sxsw zoo u-sans-video
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Social Skills Assessment and Games SXSW edu – March 2015TRANSCRIPT
Copyright © 2014, 3C Institute. All rights reserved.
Social Skills Assessment and Games
SXSW edu – March 2015
Copyright © 2014, 3C Institute. All rights reserved.
2
Overview
1. Social skills categorization
2. Goals of social skills assessment (SSA)
3. Comparison of traditional and game-based SSA methods
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3
Consequences of poor social skills15% are
rejected by majority of peers at school
10% have no one to
play with at school
15-20% of children regularly
bully others
28% report being
physically bullied
Only 2% report their
peer relations are not
important
60% of children with
autism experience
peer victimization
In 71% of school
shootings, the shooter felt bullied at school
50% of fights at
school are retaliation against bullying
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Consequences of poor social skills
Suicide is the 3rd leading cause of
death among young people
60% of 8 year olds identified as
bullies have a criminal record by
age 24
15% of all school absences are due to fear of being bullied at school
Negative outcomes are
greater when peer problems are more chronic Positive peer
relations decrease risk of later problems
for at-risk children
Youth with poor social relations are more likely to engage in an
array of risky behaviors
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Categories of social skills
“Social skills”
Engaging build, repair, or
strengthen social relationships
Inhibitorypurposefully control, censor, or inhibit an
action
Solution-focusedIntegration of various
skills to achieve a specific social goal
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Engaging social skills
Examples and Definitions
Verbal CommunicationWHAT we say; the content of our message; the words we use to communicate our thoughts or feelings
Non-verbal CommunicationHOW we say something; communicating what we think or feel without using words
ListeningHearing what others have to say; finding out what the other person is thinking or feeling; asking questions; not interrupting or putting someone down
Perspective TakingAbility to see a situation from another’s point of view; knowing what another is thinking or feeling
EmpathyAbility to understand the thoughts and feelings of another; ability to feel what another person is feeling
Social InitiationTaking the first step to begin playing or talking with another person; joining with one or more people for a social activity or conversation
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Inhibitory social skills (#1)
Impulse control
AKA “Stop-and-
Think”
Impulse to do or say
something
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Inhibitory social skills (#2)
Emotion Regulatio
n
Emotion-fueled impulse to do
or say something
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Solution-focused social skillsAssertiveness
• Goal = stand up for yourself in the face of pressure by or conflict with others; accomplish your goal without being aggressive or withdrawing
Cooperation
• Goal = accomplish a task by working together with others
Compromise
• Goal = negotiate a mutually agreeable solution to a problem or conflict
“Check-it-out”
• Goal = discover the ‘truth’ about a given situation
Social Action Planning
• Goal = figure out the steps needed to reach a personal social goal
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Social Action PlanningGoal = figure out the steps needed to reach a personal social goal
Example Goals: • Make friends with Sally• Deal with Bill (a bully)• Ask Pauline over• Stay calm around Bob • Find out if TJ is mad at me• Say no to Alec• Make up with Amy• Join the SMC club
List specific social
behaviors for this situation
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Questions?• Part 2: Goals of Social Skills
Assessment
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Goals of SSA
What decisions will the data
inform?
How will the data be used?
What’s the purpose of the assessment?
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SSA for screeningScreening is the
starting point for interventi
on
GoalIdentify children in need of social, emotional, or behavioral intervention
Comparison To universal or norm
Target Specific skill(s) or outcome(s)
Timepoints Infrequent, periodic
Timing Prior to intervention
Use of dataAs a first step in intervention planning
Who would benefit from
intervention?
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SSA for progress monitoring
GoalEnsure progress is being made as a function of participating in the intervention
ComparisonWithin intervention group or individual child
TargetSpecific skill(s) or behavioral target(s)
Timepoints1 or more times during intervention
Timing During intervention
Use of dataTo continue or revise intervention plan Is the child making
progress as expected?
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SSA for evaluation
GoalDocument change in targeted outcomes in response to intervention
Comparison Within individual child
Target Specific outcome(s)
Timepoints Pre-post-follow-up
Timing Before & after intervention
Use of dataTo inform future intervention planning
Did the child benefit from the intervention
as expected?
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Types of data for SSAWhat information do I need?
Data typeWhat’s measured?
Intervention goal?
Criterion for success?
social literacyKnowledge & comprehension
Increase understanding of subject matter
Demonstrate acquired learning in subject area
social performance
Capacity to act prosocially
Increase social skills & self-efficacy
Demonstrate improved skills & confidence
social adjustment
Social, emotional, & behavioral outcomes
Increase prosocial behavior; decrease emotional & behavioral problems
Demonstrate improved social, emotional, & behavioral functioning in real world
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Questions?• Part 3: Comparison of traditional and
game-based SSA methods
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SSA options
• Behavioral ratings scale questionnaires• Behavioral observations of child• Peer nominations (AKA sociometrics)• Interview with child • Social problem solving game
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Evaluating SSA optionsAre there adequate
resources (time, staff, finances) to
conduct the assessment?
Is there evidence to support the validity and reliability of the resulting
data?
Is this assessment method
appropriate for this child?
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SSA option: Behavioral Rating Scale
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SSA option: Behavioral Observations
Coding Procedure
Event Recording
Interval Recording
Time Sampling
Duration Recording
Latency Recording
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SSA option: Interviews
Essential Interviewer Skills
Understands normative developmentCan speak at the child’s levelIs comfortable with children
Knows how to ask questions
Uses reflective listening
Can read non-verbal cues
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SSA option: Peer Nominations
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SSA option: GamesGames lower
implementation barriers
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Zoo U – SSA game
Video file was removed from this spot to reduce
upload/download timesthrough PanelPicker
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Summary of SPS tasks for Zoo U
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Summary of SPS tasks for Zoo U
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SSA option: Games
WARNINGNot all games are created
equal
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Zoo U – PsychometricsConstruct validity
= Convergent
and Discriminant
validity
Predictive validity
for real-world outcomes
Odds ratios predicting teacher-reported incidence
Zoo UIndicators Bully Office
referralsGets into
fightsGets into
arguments
Poor scene scores 2.86 2.89 2.60 1.87
Negative options 3.89 4.22 4.76 3.00
Both 6.11 7.48 7.68 3.56
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Zoo U – norm-based reporting
A game environment
enables measurement of social literacy &
social performance
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SSA option: Games
Stealth assessment embeds data
collection right into game play
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Zoo U – Accuracy checks
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Zoo U – Child engagement
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Contact Information
James M. Thomas, PhDCxO & Co-Founder
3C Institutewww.3CISD.com
1901 North Harrison Avenue
Suite 200
Cary, NC 27513
(919) 677-0102, ext. 567
(919) 677-0112 FAX