Danielle Chemello

Social Skills Assignment

2/27/13

Student Summary: C is a six year old kindergarten student who loves to play outside during recess. She typically plays on the playgrounds toy horse by singing or talking to herself and other kindergarten students. C is a girl who is easy to get along with according to her same aged peers. She often agrees with others and what they are doing. This causes her peers to enjoy Cs company. Additionally, C has a smile that her peers seem to find warm and inviting. Also, some of her peers enjoy helping C with tasks such as opening her milk carton at lunch and zipping her coat before going outside for recess. C is a girl who is very welcoming of other students because she says, Hi to all of her classmates. She also welcomes new activities or games that have been suggested at recess. Her laughter also causes other students to join in on games such as running from one end of the playground to the other. This makes C look like she is having fun and causes other students to want to do what she is doing. These social skill strengths will help C to succeed in initiating play with her peers. Skills that C needs to work on for success include acquiring the language and gestures that are needed to ask peers to play. As of now, when asked to play with her peers, C does not go up and ask if they want to play. This causes her peers to be unsure of whether they are playing with her. By using a simple phrase such as, Wanna play? while looking at a peer, C will be able to initiate play at recess. Additionally, C needs to learn the rules to each game so that she is able to play them. The games rules should be taught prior to the days recess period so that C knows what will happen and what she is to do in each game. Directions in the game will need to be simplified as well, so that C knows exactly what to do in each situation of the game. These skills will ensure that C is able to ask friends to play and to continue to playing with them.

Danielle Chemello

Social Skills Assignment

2/27/13

Longitudinal Outcomes: After two to three years of social skills intervention, it would be best for C to not only know how to initiate play, but to maintain it as well. Maintaining play on the playground is a whole other skill that C would need to continue the positive relationships and experiences she has had so far. Additionally, ending play with someone or ending a particular game would be a skill that is helpful for the time at recess. C may not want to play the same game or with the same person during her twenty minute recess, so she must know how to end it in a socially appropriate manner. Continuing with play based social skills, sharing and compromising while playing are skills that will help C to maintain her friendships. Learning how to play a game, turn taking while playing, and dealing with losing are all skills that will help C to play with her peers during recess. In addition to acquiring these skills at recess, C will need to learn how to generalize the skills to other settings. Another setting during the school day when she will need these skills is during free time in her classroom. C would need to know all of the above mentioned skills so that she could use them in each setting. Eventually generalization of these play skills would continue to other settings. Intervention for the Semester: -Targets for intervention: From the intervention, C will have acquired and maintained the skills necessary to ask a peer to play with her on the playground during recess. She will also know how to play the game that she asked the peer to play. -Description of intervention: In order to teach C the skills it takes to ask someone to play, I will be using picture task analyses. These are based on the ones provided in Jed Bakers book called The Social Skills Picture Book. The pictures given in the book are based on a boy

Danielle Chemello

Social Skills Assignment

2/27/13

asking another one to play a board game with him. I want the pictures that I use to reflect Cs life, so I will be creating pictures of C and her classmates on the playground for Cs instructional task analysis. It will use similar language that the book provides, too. The steps of the task analysis in the book are as follows: (1) find something to play, (2) walk up to someone with whom you want to play, (3) wait for the other person to look at you, and (4) ask, Do you want to play?. These steps are going to provide a basic framework for what C is going to do. The steps will be changed so that they are more direct and simple for C to understand. These skills will be taught based on a three stage process. The steps will be: (1) initial instruction, (2) role-playing the skill, and (3) reviewing the skill steps with corrective feedback. Initial Instruction During this phase, I will teach the skill of initiating play until C can demonstrate it to me. We will review each step and she will answer questions such as, What is happening here? What is the first step? What is he saying? What happens next? While she answers these questions, I will ensure that she is understanding what is expected of a person initiating play by having her act out the skill. This will lead into the role play stage. Role-Playing Here, C will act out the steps of the initiating play task analysis in the right order. This will be done as I am reviewing each step with her. I will describe the steps and then have her act them out during this instructional portion.

Danielle Chemello

Social Skills Assignment

2/27/13

Reviewing the Skill/Providing Corrective Feedback After each role play, I will provide feedback about how C did on each step. It will include praise when she does an action correctly, as well as a way to act it out even better when she does not do it correctly. When she does not do it correctly, I will model how it should be done. This phase and the role-playing one will be continued throughout the entire semester. Additionally, C will have the opportunity to practice this skill each day while I am there to teach and supervise at recess. We will review each step before she goes out to recess. Then, she will have her picture book with her in case she needs to refer back to the steps. I will be there too, so if the picture book does not work out, C has another option as well. C will use the steps she learned to ask a student to play during recess. Once she does so, she will come to me for a game that I will have set up for the students to play. By having a game set up, students will be more likely to play with C and she will have more motivation to ask her peers to play a fun game. -Games for Recess: -red light green light -blow bubbles -play catch -kick a ball -drawing with chalk -follow the leader -duck duck goose -simon says -bean bag toss -freeze tag

-Data Collection: I will be collecting data based on whether C independently exhibits each step of the 4 steps of the task analysis. Data will be taken during each outdoor recess period.

Danielle Chemello

Social Skills Assignment

2/27/13

-Task Analysis: (1) Say which game you want to play. (2) Say who you want to play with. (3) Walk up to that friend. (4) Wait for the other person to look at you. (5) Ask, Wanna play? Date State game Y/N State who Y/N Walk up to Person Y/N Wait for Person to Look at You Ask, Wanna play? Y/N

Danielle Chemello

Social Skills Assignment

2/27/13