SOCIAL SKILLS & BEHAVIOR
ASSESSMENT GOAL WRITING & SERVICE DELIVERY
ALYSA VOS, M.S. BCBA
WHAT'S MISSING?
PENDULUM SPED
21ST CENTURY LEARNER
OVERSIMPLIFICATION
RAINBOW OF DIVERSITY
IDEA
• The purposes of IDEA include ensuring that
all children with disabilities have available to
them a free appropriate public education
(FAPE) that emphasizes special education
and related services designed to meet their
unique needs and prepare them for further
education, employment and independent
living.
[34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)]
Skills
(Academics or
Functional)
Adaptive
Behavior
Communication
Reduction of
Problem
Behavior
IT’S A PROCESS…
Assessment
PLOPS
Goals
Services
• Indirect
• Direct
• Specific
• Baseline!
• SMART
• Who What
• Where?!?
Be Proactive!
Do not wait until the IEP!!
OK….SOCIAL SKILLS &
BEHAVIOR…..EASY…..RIGHT…..
WHAT IS ADAPTIVE BEHAVIOR?
 Cohort of skills that allows each
individual to meet standards of personal
independence (Heward 2005)
 Ability to meet current and future
environmental demands (Gerhard et
al., 2013)
 Skills necessary to independently
function across environments (Gerhardt
et al. 2013)
 Individuals with ASDs show more and greater impairments
than age matched peers with nonspecific
developmental delays ( Kenworthy et al., 2010; Rodrigue,
Morgan & Geffken, 1991)
 Children with ASDs do not acquire adaptive skills at a rate
consistent with their age or cognitive development.
(Kanne et al., 2011)
 Adaptive behavior level and general cognitive
functioning differ in a much greater magnitude for those
who are higher functioning. (Bolte & Poustka, 2002)
 Adaptive behavior linked to positive outcomes for adults
with ASDs
• (Paul et al., 2004)
ADAPTIVE BEHAVIOR COMPETENCIES
• Production: Motor Skills that constitute task
completion separate from context. (Basic Skills)
• Navigation: Skills that enable an individual to
independently respond to his/her environment.
(Executive Skills)
• Social: Skills that enable a person to navigate the
interpersonal environment in a way that is socially
acceptable and allows them to access positive
reinforcement. (Social Skills)
Gerhardt, Zawacki, and Satrial 2013
Executive
Basic
• Specific Skill Set
• ADLs
• Empty trash
• Response to
environment
• Initiate
• Sustain
• Shift
• Evaluate
Social
• Communicate needs
• Adhere to norms
• Form relationships
BASIC SKILLS (PRODUCTION)
• Take a shower
• Brush your teeth
• Get Dressed
• Operate a cash
register
• Balance a
check book
• Go for a walk
• Get on the Bus
• Cook a meal
• Make an
appointment
EXECUTIVE SKILLS
• Navigating your world requires goal-directed, purposeful
behavior that is organized, coordinated and self regulated.
These are executive functions (McCloskey , 2011).
•Inhibiting reflexive, impulsive responding;
• Stopping, or interrupting, and returning
to, an ongoing activity;
• Directing and focusing attentional
processes, screening out interference
and distractions, and sustaining
attention
• Cueing the initiation of effort and
judgments about the amount of effort
required to complete a task, and the
sustaining of a sufficient amount of
effort to effectively complete the task
• Demonstrating flexibility to consider the
need for changes and the capacity for
shifting of cognitive resources to focus
on new demands or to respond to new
conditions or new information
• Directing the efficient use of, and
alternation between, pattern and
detail processing (Knowing when to
focus on the “big picture” and when to
concentrate on the details, and when
to switch between the two).
• Monitoring and regulating speed of
information processing; finding the right
combination of speed and accuracy
for optimal performance of an activity
• Monitoring and correcting task
performance for accuracy and
efficiency
• Overseeing the selection of verbalnonverbal and abstract-concrete
information processing mechanisms
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Directing motor output, altering
performance based on feedback
Directing the efficient use of fluid
reasoning resources
Directing the use of working memory
resources – that is, directing the ability
to hold and mentally manipulate
information
Directing the efficient and fluent
production of language when highly
specific production demands are
made
Directing the integration of multiple
abilities to produce oral or written
responses or products that reflect the
level of capacity of the component
abilities involved
Directing the efficient placement of
information in long-term storage
Directing the retrieval of information
from long-term storage
Regulating social behavior
Regulating emotional control
Enabling self-observation and selfanalysis
Making use of hindsight and foresight in
the direction of current processing
Enabling the capacity to “take the
perspective of the other” in order to
infer how someone
Executive Functions: A General Overview 2011 George
McCloskey, Ph.D
Social Skills Taxonomy
Social Relatedness
•Attachments
•Friendship
•Empathy
•Compassion
•Early, Intermediate and
Advanced
•Not Mutually Exclusive
•From “Crafting Connections”
•Leaf, Taubman, McEachin
2011
“Social Skills”
Social Learning
Social Awareness
•Observational Learning
•Vicarious Learning
•Information Seeking
•Group Effect
•Jokes
•Perspective Taking
•Understanding Impact of
Behavior on Others
Social Interaction
Social Communication
•Assertion
•Negotiation
•Decision Making
•Problem Solving
•Attention Seeking
•Subtleness
•Persuasion
•Reciprocity
•Interrupting
This list represents
just a FEW social
skills students may
need explicit
instruction and
practice in!
INTERVENTION PLANNING PROCESS
Initial Planning
Assessment
•Person Centered Planning
•MAPS/ Paths
•Motivational Interviewing
•Identifies areas to further assess
•Helps create action plan
• Indirect
• Direct
Planning
• Set SMART Goals
• Value
• Ecological Validity
• Who, What , When Where
Implementation
• Frequency/Intensity
• Context
• Research Based Strategies
Monitoring
• Fidelity of Implementation
• Student Progress
MY INNER ASSESSMENT DIALOGUE 
Define the problem
What does formal assessment ‘say’?
What is ‘not right’
If I placed the student in gen ed or a job right now
what would the barriers be?
• What tools will best evaluate / demonstrate this
individuals strengths and needs?
• What direct data do I need to collect to clarify the
results?
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ASSESSMENT……
• Informal Transition
Assessment Methods
• Interviews and
Questionnaires
• Direct Observation
• Environmental or Situational
Analysis
• Curriculum-based
Assessments
• School Performance
Measures
• Transition Planning
Inventories
• Formal Transition Assessment
Methods
• Achievement Tests
• Adaptive Behavior and
Independent Living
• Aptitude Tests
• Interest Inventories
• Intelligence Tests
• Personality or Preference
Tests
• Career Development
Measures
• On the Job or Training
Evaluations
• Self-determination
Assessments
ASSESSMENT….
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Assessment of Functional Living Skills (AFLS)
Vineland
ABAS-II
SIB-R
VABS-II
Brigance
VB MAPP
BRIEF
NEPSY-II
DKEFS
DREFS
And the most important of all……
ASSESSMENT..
DATA COLLECTION
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Excess or Deficit?
Frequency
Intensity
Duration
Latency
DO WE REALLY NEED A GOAL FOR
THAT??
MYTHS
• “Executive skills are thinking skills- They are not
observable/measurable”
• You can’t define “advanced” social skills
• “But we have to work on TEKS”
• He doesn't need behavior goals because he
doesn't have “problem behavior” (ie he is not
aggressive)
MYTHS
• You cant really write observable measureable goals
for advanced social skills, executive functioning skills.
• Some students need prompts written into their goals in
order to achieve them in one year.
*** Common practice but HUGE RED flag.
• Is the goal inappropriate? Does the student need stronger
behavioral programing?
• “Its not our responsibility to teach that”
• “He works on that ‘in’ speech”
VALIDITY
Goal: By 1/12/13 Johnny will approach
a peer and ask “can I play”
We may not be able to
see “thinking” like
executive functioning or
perspective taking but
we can see the results
of it…
MULTIDISCIPLINARY TEAMS
WHAT’S THE PROBLEM?
• [Your Child’s Name] will develop the ability to attend to
individual tasks and will improve processing speed
through the use of timers and cuing utilized with the
entire class in the general classroom.
• [Your Child’s Name] will improve organization skills for
classroom work and homework through specific,
repetitive instruction, and use of: · personal daily
checklist · binder / notebook with labeled sections for
each subject · homework folder with pocket dividers
inserted in main binder / notebook.
• Given direct instruction in using a timeline template for
completing long-term assignments, Student will chain
through each step in the time allotted, to complete 3
assignments, given direct verbal cues and ongoing
monitoring.
• By 1/12/15 When given a single step verbal instruction by
a familiar adult Sara will initiate following the instruction
with in 10 seconds on 80% of opportunities across 3
weeks.
• By 1/12/15 Adam will complete 3 mastered tasks (ie
wash dishes, fold clothes, wipe table) and transition to a
preferred activity using a provided visual schedule on
90% of opportunities across 4 weeks.
• By 1/12/15 Declan will write his assignments in his planner
with 90% accuracy on 5 of 5 days across 3 weeks.
• By 1/12/15 Given a selection of 3 activities for a therapy
or instructional session, Matthew will indicate their order,
create a plan on paper (e.g., with photographs), and
stick to the plan on 9 of 10 opportunities across 3 weeks.
• By 1/12/15 Sahar will follow the attached task analysis
(evaluate, proximity, listen, add a thought) for joining a
group with 100% accuracy on 4 of 5 opportunities across
3 weeks.
• By 1/12/15 Given a selection of 3 activities for a therapy
or instructional session, Matthew will indicate their order,
create a plan on paper, and stick to the plan on 9 of 10
opportunities across 3 weeks.
By 1/12/15 Matthew will engage “professional
conversation” (on-topic, non-perseverative, respectful) for
90% of his CBVI as measured by 5 minute whole interval
time sampling across 3 weeks.
PROMPTS & ACCOMMODATIONS
• Prompts vs Accommodations
•
“Visual” prompt vs Independent use of a
visual schedule as accommodation
• Prompts are an instructional strategy
that should be faded immediately!!
• Accommodations… Be careful, be
reasonable
• DO NOT write a Prompt into a goal!!!
GOAL VS TEACHING STRATEGY
• By 1/12/15 Matthew will engage “professional
conversation” (on-topic, non-perseverative,
respectful) for 90% of his CBVI as measured by 5
minute whole interval time sampling across 3 weeks.
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Discrimination Training Professional vs Unprofessional
Initiation & greetings
Conversation practice- Add a comment, topics
5pt scale Anxiety
SERVICES
She works on her communication goals “in speech”
Consultation vs Direct
Acquisition, Fluency, Generalization, Maintenance
Who? What? Where? How Often?
DATA DATA DATA
CONTEXT & FREQUENCY
The CONTENT or what we teach.
The METHODS or how we teach.
The CONTEXT in which we teach it.
The INTENSITY with which we teach it
AUTISM SUPPLEMENT
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(1) extended educational programming (for example: extended day and/or extended school year services
that consider the duration of programs/settings based on assessment of behavior, social skills, communication,
academics, and self-help skills); Behavior or Social Skills!!
(2) daily schedules reflecting minimal unstructured time and active engagement in learning activities (for
example: lunch, snack, and recess periods that provide flexibility within routines; adapt to individual skill levels;
and assist with schedule changes, such as changes involving substitute teachers and pep rallies); Active
Engagement, Consistent implementation of Behavior Interventions
(3) in-home and community-based training or viable alternatives that assist the student with acquisition of
social/behavioral skills (for example: strategies that facilitate maintenance and generalization of such skills from
home to school, school to home, home to community, and school to community);
(4) positive behavior support strategies based on relevant information, for example:
• (A) antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based decisions;
and
• (B) a behavioral intervention plan developed from a functional behavioral assessment that uses current
data related to target behaviors and addresses behavioral programming across home, school, and
community-based settings;
(5) beginning at any age, consistent with subsection (h) of this section, futures planning for integrated living,
work, community, and educational environments that considers skills necessary to function in current and postsecondary environments;
(6) parent/family training and support, provided by qualified personnel with experience in Autism Spectrum
Disorders (ASD), that, for example:
• (A) provides a family with skills necessary for a student to succeed in the home/community setting;
• (B) includes information regarding resources (for example: parent support groups, workshops, videos,
conferences, and materials designed to increase parent knowledge of specific teaching/management
techniques related to the student's curriculum); and
• (C) facilitates parental carryover of in-home training (for example: strategies for behavior management
and developing structured home environments and/or communication training so that parents are active
participants in promoting the continuity of interventions across all settings);
• (7) suitable staff-to-student ratio appropriate to identified activities and as needed
to achieve social/behavioral progress based on the student's developmental and
learning level (acquisition, fluency, maintenance, generalization) that encourages
work towards individual independence as determined by, for example:
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(A) adaptive behavior evaluation results;
(B) behavioral accommodation needs across settings; and
(C) transitions within the school day;
• (8) communication interventions, including language forms and functions that
enhance effective communication across settings (for example: augmentative,
incidental, and naturalistic teaching); CORE DEFICIT!
• (9) social skills supports and strategies based on social skills assessment/curriculum
and provided across settings (for example: trained peer facilitators (e.g., circle of
friends), video modeling, social stories, and role playing); CORE DEFICIT!
• (10) professional educator/staff support (for example: training provided to
personnel who work with the student to assure the correct implementation of
techniques and strategies described in the IEP); and
• (11) teaching strategies based on peer reviewed, research-based practices for
students with ASD (for example: those associated with discrete-trial training, visual
supports, applied behavior analysis, structured learning, augmentative
communication, or social skills training).
HOW DO WE TEACH THESE?
WHERE THINGS FALL APART…
• Value
• Ecological Validity
• Methods
• Frequency/Intensity
• Context
METHODS
TEACHING STRATEGIES
• Evidenced based practice overview (good
explanation and legal background):
• http://education.jhu.edu/PD/newhorizons/Journals/special
edjournal/MarderandFraser
• National Standards Project
• http://www.nationalautismcenter.org/national-standardsproject/
• NPDC on ASDs
• http://autismpdc.fpg.unc.edu/evidence-based-practices
• http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu
/files/2014-EBP-Report.pdf
CONTEXT & FREQUENCY
The CONTENT or what we teach.
The METHODS or how we teach.
The CONTEXT in which we teach it.
The INTENSITY with which we teach it
BEHAVIOR & SOCIAL SKILLS GOALS +
SERVICES
• All Day
• Every day
• All the time!
• How are you working on these goals across the school
day?
• How is this skill being taught systematically?
• How is he working on initiation in English?
• What is you plan for generalizing this?
• How often will data be collected on the behavior? How
often will data be reported to me?
• Great! Please send me the data sheets so I can review
them!
WHAT CAN I DO????
• Start conversations well ahead of the IEP
• Ask questions, add information- Crucial
Conversations.
• Set goals. Identify Barriers. Make a Plan.
• Supervise Implementation of the Plan.
• Find knowledgeable professionals.