module 11: shadow aide and social skills training

important things

- don't talk w other aide/bi's/teachers/parents and lose focus of your client (this is not a time to socialize as this may put your cleint's safety at risk - always stay within 3 feet or closer of your client, esp outside classroom) - follow aces dress code (not school dress code) and never use cell phones - be on time, pleasant, helpful and trustworthy - always be cautious of your client's confidentiality w other school staff and parents you're still working on client's goals and collecting data throughout the school day. make sure you're aware of what goals you're working on during each activity and ask supe if you're unsure have fun! and be enthusiastic when interacting w client and his/her peers!

a shadow aide follows a client in a school setting providing __ to the environment/material as needed util the client is independently functioning in all area - social opportunities and updates - needed assistance and changes - academic support and remediation - prompting and modification

- prompting and modification

what is NOT a role that a peer can play in the classroom and other areas? - travel companion - peer tutor - friend - lunch/ recess companion - shadow aide

- shadow aide

phase 1

Prompt client to participate in activities, engage the client in parallel play (a client playing next to his or her peers preferably with the same items, but not interacting directly with them), insist on appropriate eating skills, and reduce episodes of inappropriate behavior - target attn and compliance to simple group directives (lining up, cleaning up) - fade out gradually using prompting only as needed - choose a buddy for the day/week to help guild the client thru the teacher's instructions - periodically give the teacher the opportunity to remind the client of the initial directive as needed engage client in parallel play; - encourage client to play w items preferred by peers so client has something that his/her peers want - assist client to appropriately play w toys and sit in middle of a group of his/her peers - increase the duration of parallel play which involves the client playing next to his/her peers, preferably w the same items, but not interacting directly w them insist on appropriate eating skills: - insist on use of correct utensils - remind client to wipe face and hands (remind their peers as well) and try to use visual cues and hand signals to be less intrusive - client should participate in cleaning up and doing his/her share of chores (wiping table, throwing away trash) reduce episodes of inappropriate behavior: - target one behavior at a time and collect data on target behaviors - work w team to decide and implement an effective behavior plan for each behavior - utilize behavior strategies (aba social stories, visual strategies, PECS) - determine what peers should be told and how they should react when behaviors occur

4 phases of a shadow aide

Utilizes ABA principles including the prompting hierarchy, prompt fading, reinforcement procedures, functional communication training, social skills training, independence training, shaping, and task analysis chaining procedures to increase skill acquisition and reduce maladaptive behaviors bullseye = independence dartboard = large school/ community activities bullseye = working our way towards smaller social interactions within the school/community environment various phases will change chronologically as well as simultaneously. various levels of prompting will change on a daily basis as everything is adapted to client each day remember that client may be in one phase for one activity and in another phase for another activity

social skills training

Utilizes ABA principles to teach social skills, increase social interactions between clients and their peers, and generate social skills to other settings, people, and materials. This involves teaching social skills in the 1:1 setting in the home with the BI and client and then moving to a peer play date with one other peer prior to joining a social skills program peer can be family member initially, but same aged classmate or neighbor is best utilize only mastered games when introducing peer play to increase success start out w short peer play dates of 30 mins to an hour and build up to longer session begin w imitative or parallel play and then move into interactive, pretend, imaginative, adn reciprocal play. divide play dates into sections/ activities (free play, art, circle time, games) once client has been successful w one peer in their home environment, your supe will choose a social skills program that is best suited for client do not socialize w other adults in group, keep close distance of client, never turn back on client encourage to play and interactions btwn client and his/her peers and not to be clients playmate during play activities follow instructions of the group leader and do not leave group without letting leader know where you are going (client needs to use bathroom) aces provides various types of social skills training opportunities for clients. groups are typically made up of group leader, bi, and clients: - play dates - two clients working on social skills at home or in community - social skills groups - three or more clients working on social skills in community, office, home or in a park setting - community integration programs (cip) - clients and parents working on social skills at a movie theater, bowling alley, restaurant, or other community setting - buddies and pal programs - groups of clients aged 0-3 working on social skills in preparation for preschool - generalization programs - groups of clients generalizing skills learned at home to other environments and w other people, peers, and materials priming incidental teaching prompting providing choices reinforcement instruction delivery strategies creating opportunities

Providing Choices

always provide choices (having choices is highly motivating) and do not assume you know what is reinforcing to the client (conduct a preference assessment)

prompting

assist client to learn to respond to cues in natural environment ("look at your friends" "read the sign" directing client to cues given by group leader, parents and or peers) use prompting hierarchy, always fade prompts quickly, use least intrusive prompt, and prompt from behind while always remaining in close proximity to your client (within 3 feet) prompt appropriate play by narrating your play ("my car is going up the hill honk honk") and prompt appropriate use of toys; never play inappropriately w toys prompt by imitating and expanding on client's play - engage in parallel play, add to client's current play (add a road to his/her car play, ask him/her to take a car to a pretend store), add sounds (swoosh beep) and imitate client while also encouraging imitation of your actions "do this" prompt turn taking by modeling appropriate play, building tolerance, teaching sharing, making your turn very short and client's turn much longer in beginning, announcing whose turn it is, and allowing asking for turns

creating opportunities

by putting preferred items up high or out of reach but within view or pretend not to understand the client to encourage client to request items/activities either receptively or expressively social skills opportunities are not always arranged to focus on all a client's targeted skills/goals create opportunities for client to engage in his/her individual targeted skills/goals during social skills opportunities (create a scavenger hunt to work on labeling items during a play date, work on requesting items at a restaurant, require client to find a friend before playing on playground during free play during a social skills group) interactive play ideas: - small obstacle course (2-3 activities) - pretend to be asleep - pretend to be an airplane - marching in a parade - chase, tag, and hide-and-seek - bowling - big truck - load, roll, unload - balloon races and balloon play - sport activities - hopscotch or four square - build a fort - roll client up in a blanket like a burrito - bubbles - pop w fingers, stomp, catch on hand - races - running, wheelbarrow races - swinging and sliding - trampoline - building w blocks - london bridges, ring around the rosie - board games - play dough circle time activities can be incorporated into 1:1 or group settings to create additional oportunities to work on social skills where siblings and peers can be included interactive calendar activities - days of the week, months of the year, date, today, tmr, yesterday, weather, special events reading books - taking turns, client turns pages and points to items in book, work on attending for longer periods of time singing songs and following hand gestures - learning words and gestures additional circle time ideas: - take turns reading or being the "teacher" - ask different types of questions (who, when, why, etc. not just "what is it?") - practice dtt program within books (prepositions, colors, emotions)

instruction delivery strategies

encourage eye contact by holding preferred items near your eyes (to orient client to your face) and make preferred items inaccessible (client will need to orient to you to access item) provide simple instructions by talking in a clear, concise manner, using language comprehensible to the client when asking questions or giving directions, and giving ample time to respond encourage language by insisting on eye contact and communication when a client is requesting items, modeling correct language (allow for approximations), and pairing language w activities, but don't insist on too much language which can cause frustration

phase 2

fade prompts from phase 1: - set up "buddy system" to allow peers to assist and encourage the client - utilize visuals to create independence (client is dependent on their schedule and not shadow aide) - teacher begins to prompt client to follow instructions - reference peers to make sure client isn't being held to a higher standard - allow for processing time and for client to look for their peers for guidance promote language use: - target greetings w teacher and peers - ensure eye contact when speaking and being spoken to (remember exact eye contact is not necessary and should not take over the interaction) - teach typical questions for the client to use to initiate play or conversations ("what is your name" "do you want to play") - prompt for correct responses to questions from teachers and peers target appropriate classroom directives and rules: - teach client how to follow game rules and that sometimes you win and sometimes you lose during game play - teach the client that it is okay to make mistakes - have the client that it is okay to make mistakes - have client participate in clean up activities and complete work tasks that require assistance from a peer to encourage interactions - teach client rules for requesting (going to bathroom, getting a drink) - ensure the client is getting enough breaks (initially reinforce requesting breaks on a continuous basis, but later delay reinforcement to increase the amt of time on task) prompt for interactive play: - become friends w client's peers in order to encourage peers to play w the client (and not you) - guide peer to interact w your client, but do not become the client's translator (ask the peer to ask the question again rather than telling the client "john asked you a question" or "john wants to know your name") - reinforce peers for interacting with the client (social praise, little notes, small stickers) if they are not yet receiving natural positive reinforcement from the client and prompt the client to give natural positive reinforcement to peers (laughing at jokes, making social statements such as "this is fun!")

Reinforcement

focus on reinforcement the client could potentially gain in the natural environment: - being line leader for an activity - going first during a game or activity - extra playground free time - time w a preferred peer - choice of a specific game/activity - being a "super star" for the day and allowed to create schedule of activities for group - high fives and social praise from peers

shadow aide

follows a client in a school setting providing prompting and modifications to the environment/materials as needed until the client is independently functioning in all areas

Incidental teaching

involves client-initiated activities that are highly structured and planned ahead of time by an adult in the natural environment to attract client's attn and to focus the session on targeted skills/goals (setting out 2 games preferred by client and prompting client to first ask a friend to play when client reaches for one of the games)

priming

involves practicing task/activity or explaining a situation before it occurs to prepare client. priming may also be allowing client to preview an event priming proactively increases attn and participation and decreases potential behavior issues ex - - practicing games - explaining rules - discussing what happens if client loses a game - explaining procedures to follow if client needs a break - telling client how to earn reinforcement and what reinforcement is available

shadow aide's relationship to the teacher

not meant to replace the teacher and should promote the client's independence following the teacher's directives without becoming the client's teacher themselves teacher is not expected to change their classroom, schedule, or activities for the client or spend time w the shadow aide bi if you feel you must speak to teacher or there is a conflict in the classroom, contact supe immediately prior to speaking to teacher

roles peers may play

peer tutor: peer teaches or reinforces an activity/lesson that has been assigned by the teacher lunch/recess companion: peer sits and interacts w client during lunch and recess class companion: peer provides guidance, assistance, and/or encouragement during specific activities free time companion: peer "hangs out" with the client during free time activities extracurricular companion: peer guides or monitors the client during extracurricular activities (field trip, sporting event) homework/ school project companion: peer interacts w client to complete homework or a class project travel companion: peer provides assistance on the bus or walking home from school neighborhood/ after school companion: peer interacts w client during non-school hours friend: the ultimate goal is for the client to acquire friends which is defined as a reciprocal, mutual, nurturing, supporting and sharing relationship between both individuals. friends develop admiration and enjoyment from each others' unique qualities and tolerance and respect for their differences

phase 4

require complete independence: - assist the teacher as if you are a classroom aide (lead circle time, songs, art projects) in order for the teacher to work more closely w client maintaining mastered skills from previous phases - step in only if necessary (client is impeding the learning of self or others, client is left alone and not on task, client is monopolizing the teacher's time) promote good communication and modifications: - decide as a team what techniques will be used to address behaviors and to ensure targeted skills are acquired - modify activities as needed to increase independence and activity completion/participation

modifications

supe and shadow aide bi should make modifications to classroom schedule and activities to fit the needs of the client while making sure these modification do not make the client stand out from their peers (pocket-sized schedule rather than a wall schedule) most of these modifications will be made by the supe, but a shadow aide bi may need to modify activities on the spot and explain these modifications to his/her supervisor at end of school day be careful not to remove client from classroom unless they are disrupting others. if they must be removed or need a break, make sure it is not to a reinforcing activity (swings, going for a walk, leaving a disliked classroom activity) create "chores" client can perform when they need a break outside the classroom (taking a "fake" note to front office or another teacher taking library books to library)

phase 3

target more independent functioning and increase the frequency of independent peer interactions - continue to fade prompts - prompt the client to reference peers to figure out how to play and what to do next (natural cues) - require the client to follow rules and play fair - require the client to raise his/her hand to participate in discussions - ensure the client is participating in group activities (songs, pledges) - encourage client to ask questions and to respond elaborately to peers' questions - require client to seek the attn of a peer prior to talking - require client to find a friend before engaging in any activity rather than drawing peers to client as you did in phase 2 - require client to share toys/items appropriately - promote special friendships w peers (play dates, sleepovers, park play)