Social Participation and Social Skills Flashcards
1
Q
Social participation
A
- occupations including social skills, social interactions, and personal relationships across contexts
- identified by the OTPF as a critical occupation related to a child’s health and well-being
- engagement in occupations with family, friends, peers, and community
- quality social relationships have a positive correlation with physical health, life satisfaction, and mortality
2
Q
Social participation is broken down into two parts…
A
- social interactions
- social skills
- these are the things we do that help us conform to the group so that we don’t look out of sync
3
Q
Social interaction
A
- acting and reacting to those around you
- has cultural expectations and societal norms
4
Q
Social skills
A
- socially accepted, learned behaviors that enable people to interact with others
- elicit positive responses
- assist the person in avoiding negative reactions
5
Q
Social interactions and social skills required of a kindergartner
A
- riding the bus
- arriving in the classroom
- sitting in a circle time
- quiet reading time
- playing a board game
- lunch
- recess
6
Q
Social participation across the lifespan
A
- baby smiling at her mother
- child pretend plays with peers
- child participating on a sports team
- participation in a class group project
- volunteering in the community
- attaining and holding a job
7
Q
Friendships
A
- co-constructed relationships that are reciprocal, mutual, and have a sense of equality
- co-occupation = precursor to friendship, engagement of two people in an occupation so each person influences the other person
8
Q
Stages of friendship
A
- stage 1 = children show preference for specific playmates and engage in prosocial behavior (can be obtained as young as 18 months old as they eat goldfish and wants to share with you and looks up to you and smiles at you; having that intrinsic skills in infancy)
- stage 2 (ages 5-12) = more competent and confident in friendships; increased self-awareness, communication, and understanding of the thoughts and feelings of others
- stage 3 (adolescence) = increased complexity, more intimate, greatly impacted by social context, significant to psychological adjustment
9
Q
Social participation and identity development
A
- social development impacts the development of personal identity (if we are accepted by the group, it impacts how we think of ourselves)
- personal identity = defining who one is, what one values, and directions to pursue in life (impacted by social development)
- identity is important as youth transition to adulthood
- particularly important in the development of a positive disability identity
- peer mentorship, support, modeling
- ability of youth to interact with others with similar challenges to acquire new skills and insights
- appreciation of valuable aspects of their disability
- importance of inclusion of individuals with disabilities to the maximum ability possible within the school environment
10
Q
Diagnoses which often have difficulty with social skills
A
- ASD
- intellectual disability
- Fetal alcohol spectrum disorder
- ADHD
- anxiety disorders
- learning disabilities
- mood disorders
- Oppositional defiant disorders
- physical disabilities (ability to access social interaction in the sense of their ability to access the playground, clubs, and sports)
11
Q
Skills underlying social participation
A
- theory of mind
- weak central coherence
- joint attention
- executive dysfunction
12
Q
Theory of mind
A
- awareness that other people have different plans, thoughts, and points of view
- other people’s thoughts impact their behaviors
- “what I know is different than what you know”
- by 1st grade should have this ability
13
Q
Weak central coherence
A
- focus on details versus integrated and meaningful wholes
- preoccupation with parts versus whole
- not seeing the bigger picture of life
14
Q
Joint attention
A
sharing one’s attention experience with another via eye gaze or pointing
- involves gaining, maintaining, and shifting attention
- the idea that you could control what someone else is thinking by pointing at something and they look
15
Q
Executive dysfunction
A
- lack of self-organization
- challenges with learning due to poor self regulation, difficulties with changes, reduced forward planning, and ineffective problem solving
16
Q
Social thinking impacts school performance
A
- sharing in preschool
- understanding class rules
- reading a story and understanding literature
- explaining/teaching another person how to do something
- working on a group project
17
Q
Assessment
A
- occupational profile with parent/client (talking with the parents, teachers, siblings, or another important person)
- observation in a natural environment
- assess habits, routines, and level of social participation
- checklists such as self-report, parent report, and teacher report
*most deficits in social skills are based upon occupational profile or clinical observation
18
Q
Piers-Harris-2 Children’s Self-Concept Scale
A
- standardized assessment
- 60 item self-report questionnaire titled “The Way I Think About Myself”
- ages 7-18
Assess 6 domains of self-concept:
- behavioral adjustment
- intellectual and school status
- physical appearance and attributes
- freedom from anxiety
- popularity
- happiness and satisfaction
19
Q
Social Skills Improvement System (SSIS)
A
- standardized assessment which assists in screening and identifying students with social skill differences
- ages 3-18
- forms for report by teachers, parents, or student
- specific domains related to social skills = communication, cooperation, assertion, responsibility, empathy, engagement, and self-control
- specific domains related to problem behavior = externalizing, bullying, hyperactivity/inattention, internalizing, ASD
- also takes into account how important these tasks are to the respondent
20
Q
School Social Skills Rating Scale
A
- filled out by a teacher or aide who works closely with the child within the school setting
- identifies target behaviors related to adult relationships, peer relationships, school rules, and classroom behaviors
21
Q
Goals for social participation
A
- the overall goal is successful engagement in occupations with others
- social skills
- awareness of social rules
- awareness of others
- self-regulation
- self-management
- problem-solving
22
Q
Factors that contribute to social skills challenges
A
- lack of knowledge
- lack of practice or feedback on how you could do better
- lack of cues or opportunities to help facilitate social interactions
- lack of reinforcement (ex: behavior checklist)
- interfering problem behavior
23
Q
Underlying FOR to consider when planning intervention
A
- sensory integration
- MOHO
- cognitive
- cognitive behavioral
- behavioral
24
Q
Sensory integration
A
- atypical sensory responsiveness can be misinterpreted as social or behavioral problems (hitting, staying far away from others, fight or flight)
- may need to learn effective habits of meeting sensory processing needs in an acceptable manner in social situations
25
Model of Human Occupation (MOHO)
- child's interests, motivations, belief in their ability
- examine habits and routines
- environmental resources, barriers, and supports
26
Cognitive
- teach social skills
- children learn social behaviors by watching others
- acquisitional = child observes behaviors of others and remembers
- performance = child decides to perform the behavior
- utilized in social skills groups where all participants are working on similar skills (giving compliments, starting a conversation)
27
Behavioral
- altering behavior through positive reinforcement
- a measurable system of rewards
28
Types of intervention
- social groups
- peer-mediated groups (have some kids with social deficits and some without and those kids that do not have social deficits help model and learn from)
- individualized intervention
- natural environment
29
Peer-mediated group intervention
- partnering with typical developing children with children with disabilities
- peers can be more effective at promoting skills
- context is closer to natural environment
- number of peers creates natural opportunities for youth to learn from multiple examples
- natural variability of peers creates more opportunities to learn which facilitates better outcomes and ability to generalize
30
Self-determination
- the ability of the individual to make choices, indicate preferences, problem-solve, and plan
- leads to competence, confidence, and empowerment
- established by proving "just right" challenges
31
Supporting self-determination in a group
- create their own social skills (or any!) goals (if they are choosing the goals, they are more interested and will have more motivation to work on it)
- identify the focus for each session
- brainstorm with peers a name for the group
- identify rules of behavior for the group
- make choices about the content of group activities
- choose snacks
- choose rewards for goal attainment
32
Considering neurodivergence
- social-emotional learning is not linear to be taught in a rigid manner
- focus on helping the individual and adapt how to help them as awareness evolves
- we all are unique = one approach, tool, or method is not for everyone
- people with social differences do want to learn about their social selves and the intentions of others
- avoid making assumptions that individuals understand social dynamics
- spend significant time helping study the social world
- social anxiety is common = helps to learn to recognize and manage
33
Interventions
- ABA/floortime
- social thinking = social skills curriculum focused on theory of mind and executive function
- zones of regulation/how does your engine run
- social stories
- video modeling
- social scripts
- social coaching
- power cards
- privacy circles
- emotion charades
- social detective/video detective
- comic strip conversations
34
Video modeling
- video information of a certain behavior
- self-modeling allows them to observe their own behavior
35
Social scripts
- individuals can practice what to do in a situation they find difficult
36
Social coaching
- uses reflections and questions of behaviors of what a child is doing
37
Power cards
- recognize a child's special interest and use the interest to facilitate behaviors and social skills
38
Privacy circles
- used to help individuals identify which topics are appropriate to discuss and do with different people in different settings
39
Emotions charades
- role-playing situations so others can guess what emotion is expressed
40
Social detective/video detective
- watching videos to help individuals increase their skills in interpreting non-verbal communication
41
Comic strip conversations
- use comic strip drawings to illustrate a social interaction and develop theory of mind
