SPED 730 Autism Spectrum Disorder
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| Social Skills Groups | small-group instruction practices with a shared goal or outcome of learned social skills in which participants can learn, practice, and receive feedback
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| How many people with disabilities does a social skills group involve | 2 to 8
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| Why are social skills groups an important tool to use? | the group is used to teach students to get a long with and interact with peers
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| Can adults benefit from social skills groups? | yes even children as young as 4 years old
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| What did the evidence base, social skills group training targeted? | Perspective taking
Conversation skills
Friendship skills
Problem solving
Social competence
Emotion recognition
Theory of mind
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| What are the interaction skills that also improve? | Initiation
Responding
Maintaining
Greeting
Giving/accepting compliments
Turn taking
Sharing
Asking for help
Offering help
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| Why is assessing important before starting a social skills group? | to determine what social skills need to be targeted
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| What is step 1 | Identifying social skills targeted for instruction
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| How should the goals be written? | observable and measurable
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| Step 2. Organizing Training Groups | The adult instructor should have experience with the types of students he or she will have and should have no more than 4 learners per adult
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| Why is it important to keep data during the social skills groups | to make sure each of the target behaviors and skills are being developed and focused on
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| How long does a social skills group normally last? | 10 to 90 minutes
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| What do you need to make sure you cover in the social skill group? | warm-up, instructional time, practice time, feedback and snack or free time to reward the kids.
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| Instruction/ Warm-up | Introduce each other for the fist couple of meetings then discuss experiences
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| Topic focus | introduce new topic and also discuss previous topics
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| Modeling | may be done by group leaders, members of the group or a video
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| Practice | students will practice the new skill often through role-playing
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| Coaching/ prompting | practicing with strangers while receiving coaching from the leader or helpers
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| feedback/ problem solving | the leaders or helpers will give the student feedback of the skill being learned
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| Free/Snack time | ending the activity with a reward to keep the group positive
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| Why is it important to break some skills into subtopics? | some skills can take several sessions to learn if broken down it is easier to understand and accomplish
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| What happens during step 7 specifying embedded instructional strategies or materials? | the leaders use videos or materials to teach the student the skill then the students go and use the skill after learning from the video
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| What is one way to train the helpers prior to the group instruction? | allowing them to spend time with the kids outside of the instruction time
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| How many sessions should the skills last? | 12 sessions in a semester
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