The method that TCI uses to teach Social Skills in the Autistic/PDD Program is called the 3D Approach. The 3D Approach has three stages: Discuss, Demonstrate and Do. These stages incorporate the components necessary for our students to learn Social Skills-observation, modeling, rehearsal and feedback.
3D Approach
Discuss Phase - Group instruction including identifying the name of the skill, defining key terms, asking and answering wh- questions, determining why the skills is important, identifying skill steps, using picture cues as examples for each step or to define new vocabulary.
Demonstrate Phase - including a demonstration by teachers to show the skill in action in varying situations, in varying places, with varying teacher/assistants.
Do Phase - including an opportunity for each student to practice the skill in a structured well-supervised setting that allows for immediate feedback (corrective or reinforcing) from the teacher; the role play can be done in dyads, individually or in a group depending on the nature of the skill.
A Group Contingency Reinforcement System is incorporated at the completion of the lesson, students vote on reinforcers to play at the end of the day.
A skill Review Procedure is implemented to:
- Identify the skill and skill steps.
- Identify students that used the skill that day.
- Identify the results of using the skill (including praise, token, feelings).
- Identify appropriate times to use the skill.
- Identify inappropriate time to use the skill.
- Review social skill points.
Correspondence with Parents
A letter describing the social development program is sent to parents by the Social Development Coordinator. Each month teachers send a copy of the current lesson plan to parents. TCI encourages parents to look for this and to provide praise and feedback accordingly.
Social Skill Assessment
A modified Social Skill Assessment that contains the skills involved in each rotation is administered once during the first and once during the last month of school. This assessment shows the progress made through the school year.
Token Economy Behavior Management System
TCI's token economy system provides students with realistic life skills in decision-making, economic, and social improvement. Research suggests that reinforcers that are 'positive and meaningful' are most effective in promoting desired behaviors.
The use of money undoubtedly motivates individuals. The students finds relevance in shaping and changing their behaviors when monetary exchanges are individualized and self-selected.
TCI's token economy system enables the student to make choices regarding academic and social performance. TCI staff strategically guides decision-making. It is the staff's role to increase the student's awareness of the consequences (both positive and negative) of their actions. Ultimately, the student feels empowered and will make the most appropriate choices for him/herself.
Decisions are reflected monetarily and a record of financial earnings is kept in a personal bank account. The student has the opportunity to spend money on activities, trips, privileges, and store merchandize. It becomes apparent to the student that in order to increase spending power, there must be an increase in positive academic and social choices.
Social Skills Development for Children With Behavioral Disabilities
Students at TCI with Behavioral Disabilities learn social skills using a four-part social skills curriculum. The curriculum teaches social behavior and citizenship ("Our Community"), problem solving ("Working it Out"), dealing with feelings ("Our Feelings") and organization skills ("Getting it Together"). Teachers and clinicians each teach one social skills lesson in the classroom every week. In addition, social skills concepts are incorporated within other aspects of the school curriculum (such as literature and history), and are taught and reinforced in individual and paired therapy, groups, and through our problem-solving department.
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