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sometimes his dad who is active duty in the military. Since Bobby was younger and
attended Kindergarten testing has revealed that Bobby has average/above average
cognitive and academic abilities. However, in his early school years as well as currently,
Bobby has performed poorly in academics. His teachers observe that Bobby chronically
daydreams and is easily distracted by peers. Bobby has been enrolled in special
education resource program for two hours each day focusing on spelling, reading
comprehension, and social skills.
Bobby also struggles with social skills. His mother reports that Bobby has never
been particularly social and even as a young child had little interest in others. When he
initiates contact it is usually with adults and are on topics that are considered to be
odd. Bobby loves astronomy, mathematical equations, numbers, computers, and
computer software. Bobby has recently shown an interest in girls his own age. It seems
his is interested in interacting and forming relationships with them, but he does not
appear to have the social skills required for age-appropriate conversations and
interactions. When attempting conversations with the girls, they generally fail to
respond to his attempts. When the girls refuse, Bobby becomes verbally aggressive.
Bobbys teachers describe him as having poor social skills and to be immature for his
age. Bobby does not work well in groups, and occasionally when he does join a group,
he is often verbally aggressive towards his peers.
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Social Skills Part 2
Bobby, a 9th grader, struggles with social skills. His mother reports that Bobby has never
been particularly social and even as a young child had little interest in others. When he initiates
contact it is usually with adults and are on topics that are considered to be odd. Bobby loves
astronomy, mathematical equations, numbers, computers, and computer software. Bobby has
recently shown an interest in girls his own age. It seems his is interested in interacting and
forming relationships with them, but he does not appear to have the social skills required for
age-appropriate conversations and interactions. When attempting conversations with the girls,
they generally fail to respond to his attempts. When the girls refuse, Bobby becomes verbally
aggressive. Bobbys teachers describe him as having poor social skills and to be immature for
his age. Bobby does not work well in groups, and occasionally when he does join a group, he is
In analyzing Bobbys discrepancy analysis assessment and direct social skill assessment
data, it is clear that Bobby needs an intervention plan that will improve his social performance.
The specification of Bobbys social behavior is as follows: Bobby will initiate and maintain a
conversation with a peer on a preferred or non-preferred topic 75% of the time (3/5 times) in
Recently, Bobby has formed a positive relationship with the para-educator. The para-
educator is someone that he knows and thinks highly of. He actually prefers to work with the
para-educator, which is why the para-educator is the best person to model this behavior. This
can draw Bobbys attention in to the key parts of the social behavior being taught. The para-
educator can demonstrate what it looks like to appropriately communicate with peers on a
preferred and non-preferred topic. I would like the para-educator to be videotaped to ensure
we can watch it with Bobby and he can demonstrate it with the para-educator as well.
Different video models can be shown to Bobby. I would like for him to not only see the
para-educator on video, but I would also like for him to see two peers communicating
appropriately on video. Eventually, we can get Bobby interacting with a peer on video for him to
analyze and learn to self-monitor, self-evaluate, and provide self-reinforcement for goal
attainment. This will include all the types of video modeling for Bobby to visually examine.
The next step would be to role play and practice the behavior strategy being implemented.
After Bobby and the para-educator have worked together on modeling this behavior, I would
like Bobby to choose a female classmate to work with him and the para-educator. The student
must be willing and pre-approved by the teacher in order to ensure success with Bobby. Bobby
will initiate conversation with his peer accompanied by guidance from the para-educator. To
start, the conversation will be on a preferred topic of Bobbys choice. This can take place in the
Resource Room, outside at recess, inside the classroom, or at lunch. Having Bobby choose a
peer will allow him to partake in peer-supported techniques. Social interaction opportunities will
be arranged for the purpose of getting Bobby acquainted to certain situations. If the process is
going well, he has the opportunity to recruit more peers, which in turn will allow him to socially
communicate with them appropriately. He will also, hopefully, gain more friends as well. The
students chosen will have a better understanding of Bobby and his strength and struggles.
Coaching and performance feedback with Bobby should be provided at every single stage of
instruction to ensure he is understanding the social behavior being taught. Bobby needs to
practice proximity to the person he is speaking to, make eye contact, and use an appropriate
tone of voice without verbal aggression. Bobby and the para-educator will practice for a while
so he feels comfortable and confident, while understanding why this strategy will work. Once
these initial goals are achieved, we will focus on perfecting the target social skill. The para-
educator will slowly distance himself/herself away from the interaction while the skill is being
We will then provide Bobby with practice opportunities and rehearsals in a natural setting.
In this case, Bobby will be using the skills taught independently with an individual student as
well as a group of students. I would like for Bobby to use this strategy during Social studies
and English as those are two subjects he is not fond of and his currently performing below
grade level. Bobby will have performed this strategy with his classmate in different settings
prior to this step. The same peer that assisted Bobby along with the para-educator will be his
peer confederate during this process. She would have been familiar with what to expect and
someone Bobby can rely on and look to for assistance/model. Informal feedback and coaching
will be given to Bobby by the para-educator, teacher, and possibly his peer confederate. Bobby
will also discuss how he thinks it went and how he feels about it.
I would also like to include social narratives as a cognitive-based technique with Bobby.
This will help Bobby understand how to communicate in certain social situations. The social
narrative will be about why it is important to properly communicate with peers. Another social
narrative will include a story from the peers point of view and how they might react to Bobby
pre-social skill behavioral plan and post social skill behavioral plan. Bobby can grasp a better
understanding from all different points of view. This will lead itself to social thinking methods.
Bobby will be able to ask himself: how will my behavior affect others? What will happen if I am
verbally aggressive? How will I feel and how will they feel? What will they think of me? Why
should I do this or why shouldnt I do this? This will allow the para-educator to teach Bobby to
recognize the expectations and motives of others, practice self-awareness, observe cues from
Another strategy that we can use with Bobby is the power card. Having the power card will
The final step will be to gradually extend social skill instruction into increasingly less
supported settings with a group of students. From here we will be able to re-evaluate Bobby
and make changes as needed. Bobby will be carrying a travel card with him to each class in
order for feedback to be given on his social behaviors. This evaluation plan will not only allow
for Bobby to self-assess but will allow the para-educator and/or teacher to assess Bobby as
well. I would like for the people involved to sit down to discuss the progress Bobby is making
using these travel cards. If the goal has been reached, then Bobby will earn his reward that is
mutually agreed upon by the teacher and Bobby. This will motivate Bobby to be successful and
Nice use of
b) social skill prompting and coaching performance
methods (6 points); feedback! 6 6
c) social understanding and social problem-
solving methods (6 points); CBT 6 6
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