Establishing a ConversationEstablishing a Conversation
Can the student appropriately establish a conversation?
Select & introduce a topic– Choose a topic – Initiate the presentation of information
THE LEARNING CLINIC
Maintaining a ConversationMaintaining a Conversation
Can the student appropriately maintain a conversation?
Duration of topic– Is the student “long-winded”?
Appropriate turn-taking– Wait for pause in conversation before
speaking – Give others “space” to speak
THE LEARNING CLINIC
Content of the TopicContent of the Topic
Accuracy– Is the information accurate or distorted?
Logic– One thought logically follows another– Giving reasonable information representing
sound judgment
Relevance– Information relevant to the people and setting
Conciseness– Information is concise and succinct
THE LEARNING CLINIC
Changing Topics AppropriatelyChanging Topics Appropriately
Change topic of conversation to coincide with shifts in conversation
Incorporate verbal & nonverbal cues to know when a change in topic is appropriate
Demonstrate cognitive flexibility to shift from one topic to another
Appropriate introduction of new topicTransitional statements
THE LEARNING CLINIC
Revising Messages to Fit Revising Messages to Fit Changes in TopicChanges in Topic
When new information is received, does the student:– Revise messages within flow of reciprocal
conversationOR
– Rigidly adhere to previously formed concepts & opinions
THE LEARNING CLINIC
Modifying Message to Repair Modifying Message to Repair Breakdown in CommunicationBreakdown in Communication
When the student perceives a misunderstanding of the message, can s/he:– Modify the message– Adjust the message so it is better
understood
THE LEARNING CLINIC
Appropriately Terminating Appropriately Terminating ConversationConversation
Can the student:– Use appropriate closing statements
rather than walking away or starting another activity
PURPOSE
The inferred “why” behind the communication
THE LEARNING CLINIC
THE LEARNING CLINIC
Requesting / AskingRequesting / Asking
Who - When - What - Why - How– Either / or– Inquire about another’s emotions– Ask product questions– Elicit information about a process/sequence– Request an action– Ask permission– Ask clarification rather than feigning understanding – Ask questions which suggest an action
THE LEARNING CLINIC
InformingInforming
Explain, describe, or identify things Express personal judgments, opinions,
attitudes, etc. Express beliefs about other’s abilities Inform others of their choices, answer
questions, or indicate their compliance
THE LEARNING CLINIC
RegulatingRegulating
Use of statements that are intended to control another’s behavior, to get one’s attention, negotiate,
or influence actions
Use warnings or reminders Delineate personal claims Label the speaker who gets the next turn
and use persuasion appropriately Attempt to delay or speed-up the actions of
oneself or others
THE LEARNING CLINIC
Expressing (receptive/expressive)Expressing (receptive/expressive)
Use of expressive statements and understanding of other’s use of same
Identify and express emotions Tell jokes; understand & respond to other’s
jokes Apologize, congratulate, or exclaim Use and respond to teasing appropriately Volume and tone consistent with situation
THE LEARNING CLINIC
RitualizingRitualizing
Social communication that involves an “automatic” element in the response
Use of good manners and common social amenities
Use of automatic social exchanges with a specific context / audience
ABSTRACTION
The type of message that is communicated by language
that is not concrete
THE LEARNING CLINIC
THE LEARNING CLINIC
Use, understand, & respond to:Use, understand, & respond to:
SarcasmIdioms & figurative languageIndirect messages
VISUAL / GESTURAL CUES
Nonverbal means of communicating attitudes, moods, or affective states
THE LEARNING CLINIC
THE LEARNING CLINIC
Visual / Gestural CuesVisual / Gestural Cues
Use appropriate visual / gestural cues – Eye contact– Facial expression– Proximity– Body movements
Appropriately respond to other’s use of these cues
THE LEARNING CLINIC
Eye ContactEye Contact
Respond appropriately to other’s eye contact
Use eye contact appropriate to the situation(rather than avoiding eye contact or using it inconsistently)
THE LEARNING CLINIC
Gestures / Body PostureGestures / Body Posture
Body language (posture) can be consistent with the message & enhance it, or inconsistent
and confuse the message
Use gestures & body postures appropriate to the person, setting, and communication
Accurately “read” and respond to other’s use of body language
THE LEARNING CLINIC
Facial ExpressionFacial Expression
Facial expressions, such as a frown or smile, are nonverbal forms of communication
Use facial expressions– Consistent with their verbal message– Appropriate for the setting
Accurately “read” & respond to other’s use of facial expressions
THE LEARNING CLINIC
Proximity / DistanceProximity / Distance
Proximity refers to the distance one stands from another
Awareness of other’s personal space – Maintain appropriate distance from others– Adjust distance from others in response to their
behavior
Differential use of personal space with family, friends, others– Adjust use of personal space for different settings
THE LEARNING CLINIC
Physical ContactPhysical Contact
Use of touch as a means of communication & to influence the behavior of others
Use touch to facilitate communication Use common forms of physical contact to
communicate with others– “High fives” with a peer
Avoid physical contact with another’s private body parts
Response to touch is appropriate to person and context
THE LEARNING CLINIC
Functional AnalysisFunctional Analysis
Social
Cognitive
Behavioral
Assess Level of Emotional Arousal
Behavioral Difficulties
Self-ControlDifficulties
Appropriate Social Skills?
CognitiveDistortion?
AppropriateSelf-Control
Skills?
Self-Monitoring
Self-Evaluation
Self-Reinforcement
Self-Instruction
Re-examineProblem
Problem-SolvingDeficit?
Self-InstructionTraining
ProblemSolvingTraining
Level of Response
Contingent Reinforcement
EnvironmentalManipulation
CognitiveRestructuring
Cognitive Difficulties
Problem IdentificationProblem Identification
Social SkillsTrainingNO
NOYES
HIGH NO
YES NO
YES
LOW YES
THE LEARNING CLINIC
THE LEARNING CLINIC
Appropriate Social SkillsAppropriate Social Skills
Does the child have the appropriate social skills needed to interact in an acceptable social manner?
Have they been able to pick up social cues throughout their lives to learn socially acceptable behavior?
Do they have the cognitive and language processing abilities to assimilate the knowledge of socially acceptable behaviors?
THE LEARNING CLINIC
Level of Response-Contingent Level of Response-Contingent Reinforcement?Reinforcement?What is the student’s level of response
to reinforcement contingencies?
Avoid response-cost systems
Does the environment reinforce the correct targeted behavior?
If not, what behavior does it reinforce?
THE LEARNING CLINIC
Cognitive DistortionCognitive Distortion
Does the student have the ability to reflect and evaluate his/her behavior? = cognitive deficit
Does the student have maladaptive or dysfunctional thinking patterns; or do they perceive situations and are unable to evaluate the situation with an accurate perspective?= cognitive distortion
THE LEARNING CLINIC
Problem-Solving Deficit?Problem-Solving Deficit?
Does the student have the problem-solving and organizational skills needed to solve problems?
Can the student accurately read context cues and adjust his/her behavior accordingly?
Does the student have the ability to identify ineffective strategies?
Does the student have the ability to effectively apply the correct strategy?
THE LEARNING CLINIC
Self-ControlSelf-Control
Does the student have impulse control?
Does the student remember previously stated rules, direction, and rehearsal?
Is the student able to learn to self-regulate?
Is the student able to perform skills with cues?
Is the student able to perform appropriate learned skills without prompt from cues?
Social Pragmatics GroupCurriculum
THE LEARNING CLINIC
Interventions for practical application
THE LEARNING CLINIC
Pragmatics of social interaction Pragmatics of social interaction & communication objectives& communication objectives Personal space & boundaries Full range of emotions Verbal & nonverbal communication Emotions associated with nonverbal communication Tone and pitch Volume “Messages” connoted by nonverbal communication Cue reading Topics of conversation Entry and exit skills of communication Give and receive feedback Seek feedback
THE LEARNING CLINIC
Format for SessionsFormat for Sessions
Define the skills and give examples Discuss - facilitate group discussion to help students
understand how the skill is used in everyday life. – How does the presence or absence of the skill impact
one’s life?– What are opportunities to use the skill?
Exercise and Videotape - involve the students in an activity to practice the skill
View the videotape and provide opportunity for peer and staff verbal feedback
THE LEARNING CLINIC
Demonstrate an understanding Demonstrate an understanding of personal space & boundariesof personal space & boundaries
Define: Personal space
Discuss: Appropriate distance (about one arm’s length)
THE LEARNING CLINIC
Exercise and Videotape: Role-play situations in which students attend to personal space in a group situation. Students practice adjusting their distance from others.– Meeting someone for the first time– Talking with other students at school– Approaching a store clerk to ask a question
View videotape and feedback:– Visual feedback - each student views and
evaluates own performance– Verbal feedback - peers provide feedback
THE LEARNING CLINIC
Demonstrate the ability to Demonstrate the ability to identify a full range of emotionsidentify a full range of emotions
Define: Different types and degree/levels of emotions and difference between obvious and subtle emotions
Discuss: Help make a chart of the full range of emotions. Each student must give an example of the emotion they identify.
THE LEARNING CLINIC
Exercise and Videotape: Students demonstrate how they look when they experience that emotion.
View videotape and feedback:– Visual feedback - each student views their own
performance: What did they do well?
What could have been done better?– Verbal feedback - peers provide feedback
THE LEARNING CLINIC
Additional InterventionsAdditional Interventions
Pantomime Contracting & self-assessments Cognitive behavioral therapy Dyadic sessions
THE LEARNING CLINIC
AS
Cognitive Behavioral
Interventions
Functional Analysis
Social Skills
Training
Pragmatic Skills
Training
Pragmatic Skill
Assessment
Assessment through InterventionAssessment through Intervention