Carla Schmidt

Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation

Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.

A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.

Developing methods for understanding social behavior in a 3D virtual learning environment

This paper presents a case study of developing and implementing methods to capture, code and comprehend reciprocal social interactions in a three-dimensional virtual learning environment (3D VLE). The environment, iSocial, is being developed to help youth with autism spectrum disorders (ASD) develop social competencies. The approach to identifying, classifying and coding behavior in the 3D VLE uses an adaptation of reciprocal interaction coding methods traditionally used in single-subject research with individuals with ASD. These adaptations consider the unique characteristics of the 3D VLE technology and the nature and context of learning in this type of environment. A description of the coding methods employed is provided. Selected results are presented to illustrate how this methodology can offer detailed descriptions of learning and social interaction behavior in context. Such results demonstrate the potential of this approach for building new knowledge about how learning takes place and progresses in a 3D VLE and for making data-driven design decisions for improving the learning experience in the online social context.

Three-dimensional virtual learning environments for mediating social skills acquisition among individuals with autism spectrum disorders

In this paper we will discuss the unique possibilities of using three-dimensional virtual environments as an educational tool for individuals with Autism Spectrum Disorders (ASD). This paper will focus primarily on nonacademic skills such as social skills.

An initial investigation of the generalization of a school-based social competence intervention for youth with high-functioning autism.

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Aspergers Syndrome (N = 6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

iSocial: a 3D VLE for youth with autism

This poster provides an introduction and brief illustration of iSocial, a 3D-Virtual Learning Environment to support social competence development for youth with Autism Spectrum Disorders. We report the results of a field test of a partial implementation of iSocial in the Fall of 2008. Of note are some key lessons learned in how to adapt a successful clinic-based approach to the new medium, as well as lessons in the identification of needed social orthotics and identity representation for supporting social interaction for this special population. Despite numerous challenges in the implementation, the learners and guides were highly engaged in their virtual learning and responded positively to the experience.

Is There an App for that? A Model to Help School-based Professionals Identify, Implement, and Evaluate Technology for Problem Behaviors

I t was the first observation of the school year. Walking into Mr. Terry’s classroom, his principal, Dr. McKnight, immediately noticed the large display of monster-like characters projected onto the Smart Board. Each character was linked to the name of a student in Mr. Terry’s class. Many of these students’ characters were attached to green circles containing positive numbers. However, some were attached to red circles containing negative numbers. Dr. McKnight was intrigued. Throughout Mr. Terry’s whole group lesson on fractions, he would periodically stop to enter data into his laptop and a message would pop up on the projection screen. ‘‘Lauren, +1 for raising your hand!’’ ‘‘Nicole, 21 for talking out of turn.’’ Dr. McKnight noted Mr. Terry’s public display of both positive and negative behavior on the observation form and circled it as a point for discussion during the postobservation debriefing scheduled for later that day. After leaving Mr. Terry’s classroom, Dr. McKnight reflected on what he had observed. Over the past 3 years Fayettville Elementary School had implemented schoolwide positive behavior supports (SWPBS) as its framework for supporting student behavior. Mr. Terry served on the team spearheading the effort to create a positive environment schoolwide for all students and staff. During the first year of implementation, the team had agreed to publicly recognize students using the ‘‘outstanding owl’’ system (i.e., tickets printed with the school’s mascot, Ollie the Owl, distributed for following schoolwide expectations such as being respectful, honest, and prepared). At the same time, the decision was made to reteach expected behavior when students engaged in inappropriate behavior rather than resorting to traditionally used reactive management practices (e.g., suspension and expulsion). Over the past year, the SWPBS team decided to focus its efforts on the classroom environment. All teachers reviewed and made a plan to individually implement classwide positive behavior supports strategies (e.g., providing behavior specific praise and increased opportunities to respond). Dr. McKnight was pleased that Mr. Terry was positively and publicly reinforcing students for expected behavior. However, at the same time, he was concerned about the negative numbers appearing on the screen for the entire class to see. Publicly posting negative behavior did not seem to align with the school’s focus on positive behavior support. During the post observation debriefing, Dr. McKnight shared his concern about the public posting of negative behavior with Mr. Terry and asked him why he selected to respond to inappropriate behavior in this way. Mr. Terry responded, ‘‘Well, I guess I didn’t really think about it that way. One of the other teachers on my team told me about a really cool, new, free app to track student behavior, so I decided to give it a shot.’’ Based on their discussion, Dr. McKnight and Mr. Terry decided to bring the application to the SWPBS team for review in order to determine whether this use of technology made sense within their school’s approach to behavior management and support. Dr. McKnight and Mr. Terry face an increasingly common dilemma in classrooms and schools nationwide: the haphazard integration of technology. It has become generally accepted that the integration of technology into all aspects of teaching and learning is not only beneficial but also necessary (Nickerson & Zodhiates, 2014). Yet, little consideration is typically directed at how that technology is selected, implemented, and evaluated (Edyburn, 2013). This haphazard approach can lead to the selection and adoption of technology for the sake of technology rather than identification of relevant technology built on a strong foundation of need. Too often, word of mouth or brief Internet searches are the sole basis for the adoption of devices and systems affecting students and teachers (Kopcha, 2010). By applying what works in a personal context (e.g., a quick Android computer software program or app search for tracking exercise) to the professional context, educators are in danger of selecting technology that is ineffective, misaligned, or incompatible with the desired outcomes and philosophies of learning and behavior management. Teachers are also presented with lists of technology solutions for implementing research-based practices, such as the table of mobile technology in Cumming (2013), but those recommendations may not align with a particular context or problem. Therefore, a systematic problemsolving process for identifying, implementing, and evaluating technology use in schools is warranted. The need for and utility of technology in education is acute, particularly with regard to facilitating PROBLEM SOLVING IN BEHAVIOR SOFTWARE USE