Functional Assessment

Session 6Assessing Communication Skills, Social Skills &

Assistive Technology Needs

Article Review# 2 Due Today Assessment Tool Box Project & Presentations

Due Next Week: August 11th

Right now I am going to give you 30 minutes to work with your group on this to work out logistics and I will answer questions within each group.

We may have more time at end of class.

Updates

Outcomes for today

• Discuss Readings as a class! • Lecture on Communication Assessment• Activities on Communication Assessment• Lecture on Assistive Technology

Assessment • Social Skills Assessment

Discussion on Readings

1. Teaching Communication Skills (Ch 11)

2. Sigafoos et al. Ch 3-5

3. Using Technology to Enhance Teaching & Learning (Ch 19)

“If I could not express myself, I would become like the tree in the forest—the one for which it does not matter if it makes a sound when it comes crashing down, because there is no one around to hear it. Unfortunately, there are still many silent fallen trees all around us if we stop and look.”

Bob Williams, AAC user with complex communication needs(Williams, 2000, p. 250)

Communication Bill of RightsEach person has a right to:

• Request desired objects, actions, events, & people• Refuse undesired objects, etc.• Express personal preferences & feelings.• Be offered choices & alternatives.• Reject offered choices & alternatives.• Request & receive another person’s

attention/interaction• Ask for & receive info about changes in routine &

environment.• Receive intervention to improve communication

skills From the National Joint Committee for the Communicative Needs of Persons with Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. ASHA, 34(Suppl. 7), 2–3.

Communication Bill of RightsEach person has a right to:

• Receive a response to any communication, whether or not the responder can fill the request.

• Have access to augmentative and alternative communication and other assistive technology services & devices at all times.

• Be in environments that promote one’s communication as a full partner with other people, including peers.

• Be spoken to with respect & courtesy.• Be spoken to directly and not spoken for or talked

about in 3rd person while present.• Have clear, meaningful, and culturally &

linguistically appropriate communication.

http://www.youtube.com/watch?v=uhLA-TQX4Ow&feature=related

http://www.youtube.com/watch?v=fAdEOXD9Tvk&feature=related

Lecture http://www.youtube.com/watch?v=_1QIhWa_4_A

“Communicative competence implies the ability to meet the demands of participation and communication within the culture” (p. 55).

The adequacy of one’s communication is based on having sufficient knowledge, judgment, & skills needed to convey a message to a communicative partner.

This complex behavior is learned within a cultural environment

Cultural aspects of communicative competence (Hetzroni & Harris, 1996)

1. Linguistic Competence2. Operational Competence3. Social Competence4. Strategic Competence

Light (1989), Communicative Competence for AAC users made up of:

AAC user needs to perform in at least two environments

-Both native language & AAC codes need to be mastered

-represent two different cultures

-AAC user by default is bicultural and has to learn to function adequately in at least two environments.

Linguistic Competence

Technical skills needed to operate systems used by AAC users.

Skills include: ◦ Access, transmission, and operational skills needed to reach mastery

level in accuracy and speed in using a given system.

Mastery level may differ in different cultures

Evaluation of preferred operational methods and transmission modes within a culture should occur within an AAC assessment for a student

These preferences may be evaluated while assessing student strengths (e.g., person/family-centered planning)

Operational Competence

Achieved when the user has the knowledge, judgment, and skill to understand and adequately function within their cultural community

Relates to knowledge of how to use language (i.e., what terminology and forms are used, at what times, and with what people) ◦ What behaviors are expected (at what times, with

whom, for what purposes)◦ What is considered appropriate decorum and

dress in public & home◦ How the culture perceives the world

Social Competence

AAC users must learn to use specific systems or strategies of communication that often differ from the verbal communication systems of the family or community

AAC users may be highly dependent on communication partners to infer meanings of messages.

Strategies for communicating AND the technology of communicating make up a communication system

AAC users must achieve competence in both

Strategic Competence

Communication strategies are often developed by the practitioners without adequate knowledge of the AAC user’s culture.

Providing a culturally acceptable strategic system may enhance the strategic competence while enabling the user appropriate use of the chosen technology.

What can you do to ensure a student’s culture is considered in the development of a communication system?

AAC users are vulnerable to the culture of practitioners

Involve the student & family every step of the way Don’t think of assessment “on” a student, but

rather “with” a student Essential to understand student’s unique physical

and sensory skills◦ How they see, hear, move

E.g., if a student has no functional vision and does not use speech, then an alternate form of expressive communication will probably involve…..????

Use of objects, parts of objects, gestures, & manual signs

Person-centered Approach to Assessment

Other Resources

Downing, J.E. (2005)Teaching Communication Skills to Students with Severe Disabilities

Soto, G. & Zangari, C. (2009). Practically Speaking: Language, Literacy, & Academic Development for Students with AAC Needs.

Pre-Requisites for Communication? Competence in a symbolic and language system

(e.g., spoken English, manual ASL)?

Formalized rules of word representation, production, & use?

Breathing is the only real pre-requisite (Mirenda, 1993)

Communication is essential to quality of life

Necessary to define oneself

Share ideas, feelings

Demonstrate knowledge & skills

Socialize Perform job & daily tasks

Communication in Daily Life Allows control over physical & social environment

Allows for acquiring new skills (strong correlation between literacy & communication skill development for students with severe disabilities; Beukelman & Mirenda, 2005)

Allows for socially acceptable way to express feelings of frustration

Allows for development of friendships

Least Dangerous Assumption (Cardinal, 2002; Donnellan, 1984) Better to err on the side of assuming

competence even if it is not there, rather than err on the side of assuming incompetence when competence is the case.

All individuals need to communicate

Who Needs Communication Intervention?

Students who demonstrate minimal communication skills and are not adequately expressing themselves.

Cognitive Referencing---Many professionals still believe that for children with severe intellectual challenges communication services are irrelevant (Downing, 2005)—

Question should not be whether students will benefit from communication intervention,

but how best to provide support

Basic Conditions for Communication (Beukelman & Mirenda, 2005)

At least 2 people who understand each other

Form (i.e. a way to send the message)

Content (i.e., something to talk about)

Function: Reason/Purpose to communicate

Educational team members must ensure these are addressed

Social Issues in Communication

Students in special education classrooms tend to have interactions with adults but limited interaction with other students (Foreman et al., 2004)

What affects does this have on: learning communication, and making friends?

Foreman et al., found that students with disabilities in general education were involved in significantly higher levels of communication interactions than their matched pair in special education classrooms (2004).

Two key parts of language…

Receptive Language: ◦ Understanding what people mean when they

speak to you.

Expressive Language◦ Being able to speak/communicate so that others

understand you.

Communication Forms (Behaviors)Multi-modal nature of communication

No one form of communication will meet all needs or all social situations

Teaching a combination of different modes is necessary◦ Examples: Vocalization, body

movements, pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs

Communicative Functions/ Intent

Request Initiate/greeting Terminate Attention Naming Accept/Reject

◦ Protesting situations◦ Affirming situations

Expressing choices or preferences

Content of Communication When there is nothing to say, there is no

communication (i.e. the awkward pause when run out of things to say)

Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos

Communication Skills Speech

◦ Articulation, Resonance, Voice, Fluency

Language◦ Phonology, Syntax, Semantics, Pragmatics

Conversation Skills◦ Turn taking, content, initiation, closure

Problems in the Classroom?

Receptive language deficits

◦ Cannot recall sequences of ideas presented orally

◦ Difficulty understanding humor, sarcasm, figurative language

◦ May not understand questions◦ Trouble following directions◦ Cannot retain information presented

orally◦ Difficulty understanding compound

and complex sentences

Expressive Deficits◦ Spoken language may include incorrect grammar or

syntax

◦ Limited use of vocabulary

◦ Frequent hesitations/can’t find right words

◦ Difficulty discussing abstract, temporal or spatial concepts

◦ Jumps from topic to topic

◦ Afraid to ask questions, does not know what questions to ask, does not no how to ask questions.

Assessing Communication Skills Standardized Tests will not provide the

information you need

Assessment driven by questions that need to be answered to help benefit from communication intervention—Team Effort

Interviews with Significant Others & Ecological-Functional Assessment Process

Monthly/ Quarterly

Identify Potential Communicative Acts

Verify communicative functions,

Analyze environmental demands

•Review Assessment Info•Select appropriate interventions•Write communication goals

•Select Instructional Procedures•Create opportunities for comm.•Implement relevant procedures•Program generalization & maintenance

•Graph learner progress•Modify procedures as necessary•Expand plan as necessary

•Person/family-centered planning•Summarize student life/learning/cultural background•Identify preferences

Steps in Ecological Assessment Process

Step 1: Plan with Student & Family Step 2: Summarize what is known about

the student Step 3: Encourage Self-Determination/

Assess Student Preferences Step 4: Assess student’s instructional

program Step 5: Develop ecological assessment

report

Considering assessment options?

Current communication

Environmental conditions

Motor capabilities

Cognitive/linguistic capacities

Language capacities

Literacy capacities

Sensory/perceptual capacities

Assessing Receptive Communication Skills Receptive skills for a specific activity need to be

identified

What does the student do to demonstrate that the message has been received and understood?

Document what forms of communication seem to be best understood

Assessing Expressive Communication Skills Any attempt by the student to start, maintain, or end a

communicative exchange should be noted.

How the students communicates (the form)—Skill level?

Why the student is communicating (function/intent)—different forms of communication for different purposes?

What the student talks about (content)—information on breadth of skills and accessibility?

Significant Other Interview(s) See Communication Style Assessment—

handout

Interview questions for professionals---handout

Practice using these interviews with a partner based on your case study OR you may use a student that you have or are working with.

Note your evaluation of using these interview questions.

Embedded In-class activity

Assessing current communication Communication Matrix by Charity Rowland

http://www.communicationmatrix.org

(designs to learn website)

Organized by communication functionList of behaviorsNot used, emerging or mastered

Ecological-Functional Assessment Process Uses observational techniques to analyze skill

demands of the natural environment and determine how the student performs within the environment

Leads directly to intervention plan (Snell, 2002)

1. List Domains

2. List environments

3. List sub-environments

4. List activities associated with each

sub environment

5. Task analyze each activity to identify skills

6. Observe the performance of the

activity to identify needs

Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005)

1. Ask: Where does the student spend time? (environment, sub-environment, activities)

2. Select Activity: (e.g., ordering food)3. Observe: (for vocabulary used in activity) List Expressive Vocabulary used in the

activity List Receptive Vocabulary used in the activity4. Review listed words and determine which

words & skills need to be taught to the student.

Example of Communication Ecological Inventory Where does the student spend time?

◦ Environment: Community: McDonald’s◦ Subenvironment: McDonald’s counter area◦ Activities: Ordering food, waiting in line,

socializing in line Select activity: Ordering Food

Example Cont’d Observe vocabulary used in activity

◦ Expressive: “I want, hamburger, fish sandwich, small, medium, large, coke, milkshake, yes/no, that’s all, thank you, my order is wrong, I need, extra ketchup, for here, please repeat that, how much?”

◦ Receptive: “May I help you?, Is that all?, Here or to go?, Your order will be ready soon?, I don’t understand, Your total is_____”

Review listed words: which are above, below, and at the student’s level. Which are within or outside student’s experience, which are necessary for the task

Complete the communication ecological worksheet on your in-class activity.

Use only one activity in the school environment (e.g., asking to play a game at recess, participating in writing activity in language arts class)

Embedded in-class activity

Ecological Inventory of Communication Skills

Steps in Activity

Natural Cues

Comm. Skills Needed

Student Performance

Discrepancy Analysis

Interv.Plan

Receptive or Expressive

+ or - Why student isn’t doing the step

suggestions

How to establish baseline skills student already has? Significant other interviews

Ecological Assessment

Direct observation in natural environments Interrupted chain procedures

◦ Interrupt a routine that student has to complete and see how student communicates

Assess student in interactions with other students Provide direct assessments to determine if

student understands words, pictures, symbols, etc.

Take Typical Language Samples

As we talked about last class, take an inventory of the vocabulary used in the settings student’s are in or will be going to.

Conversation inventories with same age peers

Could use audio recorder if allowed.

Research on Comm. Assessment Standardized Tests may provide age-

equivalencies in receptive & expressive language, but often fail to recognize the unique characteristics of students with severe disabilities (Cress, 2002; Ross & Cress, 2006; Snell, 2002).

Recommendation is interviewing significant others (Bailey, Stoner, Parrette, & Angelo, 2006)

Analyze Communication Environment (Blackstone & Hunt Bert, 2003; Downing, 2005); Use of Video recordings (Suarez & Daniels, 2009)

http://www.wati.org/?pageLoad=content/supports/free/index.php

Number of free publications WATI Assessment- provides an overview of

the assistive technology consideration, assessment and planning process

WATI AT Checklist in your book pg. 514-515

Great Resource:Wisconsin Assistive Technology Initiative

Framework

The SETT Framework, developed by Joy Zabala (2005), is an organizational instrument to help collaborative teams create student-centered, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities.

SETT is an acronym for Student, Environment, Task and Tools.

Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion and provide a vehicle for the team to collaborate and form a consensus on ‘where to from here’.

SE T T

TOOLS

ENVIRONMENT

TASK

STUDEN

T

TASK

STUDENT

EN

VIR

ON

ME

NT

TO

OLS

STUDENT – Examples of guiding questions concerning inclusive technologies:

•What are the student’s current abilities? •What are the student’s special needs? •What are the functional areas of concern? •What are the other students doing that this student needs to be able to do? •What does the student need to be able to do that is difficult or impossible to accomplish independently at this time?

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

STUDENT

• ENVIRONMENTS – Examples of guiding questions concerning inclusive technologies:

• What activities take place in the environment? • Where will the student participate—classroom, home, community,

therapy? • What is the physical arrangement? • What activities do other students do that this student cannot

currently participate in? • What assistive technology does the student have access to or

currently use?

ENVIRONMENT

Environments

Work Recreation Community Education Home

Sensory Considerations (new)

New section as a subset of Student & Environment

– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?

– Do the learning environment(s) impact the sensory issues of the student?

Sensory Considerations

STUDENT• Visual (glare, color vs.

black & white, white space between symbols, etc.)

• Auditory (voice, volume, button click)

• Tactile (velcro, weight)

• Personal space• Student specific

ENVIRONMENT• Background noise• Lighting (full

spectrum vs. flourescent)

• Physical space

• TASKS – Examples of guiding questions concerning inclusive technologies:

• What specific tasks occur in the environment?

• What activities is the student expected to do?

• What does success look like?

TASK

Tasks

Access to standard apps

Education/Rehab Alternative Writing Recreation Organization Internet

• TOOLS – Examples of guiding questions concerning inclusive technologies:

• Tools are devices and services—anything that is needed to help the student participate and access learning programs.

• Are the tools being considered on a continuum from no/low to high-tech?

• Are the tools student centered and task oriented and reflect the student’s current needs?

• Are tools being considered because of their features that are needed rather than brand names?

• What is the cognitive load required by the student to use the tool? • What are the training requirements for the student, family and staff?

TOOLS

Tools

Access to– Keyboards– Mouse– Monitor– Drives/Storage– Printer

AT Continuum

• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools

Low Tech Tools

Assistive Technology for Communication

AT Communication ContinuumLow Tech

Concrete Representations

Real Objects– Calendar box

– Tangible Symbols

– Miniatures

– TOBIs (true object based icon)

AT Communication ContinuumLow Tech

Communication system with pictures, symbols, letters &/or

words

Mid Tech Tools

Assistive Technology for Communication

AT Communication ContinuumMid Tech

Simple Voice Output DevicesBIGmack Step-by-step

CheapTalk

Hip Talk

AT Communication ContinuumMid Tech

Speech Generating Device with levels

Bluebird II

Tech series

Message Mate7 Level Communication Builder

Leo

High Tech Tools

Assistive Technology for Communication

AT Communication ContinuumHigh Tech

Speech Generating Devices with icon sequencing OR

Pathfinder Plus

Vantage Plus

SpringBoard Lite

AT Communication ContinuumHigh Tech

Speech Generating Devices with a Dynamic Display

Dynavox V series & V-Max

M3

ChatPC

Tango!

Eyegaze System

AT Communication ContinuumHigh Tech

Text based device with speech synthesis

DynaWrite

PolyTABLET with Persona

LightWriter SL40

Freedom LITE

Solution Selection: Tools & Strategies

• Review the list of potential tools– Now is the time to evaluate for a

match with:• Student (abilities, difficulties,

likes/dislikes)• Environment (supports, obstacles)• Tasks (what 1-2 things do you want the

student to do?)

– Prioritize selections

• What are the

functional areas

of concern?

• What are the student’s special needs?

• What are the

student’s current

abilities?

• What are the other students doing that this student needs to be able to do?

•What does the student

need to be able to do

that is difficult or

impossible to

accomplish

independently at this

time?

STUDENT

• What assistive

technology does the

student have access to

or currently use?

• What activities

take place in the

environment?

• What activities do other students do that this student cannot currently participate in?

ENVIRONMENT

• What is the

physical

arrangement?

• Where will the student participate—classroom, home, community, therapy?

• What does

success look

like?

• What activities is the student expected to do?

• What specific

tasks occur in

the environment?

TASK

• Are tools being

considered because

of their features

that are needed

rather than brand

names?

• Are the tools student centered and task oriented and reflect the student’s current needs?

• Are the tools being

considered on a

continuum from

no/low to high-tech?

• What is the cognitive load required by the student to use the tool?

• What are the

training

requirements for

the student, family

and staff?

TOOLS

SETT- similar to ecological inventoryStudent

S

Environment

E

Task

T

Tools

T•What are the student’s current abilities?

•What are the student’s special needs?

•What are the functional areas of concern?

•What activities take place in the environment?

•What activities do other students do that this student cannot currently participate in?

•What assistive technology does the student have access to or currently use?

•What specific tasks occur in the environment?

•What activities is the student expected to do?

•What does success look like?

•Are the tools being considered on a continuum from no/low to high-tech?

•Are the tools student centered and task oriented and reflect the student’s current needs?

•What are the training requirements for the student, family and staff?

Resistant student and/or Refusal to learn to use his device

◦ This may mean that the device/system is not meaningful or does not meet a communicative need (OR BOTH)

◦ Re-evaluate student’s opportunities to communicate.

◦ May need to manipulate the environment in such a way that necessitates the student use the device/system (Reichle, 1997; Snell, 2002)

◦ May be too difficult in comparison to other communicative means…think of some unaided means of communication (facial expressions, gestures, etc.) OR different symbols, colors, etc.

How to select communication devices? Conduct person-centered ecological assessment

on communication Team approach- teacher, SLP, parents Consider contextual-fit Consider: durability, ease of use, transportability,

flexibility, cultural sensitivity, cost of device, & quality of speech (McCord & Soto, 2004; Mirenda, 1999).

Ability of student to access an AAC system need to be assessed prior to purchasing system

Working with Parents? Consider their home-language, culture, and

long-term vision for the student’s communication.

Want to build system so that you can bridge home and school vocabulary, language, etc.

May be an issue when device is not allowed to go home.

Try to work with school to allow device to go home. Parents may need to sign responsibility for device.

Funding for AAC? http://www.aacfundinghelp.com/ Low-incidence funding

◦ (property of school) Health Insurance (property of student) Medicare (property of student) Department of Rehabilitation

◦ Dependent on potential for employability w/ device

In Oregon, Educational Service District (ESD) may have guidelines for this.

Developmental Vocabulary◦ To encourage language & vocabulary growth◦ Should include words or messages that encourage

students to use various language structures and combinations E.g., more, no, there

◦ Variety of nouns, verbs, & adjectives to support word combinations E.g., more car, OR no eat

◦ As vocabulary expands encourage use of combinations of 2,3,4, or more

Pre-literate vocabulary Needs for an AAC system

Substantive words (i.e., people, places, things) Relational words (e.g., big, little) Generic verbs (e.g., give, get, make) Specific verbs (e.g., eat, drink, sleep) Emotional state words (e.g., happy, scared) Affirmation/negation words (e.g., yes, no, not) Recurrence/discontinuation words (e.g., more, all gone) Proper names for people first (Mike) and personal

pronouns (his) later Single adjectives first (e.g., hot, dirty) & polar opposites

later (e.g., cold, clean) Relevant colors Relevant prepositions (e.g., on, over)

Developmental vocabulary categories (include from the lists)

If limited sight word recognition… Messages chosen from a functional rather

than developmental perspective Single words or whole messages are selected

to meet individual communication needs. ◦ One or more symbols to represent messages◦ Age/context/culturally appropriate.

Include some developmental vocabulary in AAC systems◦ Added whenever new environments or participation

opportunities are included

Vocabulary selection for nonliterate individuals

Words & messages that are commonly used by a variety of individuals and occur very frequently.

Sources to identify core vocabulary items◦ 1. Word lists based on the vocabulary-use

patterns of other individuals who successfully use AAC systems (http://aac.unl.edu/vocabulary.html)

◦ 2. Word lists based on the use patterns of the specific individual

◦ 3. Word lists based on the performance of natural speakers or writers in similar contexts.

◦ http://www.youtube.com/watch?v=Vib2__BDCXc

Core vocabulary

Types of Electronic Devices

Single-level Devices: deliver a limited number of messages (about 20), simple to program & operate (e.g. BIGmack)

Multi-level Devices: Up to thousands of messages, more difficult to program, multiple symbol displays to program messages on two or more levels.

Comprehensive Devices: “dynamic display” technology

Communication Skills Across Classes & Subjects Greetings & Farewells

◦ Age-appropriate vocabulary, mannerisms◦ May not necessarily need a Speech Generated

Device (SGD) Asking for Attention/Help Comments of Approval & Rejection Social Closeness

◦ Observe what typical students do to achieve this◦ E.g., admiring another’s hairstyle, telling secrets

Communicative Skills specific to a class or an activity

[to Bobby] “You don't have what they call "the social skills." That's why you never have any friends, 'cept fo' yo' mama.”

From Waterboy, 1998 starring Adam Sandler

How is communication related to the development of social skills? Besides communication skills, what other

factors affect a student’s development of social skills?

Based on what we have talked about in this class thus far, how would you go about assessing the social skills of a student with significant disabilities?

Think about students in the school you are working in… What types of interactions do they engage

in? (e.g., academic, social) How do they establish

relationships/friendships? How do they gain membership & belonging? What about romantic relationships? What about relationships with adults?

Esaul 7th grade at Chavez Middle School Spanish is his first/home language Can be quite shy when meeting someone for

the first time & it takes him a while to feel comfortable around new people.

Has autism & tends to repeat a few favorite phrases, avoids making eye contact, & holds fast to specific routines.

When topics of video games, movies, or comic books are brought up his entire demeanor changes

Discuss with a partner What are Esaul’s strengths?

What are (or can) be barriers to Esaul developing positive social relationships?

What process would you use to assess these barriers?

Alexis 4th grader at North Elementary School. Only knows a few of her classmates and

often feels alone at school. Has moderate intellectual disabilities, a mild

hearing impairment, and a severe physical disability for which she uses an electric wheelchair.

Alexis discovered she has a knack for abstract painting that features vibrant colors and bold lines.

Discuss with a partner What are Alexis’ strengths?

What are or can be barriers to Alexis developing positive social relationships?

How would you assess a student’s social skills? Rating scales- from those in environment Teacher nomination & ranking-

◦ List of students who demonstrate a specific behavioral characteristic to the greatest or least extent in comparison to classmates

Self-report- student’s subjective perceptions about own social competence

Direct behavioral observation-

Contextually & Age-appropriate

Contextual approach- ◦ Assess the skills of students within the

environment.◦ Identify skills that need to be taught◦ Ensures meaningful social development◦ Ensures the identification of skills that are

relevant to the student’s culture.

What are social relationships?

Easy answers: It’s obvious….we all have them and know

what they are. Defining social relationships is like defining

the meaning of life…it’s relative to the individual.

More useful understanding of social relationships, focused on interrelated aspects of our social lives:◦ Patterns of contact◦ Subjective satisfaction

Contact Patterns Social relationships are based on contact

patterns between two people Example: 2 students might see each other

in class on a regular basis, or that contact might be intermittent such as 2 students getting together for lunch once a week.

Contact does not need to be direct for a social relationship to exist (e.g., email)

Student’s social life can be understood as a collection of interactions with other people.

Environmental & Activity Variables: These occur within a context

Social Support

Behaviors

Social contacts

Social

Networks

Social Relationships based on: how often 2 students interact, how long, what days, etc.

What occurs between students when they interact

Different patterns of interaction among students

Subjective Satisfaction Variation among students regarding what

constitutes a desirable social life. Some individuals prefer to interact with a

small number of people, but interact frequently

Large number of people, but interact less frequently

There is no metric for what constitutes a “good social life”

What would be the best way to define a “good social life” for a student?

Importance Social support- behaviors that are a part of social

interactions◦ Emotional support, companionship, access to others, information,

material aid, decision making◦ Goal should be to increase a student’s access to social support &

improve student’s ability to provide social support to others

Membership/belonging- sense of “connectedness” with others ◦ Stable and something shared by individuals involved◦ Circle of friends (Haring & Breen, 1992)◦ Part of their school/community

Personal happiness-be aware of student’s perception of the adequacy of his or her relationships (Strully & Strully, 1985)

Processes in Social Relationships? What makes social relationships develop? Still not specifically identified in research General areas we will discuss relating to

social relationship development & maintenance◦ How relationships develop?◦ Balancing independence and interdependence?◦ Types of social interactions?◦ Variables that influence the course of a

relationship?

How social relationships develop? Predictable pattern (Goldstein et al., 2001), 3 phases: 1- Initial social encounters

◦ Introduced to students◦ 55% of peers who are initially met go on to second stage

2-Preferred interaction contexts◦ Try out different activities with one another◦ Make decisions of what form relationship will take◦ Majority of relationships do not extend beyond this

3- Durable relationships◦ Described as friendships◦ Most satisfactory of relationships◦ Sustained social interaction◦ Routine develops

Balancing Independence & Interdependence Social relationships influenced by social competence

◦ Student’s ability to effectively interact and maintain social interactions

Independently engage in set of behaviors= social skills More independent students are in initiating, taking turns,

and providing reciprocal social support= more likely to self-determine a happy social life

Caution: No “readiness” prerequisite to developing relationships

Balance with interdependence: able to work collaboratively with others to accomplish a common goal (e.g., finding a role within a class activity/situation…determine what to search, controlling the mouse, etc. when searching the net)

Contexts & Types of Social Interaction Where we interact & what we do are closely

linked Schools have 3 broad contexts: class,

break/mealtimes, & brief interactions in other settings

Think about what types of social interactions are “appropriate” during these times.

Assessing Opportunities for Interaction

1. Identify the times & settings to be assessed.

2. Identify what aspects of a person’s social life you want to assess.

Formal & informal information gathering Increasing number of people that student meets?

Maintaining already established social relationships?

3. Summarize info & make recommendations

Social Life Assessment Questions & Suggestions List the people with whom you interact

◦ Is each person a friend or an acquaintance? ◦ How many times per week do you interact with each

person?◦ In what settings do you interact with each person?◦ Does this person know any of the other people you

interact with? What areas of your social life could be improved?

◦ Would you like more interactions with a particular person?◦ Would you like to interact with this person in new settings?◦ Would you like to do different activities with this person?◦ Would you prefer individual or group activities?◦ Would you like to meet new people?

Top 5 Barriers to social relationships for students w disabilitiesBarriers to Social Interact/Relationships

Suggested strategies

Access to general education (GE) settings

Facilitating inclusive placements

Access to peers without disabilities in GE settings

Peer supportsClassroom participation

Access to GE curriculum Adaptations/modifications

Skills for facilitating interactions Pivotal activity skillsReciprocity skillsTeaching interdependence

Access to peers over time Class schedulingAlternative school interaction opportunitiesAfterschool interaction opportunities