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OT IN PEDIA
SOCIAL SKILLS AND COMMUNICATION SKILLS
| Term | Definition 1 | Definition 2 |
|---|---|---|
| SOCIAL SKILLS | Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist the person in avoiding negative responses | |
| COMMON CHILDHOOD CONDITIONS Autism spectrum disorders | Common Social Problems: Interpersonal communication, social relationships, relatively poor insight into their own difficulties, being teased or bullied, executive function, theory of mind, social awareness, social motivation, social problem solving | |
| COMMON CHILDHOOD CONDITIONS Fetal alcohol spectrum disorder | Common Social Problems: Social competence, social relationships, social problem solving, inappropriate friendliness, difficulty with peer relationships and socially appropriate interactions, social withdrawal, being teased or bullied, | poor social judgment, difficulties with perceiving or responding to social cues, exhibiting consideration for others, forming reciprocal friendships, executive function, theory of mind, social problem solving |
| COMMON CHILDHOOD CONDITIONS Attention-deficit/hyperactivity disorder | Common Social Problems: Attentional and cognitive functions, such as problem solving, planning, orienting, flexibility, sustained attention, response inhibition, working memory, emotional regulation, executive function | |
| COMMON CHILDHOOD CONDITIONS Anxiety disorders | Common Social Problems: Social skills, social interactions, awareness of others, self-management, problem solving, executive function | |
| COMMON CHILDHOOD CONDITIONS Learning disabilities | Common Social Problems: Social awareness, social interaction, inability to cooperate and establish positive relationships with peers, social problem solving, executive function | |
| COMMON CHILDHOOD CONDITIONS Mood disorders | Common Social Problems: Self-regulation, coping, communication skills, social skills | |
| THEORETICAL BASIS OF SOCIAL DEFICITS • THEORY OF MIND | • Ability to understand that there are other ideas, opinions, thoughts, feelings and beliefs other than yours. • Disruptions in processes leading to acquisition of capacity to conceive other people’s and one’s own mind | |
| THEORETICAL BASIS OF SOCIAL DEFICITS • WEAK CENTRAL COHERENCE | • Tendency to process all stimuli in fragmented fashion; focus on details rather than whole picture • Can’t see responses of a person as a whole so cannot respond accordingly | |
| THEORETICAL BASIS OF SOCIAL DEFICITS • LIMITATION IN JOINT ATTENTION | • Process of sharing one’s experience of observing an object/event by following gaze or pointing gestures • Shared idea | |
| THEORETICAL BASIS OF SOCIAL DEFICITS • EXECUTIVE DYSFUNCTION | • Lack of self-organizing elements required in general learning thought to guide attention, inhibit irrelevant responses, understand rules and generate goals | • If there are deficits in higher cognitive skills, it is difficult to elicit positive responses to others |
| TYPES OF SOCIAL SKILLS DEFICITS • ACQUISITIONAL DEFICIT | Child doesn’t have that skill at al | |
| TYPES OF SOCIAL SKILLS DEFICITS • PERFORMANCE DEFICIT | There is skill but no opportunities for practice | |
| TYPES OF SOCIAL SKILLS DEFICITS • FLUENCY DEFICIT | There are inconsistencies when it comes to eliciting or performing the social skill. | |
| FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICIT • LACK OF KNOWLEDGE | Does not know what appropriate social behaviors are or how to perform them. They may not understand social norms, expectations, or cues in interactions. | |
| FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICIT • LACK OF PRACTICE OR FEEDBACK | • Has not had enough practice on social behaviors or received constructive feedback on their performance. • Is the skill correct or incorrect? | |
| FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICIT • LACK OF CUES OR OPPORTUNITIES | Environment does not provide clear cues or social opportunities to apply learned behaviors. The person may not recognize when and where a skill is needed. | |
| FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICIT • LACK OF REINFORCEMENT | • Not rewarded or acknowledged, so the person is less motivated to repeat them • You want higher chances for skill to elicit again/practice. | |
| FACTORS THAT CONTRIBUTE TO SOCIAL SKILL DEFICIT • PRESENCE OF INTERFERING PROBLEM BEHAVIORS | Other behaviors (e.g., aggression, anxiety, withdrawal, impulsivity) interfere with successful social interactions. | |
| THEORETICAL MODELS AND APPROACHES FOR SOCIAL SKILLS INTERVENTIONS • PEER-MEDIATED INTERVENTION | • Partners typically developing children with children with disabilities to promote behavioral changes • There is a model peer that possesses the good social skill for the child to imitate the expected skill. | |
| THEORETICAL MODELS AND APPROACHES FOR SOCIAL SKILLS INTERVENTIONS • SENSORY INTEGRATION | • Children may need to learn more effective habits for modulating of sensory processing needs in a safe, acceptable manner in social situations through SI | • The root cause of their difficulties may be because of SI problems, regulation strategies must be taught so that they can respond accordingly to social cues. |
| THEORETICAL MODELS AND APPROACHES FOR SOCIAL SKILLS INTERVENTIONS • SELF-DETERMINATION | • Satisfaction of needs for autonomy, competence and relatedness promote well-being • We use the child’s interest to motivate the child | |
| THEORETICAL MODELS AND APPROACHES FOR SOCIAL SKILLS INTERVENTIONS • SOCIAL-COGNITION | Groups include 2 phases: acquisition and performance | |
| During acquisition, | child observes behavior of others and the consequences | |
| During performance, | child performs behavior based on their perception of situation and consequence | |
| THEORETICAL MODELS AND APPROACHES FOR SOCIAL SKILLS INTERVENTIONS • BEHAVIORAL INTERVENTIONS | Use of BMTs: positive/negative reinforcement to lessen maladaptive behaviors | |
| INTERVENTIONS FOR SOCIAL SKILLS Promoting Specific Social Behaviors & Adherence to Social Rules | • Video Modeling • Social Scripts • Power Cards • Social Stories • Applied Behavioral Analysis • Privacy Circles | |
| INTERVENTIONS FOR SOCIAL SKILLS Enhancing Social Awareness and Relationships with Others | • Mind Reading • Emotions Charades • Video Detective • Social Autopsies | |
| INTERVENTIONS FOR SOCIAL SKILLS Enhancing Executive Function | • Self-management • Comic Strip Conversations • Stress Thermometer • Incredible Five-point Scale • Relationship Development Intervention • Alert Program • Problem Solving | |
| SOCIAL SKILLS GROUP • Shown to be effective for: | • Improving peer relations • Improving theory of mind • Improving social skills • Improving greeting and play skills • Improving knowledge of social skills • Increasing empathy • Increasing social interaction • Improving facial recognition | |
| SOCIAL SKILLS GROUP • Beneficial for: | • No aggressive behaviors that may be dangerous for others • Adequate language to interact with others • Adequate motivation to interact with others • Those who do not fit the criteria may begin in individual or dyads | |
| SOCIAL SKILLS TRAINING (SST) | • A form of behavior therapy used by teachers, therapists, and trainers. • Help persons who have difficulty relating to other people. | |
| SOCIAL SKILLS TRAINING (SST) • IDENTIFY PROBLEM | • Lack of skills • Behavior needs to be replaced • Acquisition deficit, performance deficit, or fluency deficit. | |
| SOCIAL SKILLS TRAINING (SST) • DEVELOP A PLAN | • Set goals • Choose activities | |
| SOCIAL SKILLS TRAINING (SST) • IMPLEMENTATION - INTRODUCTION/REVIEW | • State the goal • Ex: today our goal is to greet others | |
| SOCIAL SKILLS TRAINING (SST) • IMPLEMENTATION - ACTIVITY | • Introduce social skill • Teach social skill - various strategies • Role-play/model/ discuss • Practice | |
| SOCIAL SKILLS TRAINING (SST) • IMPLEMENTATION - WRAP UP | • Summary • Questions • Homework | |
| HOW DO WE TEACH SOCIAL SKILLS | • Peer models • Visuals • Play schemas • Social stories • Social scripts • Video modeling | |
| HOW DO WE TEACH SOCIAL SKILLS • Peer models | • Using peers who demonstrate appropriate social behaviors to model desired skills for Cx. • Cx observes and imitates these behaviors in real or simulated interactions. | |
| HOW DO WE TEACH SOCIAL SKILLS • Visuals | Using visual supports such as pictures, diagrams, or charts to illustrate social expectations, emotions, or appropriate behaviors. | |
| HOW DO WE TEACH SOCIAL SKILLS • Social stories | Short, personalized narratives that describe a specific social situation, what to expect, and appropriate responses | |
| HOW DO WE TEACH SOCIAL SKILLS • Social scripts | • A series of behaviors, actions, and consequences that are expected in a particular situation or environment. • E.g. Approach kid, tap on shoulder, wave hand, introduce self, ask if you can play together | |
| HOW DO WE TEACH SOCIAL SKILLS • Video modeling | Using videos that demonstrate desired behaviors so clients can visually learn and imitate them. | |
| COMMUNICATION | • A two-way interaction refers not only to the words and sentences used but also to an individual's understanding of what is spoken. • More than the expressive and receptive nature of the spoken word, but also relates to non-verbal aspects. | • Includes verbal expression, written expression, and physical cues such as gesture and facial expressions that have social meaning • Enables social interaction essential for human life • Important area of daily living |
| Speech: | primary means of social interaction | |
| ASPECTS OF COMMUNICATION • Language | Shared systems of meaning among a group of people. These systems may be spoken, written, or gestural (as in the sign language of the deaf community) | |
| ASPECTS OF COMMUNICATION • Speech | The production of sounds by the organs of speech (for example lips and tongue) | |
| ASPECTS OF COMMUNICATION • Voice | The output of our air stream, modified by the vibration of the larynx, the movement of the soft palate and the resonating sinus cavities | |
| ASPECTS OF COMMUNICATION • Fluency | Smooth production of speech and language output without excessive repetitions, hesitations, or prolongations | |
| COMPONENTS OF LANGUAGE • Phonology | The rules of sound combinations in speech | |
| COMPONENTS OF LANGUAGE • Semantics | The knowledge of words and their meanings; vocabulary | |
| COMPONENTS OF LANGUAGE • Syntax/Morphology | The structural aspects of language; the grammatical rules that allow us to combine words efficiently, correct order of nouns and verbs and the other parts of speech in our sentences. | |
| Morphology | the knowledge of the smaller meaningful elements of our words | |
| COMMUNICATION GOALS • Pragmatics | Why we use language (for example requesting, greeting) and how we use our language (for example conversational skills such as eye contact, turn taking, appropriate intonation, topic initiation) | |
| LANGUAGE FACILITATION TECHNIQUES | • For children who are not able to speak yet • For children who are able to speak but need improvement | |
| INFOTALK | • Introducing social skills. • Narrating or describing what the child is doing. • Helps with vocabulary. • Ex: “Jonas is playing with a ball, it’s bouncing” | |
| ECHOTALK | • Echoing or repeating the correct version of what the child says • Don’t baby talk! | |
| OBSTACLES | • You know that he/she has the skills to talk but they do not use it → create obstacles requiring the child to use language to get what they want, rather than giving them the object or action immediately. • “Please” first before giving | |
| FILLING IN | • You start a phrase or sentence and let the child complete it. • Common in welcome songs | |
| EXPANSIONS | You take what the child says and expand it by adding missing grammatical or vocabulary elements. | |
| EXTENSIONS | • You add descriptive or new information beyond what the child has said. • Helps build vocabulary and new concepts. • Adding new information | |
| INDIRECT CORRECTION | You subtly correct or model the correct form without directly pointing out errors. | |
| APPROACHES • Augmentative and Alternative Communication (Aac) | Needs training | |
| APPROACHES • Picture Exchange Communication System (Pecs) | Laminated |
Created by:
avemaria