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Amber Gilbert

Sped 843: Advanced Methods & Assessment: Strategies for Students with Significant Behavior, Social &
Emotional Need
Social Skills Assessment and Intervention Assignment

Bobby Gibson is a ninth grade student that has tested at, or above grade level,
however he is performing below grade level. Bobby is currently struggling with reading,
spelling, comprehension, and social skills. Bobby lives at home with his mother and
older sister; his father is an active military member working overseas and is unable to
be home for long periods of time. His mother has mentioned that she is finding it
increasingly difficult to help him get settled back into a routine after his father leaves.
Bobbys family is very supportive of his current IEP, and they actively participate in all
meetings regarding Bobbys support.

Bobby has shown little interest in his peers and prefers to talk to adults, unless it is
in regards to a subject that interest him, such as astronomy. Recently, Bobby has begun
to show an interest in some of his female peers however, his lack of social skills leaves
him struggling with how to approach appropriate conversations. Bobby becomes
aggressive when these attempts at social interaction are not reciprocated. Bobbys
teacher has mentioned that he seems to be immature for his age, and that he lacks the
needed social skills to be successful. His teacher has also mentioned that Bobby has a
tendency to daydream during class, and that he is also easily distracted by his peers.
When asked to participate with the classroom activities, or with a group of his peers,
Bobby becomes verbally aggressive and refuses to participate.

Bobby has developed a relationship with the para-educator in his special education
class, and has shown a willingness to complete his work with her assistance. His para-
educator is currently working with him on his academic goals in the classroom setting.
Bobby needs to focus on his social skills along with his academic goals and will need to
have a successful social skills intervention in place to help him accomplish these goals.
Bobbys social skills intervention will include:

1. Appropriate interactions with peers and adults.


Bobby will actively engage in conversations with his peers and adults at an
age appropriate level. Bobby will not become aggressive when given a task
that is not to his liking. He will respond appropriately when a peer engages
him in an unwanted conversation, and when a peer rebuffs his attempts at a
conversation. Bobby will show continuous improvement with peer and adult
Amber Gilbert
Sped 843: Advanced Methods & Assessment: Strategies for Students with Significant Behavior, Social &
Emotional Need
Social Skills Assessment and Intervention Assignment

interactions within eight weeks of the beginning of his social skills


intervention, by using his daily target sheet to serve as an indicator.

2. Willingness to participate in, and complete assigned tasks.


When asked to participate in classroom discussions, Bobby will respond with
an appropriate answer according to the given subject being discussed. Bobby
will turn in complete assignments within the given deadline with accuracy and
attention to detail. Bobby will participate in, and complete assigned tasks with
100% accuracy.

3. Willingness to participate in peer groups successfully.


Bobby will participate with appropriate interactions when assigned to a peer
group. He will participate with the group activity including, asking and
answering questions regarding the given assignment. Bobby will be able to
pick a peer group with little or no prompting when not directly assigned to a
group. Bobby will participate with peer groups in an engaging manner 100%
of the time within eight weeks of starting the social skills intervention.

4. Willingness to participate in classroom activities successfully.


Bobby will participate with appropriate interactions and responses when
prompted by the teacher to do so. Bobby will be able to provide appropriate
responses without being prompted by the teacher when he has questions
about the given classroom activities. He will ask and answer questions in an
appropriate, respectful manner, regarding the given assignment with 100%
compliance after the first eight weeks.

Bobbys teacher and para-educator will use video modeling to assist with
Bobbys success in participating in peer group, and classroom activities. Bobby will be
involved in the process of picking a peer student to assist with the creation of the videos
needed. Both videos will concentrate on appropriate interactions with peers and adults.
Appropriate interactions will consist of following directions, possible positive responses
when the teacher or another peer asks a question, and what it looks like to be actively
engaged in the classroom assignment.
Amber Gilbert
Sped 843: Advanced Methods & Assessment: Strategies for Students with Significant Behavior, Social &
Emotional Need
Social Skills Assessment and Intervention Assignment

The first video will depict a scenario with the peer playing the role of the student,
actively engaged in a classroom lesson and discussion. This video will have both,
positive ways for Bobby to interact with the classroom lesson, as well as, consequences
Bobby will have to face when he chooses not to participate. The second video will be
similar in nature however, the situation will focus on positive interactions while working
together in a peer group setting. Bobby will be given time each day to watch these two
videos and ample time to practice imitating the positive behaviors depicted in the
videos.

Bobby will be given a peer coach that he is able to agreeably work with, to assist
him in making better choices throughout the day. His peer coach will model expected
behavior for Bobby, and will allow Bobby to practice age appropriate conversations with
him at least two times a day. This peer coach will be properly trained as to what kind of
conversations, and how to approach topics to be discussed, with Bobby. The peer
coach will be asked to check in with the teacher or para-educator on a daily basis to
discuss how the conversations with Bobby have gone for the day, and to offer
suggestions, or receive feedback on what things went well, and what things might need
to be implemented for a more successful day the next day. If modifications need to be
made to the duration, or conversation attempts, this will be the time for the peer coach
and the adult to come up with those modifications. The peer coach will be allowed extra
free time, depending on the peers needs, to assure they are successful with their daily
needs as well, while assisting Bobby with his intervention.

Bobby will carry a self-monitoring target sheet with him to class on a daily basis.
This sheet will have an area for Bobby to rate his progress for each class according to
participation and work turned in on time. Points will range from 1 to 5, with 1
representing a bad day, and 5 being the best day. Bobby will also be required to write
down his homework on this sheet. The self-monitoring sheet will serve as Bobbys exit
ticket for each class. In order for the teacher to sign off on the target sheet (the teacher
is not responsible for assigning Bobby his points), Bobby must have the sheet filled out
with his homework, if any, and how many points he gave himself for the class. At the
end of the day, Bobby will be able to turn in his sheet to earn points towards a weekly
goal of his choosing. Bobby must have a sheet turned in every day, in order for him to
reach his weekly goal. This weekly goal can be anything from having lunch with an
Amber Gilbert
Sped 843: Advanced Methods & Assessment: Strategies for Students with Significant Behavior, Social &
Emotional Need
Social Skills Assessment and Intervention Assignment

adult, to having free time on the computer. The weekly goal will be decided upon at the
beginning of the week so that Bobby knows what he is working towards for that week.

Finally, Bobby will have a designated time to meet with the special education
teacher on a one-on-one basis, two times a week. During this designated time, the
teacher will go over weekly goals and expectations with Bobby. This time will also be
used to come up with strategies that Bobby can use to help him in becoming aware of
the thinking and needs of others, and how his behavior can affect the behavior of
others.

Bobbys social skills interventions will be continuously monitored for successes


and failures. Since Bobby has a problem with motivation, keeping the rewards process
a viable option for him is important. My suggestion would be to change the weekly
rewards to daily rewards if needed, and make sure that Bobby is actively participating in
choosing those rewards.

I have set a timeline of eight weeks for Bobby to reach his goals at 100%. In
order for this to be a realistic time-line for Bobby, we would need to see immediate
changes in his overall social behavior. Modifications can be made to the timeline of
eight weeks, if Bobby is filling out, and turning in his daily target sheet. Bobby will need
to be re-evaluated after the initial eight weeks. The re-evaluation at eight weeks can be
changed to twelve weeks, and then modified with different videos every twelve weeks if
needed. Bobbys daily sheet will serve as a more concrete method to assess his daily
and weekly goals. It is important that Bobby be allowed to rate himself and his progress
to give him a sense of ownership.

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