1. Social Skills and Counseling Approaches
The Learning Clinic
Katie McGrady, Psy.D.
Raymond W. DuCharme, Ph.D.

2. Pragmatic Language Skills
The practical use of language
THE LEARNING CLINIC

3. Survey Instructions Likert Scale of 0 - 5 Absence of skill 0 – 20%
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

4. Survey Instructions Likert Scale of 0 - 5 Absence of skill 1 1 – 20%
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

5. Primary Deficits of AS
Two of the salient characteristics of AS are deficits in language and in communication.

6. TOPIC
The “subject” of the communication
THE LEARNING CLINIC

7. Establishing a Conversation
Can the student appropriately establish a conversation?
Select & introduce a topic
Choose a topic
Initiate the presentation of information

8. Maintaining 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

9. Content of the Topic Accuracy Logic Relevance Conciseness
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

10. Changing 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 topic
Transitional statements

11. Revising Messages to Fit Changes in Topic
When new information is received, does the student:
Revise messages within flow of reciprocal conversation OR
Rigidly adhere to previously formed concepts & opinions

12. Modifying Message to Repair Breakdown 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

13. Appropriately Terminating Conversation
Can the student:
Use appropriate closing statements rather than walking away or starting another activity

14. PURPOSE The inferred “why” behind the communication
THE LEARNING CLINIC

15. Requesting / 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

16. Informing 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

17. Regulating Use warnings or reminders Delineate personal claims
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

18. 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

19. Ritualizing Use of good manners and common social amenities
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

20. ABSTRACTION
The type of message that is communicated by language that is not concrete
THE LEARNING CLINIC

21. Use, understand, & respond to:
Sarcasm
Idioms & figurative language
Indirect messages

22. VISUAL / GESTURAL CUES
Nonverbal means of communicating attitudes, moods, or affective states
THE LEARNING CLINIC

23. Visual / Gestural Cues Use appropriate visual / gestural cues
Eye contact
Facial expression
Proximity
Body movements
Appropriately respond to other’s use of these cues

24. Eye Contact Respond appropriately to other’s eye contact
Use eye contact appropriate to the situation
(rather than avoiding eye contact or using it inconsistently)

25. Gestures / 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

26. Facial Expression Use facial expressions
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

27. Proximity refers to the distance one stands from another
Proximity / 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

28. Physical 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

29. Functional Analysis
Social
Cognitive
Behavioral

30. Problem Identification
Assess Level of Emotional Arousal
Behavioral Difficulties
Self-Control Difficulties
Appropriate Social Skills?
Cognitive Distortion?
Appropriate Self-Control Skills?
Self- Monitoring
Self- Evaluation
Self- Reinforcement
Self- Instruction
Re-examine Problem
Problem- Solving Deficit?
Self- Instruction Training
Problem Solving Training
Level of Response Contingent Reinforcement
Environmental Manipulation
Cognitive Restructuring
Cognitive Difficulties
Problem Identification
Social Skills Training NO
YES
HIGH
LOW
THE LEARNING CLINIC

31. Appropriate 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?

32. Level of Response-Contingent 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?

33. Cognitive 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

34. 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?

35. Self-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?

37. Social Pragmatics Group Curriculum
Interventions for practical application
THE LEARNING CLINIC

38. Pragmatics of social interaction & 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

39. Format 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

40. Demonstrate an understanding of personal space & boundaries
Define: Personal space
Discuss: Appropriate distance (about one arm’s length)

41. View videotape and feedback:
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

42. Demonstrate the ability to identify 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.

43. 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

44. Additional Interventions
Pantomime
Contracting & self-assessments
Cognitive behavioral therapy
Dyadic sessions

45. Assessment through Intervention
Cognitive Behavioral Interventions
Functional Analysis
Social Skills Training
Pragmatic Skills Training
Pragmatic Skill Assessment