A Project GATORSS: A comprehensive model for assessing and treating social skills in children with Autism Spectrum Disorders (ASD) Elizabeth L.W. McKenney, Jennifer M. Asmus, Maureen A. Conroy, Jennifer A. Sellers, Glenn M. Sloman, Taketo Nakao University of Florida Project Objectives Functional Analysis Summary & Treatment Recommendations Shane Losardo & Notari-Syverson, 2001 Alan’s Snapshot Descriptive Assessment Assess socially problematic behaviors of young children (18 months to 5 years of age) diagnosed with Autism Spectrum Disorder using descriptive and experimental methodology Identify environmental variables predicting and maintaining young children’s problematic social behaviors through functional and structural analyses Develop interventions linked to functional and structural analyses to increase appropriate social behaviors and decrease inappropriate or problematic social behaviors Conduct assessments and implement interventions in the natural environment where social difficulties occur (e.g., classroom, home childcare center) Examine the consistency of descriptive and experimental findings Structural Analysis Age at start of assessment: 4 years old Placement: Inclusive after-school care program in a classroom of approximately typically developed children Diagnosis: Pervasive Developmental Disorder - NOS Diagnostic Tools Used: ADI-R, CARS, GARS Descriptive assessments and direct observation were conducted in Shane’s pre-school classroom over a five-month period to identify contextual factors and teacher behaviors associated with increased social behavior. The following tools were used: Social Skills Interview, Snapshot Assessment Tool, Social Skills Screening Tool, Direct Observation SSI: Social behaviors: Prompted hugging, pinching Antecedents increasing social behaviors: Close proximity to the teacher, classroom computer made noise Antecedents decreasing social: Changes in classroom routine Snapshot: Shane’s social initiations occurred in 5% of observations Peer initiations occurred in 42% of observations Shane responded to 88% of peer initiations Interactions were hypothesized to gain access to a tangible item SST: Shane initiated only during manipulative activities Peers initiated 8 times, Shane reciprocated five (63%) initiations Shane's responses led to 2 positive and 1 negative interaction The results indicate that Shane engages in negative social behavior to gain access to tangible items with which he engages in stereotypic behavior. Also, Shane engages in withdrawn social behavior to gain access to preferred tangible items (i.e., Scooby-Do book) and to engage in stereotypic behaviors. A functional analysis of Shane's social behavior was conducted in his preschool classroom over a three-month period. A functional analysis was conducted to identify potentially reinforcing factors of Shane's negative (e.g., pinching, biting, hitting, kicking) and withdrawn social behaviors. A structural analysis of contextual factors potentially affecting Shane’s appropriate social initiations was conducted in his after-school care setting. Contextual factors evaluated for their potential influence on Shane’s rate of appropriate social initiations include dance/music and manipulative play. A preferred song and set of manipulative items were identified via preference assessment. Rate x Context ManipulativeCognitive/ Preacademic ComputerGamesSensory / Art Dance T Initiation T Response Interaction Rate by Adult Engagement Actively Engaged Passively Engaged Disenga ged T Initiation T Response Interaction Rate x Group Size Large Group Small Group One on One T Initiation T Response Interaction Appropriate Behavior Inappropriate Behavior Average IOA = 90%, range 0-100% Average 10A = 97%, range % FindingsTreatment Recommendations Descriptive Assessment  Perceived outcomes  Potential tangible function  Higher rate of social behavior in manipulative play  High rate of responses, low rate of initiations Establishing Operation:  Restricted availability of preferred items Antecedents:  Manipulative/structured play  Adult disengagement Desired Behavior:  Replace inappropriate social behavior with increased appropriate social behavior  Replace stereotypy with appropriate play skills Consequences:  Access to preferred tangible item  Praise for appropriate use of preferred item  Escape extinction Direct Observation  Higher rate of social behavior in manipulative play  Increased social behavior when adult not present  Higher rate of appropriate than inappropriate social behavior Functional Analysis  Function of inappropriate behavior  Tangible (restricted interest item with which Shane engages in stereotypy)  Function of withdrawn behavior  Escape, automatic reinforcement Structural Analysis  Unclear rates of social behavior in structured vs. unstructured play settings  Greater percentage of time engaged in appropriate social behavior during structured play For more information, please visit the Project GATORSS website: DO: Highest positive initiations: dance/music, disengaged adult, small group Lowest positive initiations: manipulatives, active engagement, large group