Social Skills Improvement System Research Articles

A social-cognitive intervention program for adolescents with autism: A pilot study

ABSTRACTThis pilot study explored the efficacy of a social-cognitive intervention program for adolescents with Autism Spectrum Disorder (ASD). Seven adolescents with ASD (mean age = 12.57 years) attended a school-based 10-week program. Social Skills Improvement System Rating Scales, Goal Attainment Scaling (GAS), and Theory of Mind Inventory were administered at baseline, immediately after the program, and post 2-months. There were significant positive gains in Theory of Mind knowledge and in individualized goals (of GAS), and there were further gains after 2 months. Qualitative evaluation was conducted by a focus group interview with parents of participants. Consistent with the quantitative findings, parents observed that their children have increased knowledge of social skills, socialize more with friends, and had increase in positive social behavior. On the other hand, they perceived an even more intensive and ongoing program could further benefit their children. This study has added to the understanding of the potential impact of social skills programs run in school.

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

Transition from early intervention program to primary school in children with autism spectrum disorder.

AIMTo evaluate the characteristics that are associated with successful transition to school outcomes in preschool aged children with autism.METHODSTwenty-one participants transitioning from an early intervention program were assessed at two time points; at the end of their preschool placement and approximately 5 mo later following their transition to school. Child characteristics were assessed using the Mullen Scales of Early Learning, Vineland Adaptive Behaviour Scales, Social Communication Questionnaire and the Repetitive Behaviour Scale. Transition outcomes were assessed using Teacher Rating Scale of School Adjustment and the Social Skills Improvement System Rating Scales to provide an understanding of each child’s school adjustment. The relationship between child characteristics and school outcomes was evaluated.RESULTSCognitive ability and adaptive behaviour were shown to be associated with successful transition to school outcomes including participation in the classroom and being comfortable with the classroom teacher. These factors were also associated with social skills in the classroom including assertiveness and engagement.CONCLUSIONSupporting children on the spectrum in the domains of adaptive behaviour and cognitive ability, including language skills, is important for a successful transition to school. Providing the appropriate support within structured transition programs will assist children on the spectrum with this important transition, allowing them to maximise their learning and behavioural potential.

SNAP (Stop Now And Plan): Helping children improve their self-control and externalizing behavior problems

PurposeThe Stop Now And Plan (SNAP®) model is designed to improve self-control. Extant research however, has not considered how the program targets self-control and its relation to externalizing behaviors such as aggression and rule-breaking. MethodsThis paper explores the effects of SNAP on improving self-control using the Child Behavior Checklist and Social Skills Improvement System, respectively, from a sample of 318 children. Paired samples t-tests were used to compare SSIS self-control and CBCL externalizing scores during initial and follow-up stages of treatment. Controlling for gender and age at each assessment period, a multiple linear regression was used to predict the change in externalizing behaviors based on change in self-control. ResultsAnalyses further supported the effectiveness of the SNAP model by demonstrating statistically significant improvements in self-control with moderate effect sizes; this in turn predicted less externalizing behaviors. ConclusionsThe findings highlight the importance of self-control modification programs for improving self-control and reducing problem behavior.

Social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the primary grades.

The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. (PsycINFO Database Record

Infusing a Peer-to-Peer Support Program With Adventure Therapy for Adolescent Students With Autism Spectrum Disorder

Background: Key findings from the literature on treatment interventions with youth with Autism Spectrum Disorder (ASD) indicate that the most successful approaches allow frequent opportunities for uncontrived social interactions and are customizable to the needs of individuals and the group. Adventure therapy meets these criteria while providing opportunities for processing here-and-now behaviors in relation to life beyond school. Purpose: The purpose of this article is to present one model of a peer-mediated adventure therapy program with high school students with ASD. Methodology/Approach: A case example is presented to highlight one student’s experience in the program over 3 years. The Social Skills Improvement System was administered on an annual basis for this student, and scores were analyzed to assess progress. Findings/Conclusions: Preliminary data for one student over 3 years indicate an overall increase in social skills and overall decrease in problem behaviors. The case example illuminates the rationale for using adventure therapy with youth ASD due to opportunities for uncontrived interaction, a group-driven process, and emphasis on the here-and-now. Implications: While the small evaluation and case example provided preliminary support for utilizing adventure in peer-mediated interventions with youth with ASD, further research is needed for more in-depth program evaluation and understanding.

Feasibility study of a randomised controlled trial to investigate the effectiveness of using a humanoid robot to improve the social skills of children with autism spectrum disorder (Kaspar RCT): a study protocol

IntroductionInterventions using robot-assisted therapy may be beneficial for the social skills development of children with autism spectrum disorder (ASD); however, randomised controlled trials (RCTs) are lacking. The present research aims...

Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term predictive validity, and usability of the SIBS and SEBS in a sample of 154 elementary school students and their teachers. As a secondary focus, the technical adequacy and usability of the SIBS and SEBS was compared with that of two well-researched universal behavioral screening measures ( Behavioral and Emotional Screening System and Social Skills Improvement System–Performance Screening Guide). Results indicated that the SIBS and SEBS as a combined measure performed similar to the criterion screening measures.

The Child and Youth Mental Health Assessment (ChYMH): An examination of the psychometric properties of an integrated assessment developed for clinically referred children and youth

BackgroundThe Child and Youth Mental Health (ChYMH) assessment system was developed by interRAI (i.e., an international collective of researchers and clinicians from over thirty countries) in response to the unprecedented need for a coordinated approach to delivery of children’s mental health care. Many interRAI instruments are used across Canada and internationally, but the ChYMH represents the first assessment specifically for children and youth. In the present paper, a short overview of the development process of the ChYMH is provided, and then the psychometric properties of several embedded scales on the ChYMH are examined.MethodsParticipants included 1297 children and youth and their families who completed the ChYMH after being referred to mental health agencies within Ontario, Canada. In addition, smaller subsets of participants (N = 48–53) completed additional criterion measures, including the Social Skills Improvement System (SSIS), the Child and Adolescent Functional Assessment Scale (CAFAS), the Child Behavior Checklist (CBCL), and the Brief Child and Family Phone Interview (BCFPI).ResultsResults demonstrated that the ChYMH subscales had strong internal-consistency (Cronbach’s higher than .70), and correlated well with the criterion measures.ConclusionsFindings support the clinical utility of the ChYMH for use among clinically referred children and youth. Implications for children’s mental health assessment and practice are discussed.

Social Skills Training for Adolescents With Autism Spectrum Disorder Using Facebook (Project Rex Connect): A Survey Study

BackgroundAdolescents with autism spectrum disorder (ASD) spend more time using electronic screen media than neurotypical peers; preliminary evidence suggests that computer-assisted or Web-based interventions may be beneficial for social skills acquisition. The current generation of adolescents accesses the Internet through computers or phones almost daily, and Facebook is the most frequently used social media platform among teenagers. This is the first research study to explore the use of Facebook as a therapeutic tool for adolescents with ASD.ObjectiveTo study the feasibility and clinical impact of using a Web-based social platform in combination with social skills training for adolescents with ASD.MethodsThis pilot study enrolled 6 participants (all males; mean age 14.1 years) in an online social skills training group using Facebook. Data was collected on the participants’ social and behavioral functioning at the start and conclusion of the intervention. Outcome measures included the Social Responsiveness Scale-2, the Social Skills Improvement System Rating Scale, and the Project Rex Parent Survey. Participants were surveyed at the conclusion of the intervention regarding their experience.ResultsNo statistically significant differences in measurable outcomes were observed. However, the online addition of Facebook was well received by participants and their parents. The Facebook intervention was able to be executed with a careful privacy protocol in place and at minimal safety risk to participants.ConclusionsThe utilization of Facebook to facilitate delivery of social skills training for adolescents with ASD appears to be feasible, although the clinical impact of such an addition is still unclear. It is important to note that social difficulties of participants persisted with the addition of the online platform and participants still required assistance to engage with peers in an online environment. A Web-based intervention such as the one utilized in this study has the potential to reach a mass number of patients with ASD and could address disparities in access to in-person treatment services. However, the complexity and evolving nature of Facebook’s website and privacy settings leads to a number of unique online safety concerns that may limit its clinical utility. Issues encountered in our study support the development of an alternative and closed Web-based social platform designed specifically for the target audience with ASD; this platform could be a safer and more easily moderated setting for aiding in social skills development. Despite a small sample size with no statistically significant improvements of target symptoms, the use of electronic screen media as a therapeutic tool for adolescents with ASD is still a promising area of research warranting further investigation. Our study helps inform future obstacles regarding feasibility and safety.

Role of 4-H Dog Programs in Life Skills Development

ABSTRACTStress management, resilience, learning-to-learn, self-esteem, and empathy are life skills that play a pivotal role in the psychosocial development of youth who are prepared to manage everyday challenges, and are caring toward people and animals. We hypothesized that 4-H dog club membership is associated with improved life skills of youth participating in these activities compared with youth who do not. We surveyed Washington and Idaho youth (n = 150, 6–17 years old, M = 11.5) in three conditions: 4-H clubs conducting dog-focused activities (4-H dog clubs), 4-H clubs conducting activities not involving dogs (4-H non-dog clubs), and school youth not involved in 4-H (school group). Life skills, and attitude toward and attachment to pets, were assessed using the Emotional Quotient Inventory: Youth Version (Short), Self-Perception Profile for Children, Social Skills Improvement System Rating Scales, Pet Attitude Scale, and Lexington Attachment to Pets Scale. Analysis of covariance was used to evaluate main effects of condition and covariates (age, sex, number of siblings, and dog(s) at home), and two-way interaction effects on questionnaire scores. Condition affected scores: youth in 4-H dog clubs had higher stress management scores (p < 0.01) compared with those in 4-H non-dog clubs and school group conditions, and higher scholastic competence (p < 0.05) and global self-worth (p < 0.01) scores compared with those in the school group. Much of the variation in scores remains unexplained by the predictors investigated. Thus, the extent to which the results represent an interest in 4-H dog activities due to pre-existing characteristics as opposed to changes resulting from the 4-H experience is unclear. Nevertheless, 83% of study participants had at least one dog, and condition effects were detected after accounting for dogs at home, suggesting that 4-H activities involving dogs had beneficial effects over and above any benefits resulting from dog contact per se.

Music therapy for children and adolescents with behavioural and emotional problems: a randomised controlled trial.

Although music therapy (MT) is considered an effective intervention for young people with mental health needs, its efficacy in clinical settings is unclear. We therefore examined the efficacy of MT in clinical practice. Two hundred and fifty-one child (8-16years, with social, emotional, behavioural and developmental difficulties) and parent dyads from six Child and Adolescent Mental Health Service community care facilities in Northern Ireland were randomised to 12 weekly sessions of MT plus usual care [n=123; 76 in final analyses] or usual care alone [n=128; 105 in final analyses]. Follow-up occurred at 13weeks and 26weeks postrandomisation. Primary outcome was improvement in communication (Social Skills Improvement System Rating Scales) (SSIS) at 13weeks. Secondary outcomes included social functioning, self-esteem, depression and family functioning. There was no significant difference for the child SSIS at week 13 (adjusted difference in mean 2.4; 95% CI -1.2 to 6.1; p=.19) or for the guardian SSIS (0.5; 95% CI -2.9 to 3.8; p=.78). However, for participants aged 13 and over in the intervention group, the child SSIS communication was significantly improved (6.1, 95% CI 1.6 to 10.5; p=.007) but not the guardian SSIS (1.1; 95% CI -2.9 to 5.2; p=.59). Overall, self-esteem was significantly improved and depression scores were significantly lower at week 13. There was no significant difference in family or social functioning at week 13. While the findings provide some evidence for the integration of music therapy into clinical practice, differences relating to subgroups and secondary outcomes indicate the need for further study. ISRCTN Register; ISRCTN96352204.

Discrepancies in parent and teacher ratings of low-income preschooler's social skills

ABSTRACTParent–teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System – Rating Scales. Minneapolis, MN: Pearson Assessments]. Participants included 663 preschool children (326 male, 336 female, M = 3.51 years, SD = 0.50) rated in the Fall of their preschool year. Children were drawn from 68 classrooms in 13 preschool sites. The results indicated that mean parent ratings were significantly greater than mean teacher ratings for the Social Skills Scale. The mean parent–teacher ratings were not significantly different for the Problem Behaviours Scale. Follow-up analyses indicated that parent–teacher ratings differed across six of the seven Social Skills sub-scales. These differences were significantly associated with family income. Implications for parents, teachers, and educational policy are explored.

Association Between Teacher-Reported Symptoms of Autism Spectrum Disorder and Child Functioning in Children With ADHD

Objective: This study examined the association between autism spectrum disorder (ASD) symptom severity and academic outcomes and classroom functioning in a community-based sample of children with and without ADHD. Method: Participants included children with ADHD (n =179) and a non-ADHD group (n =212). ASD symptom severity, academic and learning skills, and classroom functioning were assessed via teacher report using the Social Skills Improvement System (SSIS; ASD and Academic Competence subscales) and the Strengths and Difficulties Questionnaire (SDQ; all subscales). Results: Children with ADHD had higher teacher-reported ASD symptoms than children without ADHD (β= .62, p< .001). Greater teacher-reported ASD symptoms were associated with more behavioral difficulties in the classroom for children with ADHD (β= .50, p< .001). There was little evidence of an association between academic competence and ASD symptom severity in children with ADHD (β= −.11, p = .15). Conclusion: ASD symptoms are associated with elevated classroom behavioral difficulties for children with ADHD.

A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

This randomized controlled trial (RCT) evaluated the efficacy of the Promoting Alternative Thinking Strategies curriculum (PATHS; Kusche & Greenberg, 1994) as a means to improve children's social–emotional competence (assessed via the Social Skills Improvement System (SSIS); Gresham & Elliot, 2008) and mental health outcomes (assessed via the Strengths and Difficulties Questionnaire (SDQ); Goodman, 1997). Forty-five schools in Greater Manchester, England, were randomly assigned to treatment and control groups. Allocation was balanced by proportions of children eligible for free school meals and speaking English as an additional language via minimization. Children (N=4516) aged 7–9years at baseline in the participating schools were the target cohort. During the two-year trial period, teachers of this cohort in schools allocated to the intervention group delivered the PATHS curriculum, while their counterparts in the control group continued their usual provision. Teachers in PATHS schools received initial training and on-going support and assistance from trained coaches. Hierarchical linear modeling of outcome data was undertaken to identify both primary (e.g., for all children) and secondary (e.g., for children classified as “at-risk”) intervention effects. A primary effect of the PATHS curriculum was found, demonstrating increases in teacher ratings of changes in children's social–emotional competence. Additionally, secondary effects of PATHS were identified, showing reductions in teacher ratings of emotional symptoms and increases in pro-social behavior and child ratings of engagement among children identified as at-risk at baseline. However, our analyses also identified primary effects favoring the usual provision group, showing reductions in teacher ratings of peer problems and emotional symptoms, and secondary effects demonstrating reductions in teacher ratings of conduct problems and child ratings of co-operation among at-risk children. Effect sizes were small in all cases. These mixed findings suggest that social and emotional learning interventions such as PATHS may not be as efficacious when implemented outside their country of origin and evaluated in independent trials.

Functioning in the Real World: Using Storytelling to Improve Validity in the Assessment of Executive Functions

ABSTRACTReal-world contexts differ in the clarity of expectations for desired responses, as do assessment procedures, ranging along a continuum from maximal conditions that provide well-defined expectations to typical conditions that provide ill-defined expectations. Executive functions guide effective social interactions, but relations between them have not been studied with measures that are matched in the clarity of response expectations. In predicting teacher-rated social competence (SC) from kindergarteners' performance on tasks of executive functions (EFs), we found better model–data fit indexes when both measures were similar in the clarity of response expectations for the child. The maximal EF measure, the Developmental Neuropsychological Assessment, presents well-defined response expectations, and the typical EF measure, 5 scales from the Thematic Apperception Test (TAT), presents ill-defined response expectations (i.e., ion, Perceptual Integration, Cognitive-Experiential Integration, and Associative Thinking). To assess SC under maximal and typical conditions, we used 2 teacher-rated questionnaires, with items, respectively, that emphasize well-defined and ill-defined expectations: the Behavior Rating Inventory: Behavioral Regulation Index and the Social Skills Improvement System: Social Competence Scale. Findings suggest that matching clarity of expectations improves generalization across measures and highlight the usefulness of the TAT to measure EF.

Habilidades sociales y éxito académico: expectativas de los profesores de educación secundaria-Social skills and academic achievement: secondary teacher expectations

ABSTRACTUnderstanding which Social Skills are considered very important by Secondary Education Teachers for the academic achievement of their students for the would provide proposals for effective actions to improve the responsiveness of the student to specific demands from educational contexts, decreasing their vulnerability in case they had to face with risky situations. In a sample of 198 teachers belonging from public, private and charter schools, Social Skills, which were considered as critical by the Social Skills Improvement System –Rating Scales (SSIS-RS) has been analyzed by performing statistical analysis as Test of Chi-Square, Medium, Kruskal-Wallis and Mann-Whitney, as well as the significance of the relationship between teacher characteristics and those Social Skills. It is confirmed that in Secondary Education there is not any Social Skill which is considered as “not important” for academic achievement by teachers. Every Skill is significantly critical, resulting from the most to the least important, Cooperation, Responsibility, Engagement, Assertion, Communication, Self-Control and Empathy. Regarding other studies, it highlights to be higher estimated Assertion than Self-Control, probably for cultural reasons. And very low differences in Social Skills according with the teacher´s educational stage (E.S.O., Bachillerato, Formacion Profesional) and years of teaching experience. There are some differences in accordance with their gender –female teachers give more value to Communication, Assertion, Self-Control and Engagement-. Implications, limitations of the study and future researches are discussed.

Systematic Screening at the Elementary Level: Considerations for Exploring and Installing Universal Behavior Screening

ABSTRACTThis descriptive study reports data from one elementary school whose leadership team explored and installed systematic behavior screening as part of their tiered model of prevention. The authors compared student performance on two school-selected screening tools: the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System—Performance Screening Guide (SSiS-PSG). Then, the authors reported teachers' perspectives of social validity of the tools after completing the initial screening time point. Results indicated that 68.06% of students scored at low risk on the SRSS-IE and 60% scored with adequate progress on the SSiS-PSG Prosocial Behavior domain. Screening measures were similar in detecting students' behavioral and social performance. Mean scores suggested teachers' acceptability of both tools, with strengths related to feasibility for the SRSS-IE and utility for the SSiS-PSG.

Social competence in children and young people treated for a brain tumour.

The purposes of this study were to provide a multi-informant assessment of social competence in 8-16-year olds treated for a brain tumour (BT) and then to compare these assessment outcomes to peers. A cross-sectional, mixed (within and between group) design was used to compare a paediatric BT survivor group (n = 33) with an age-matched control group (n = 34) on two multi-informant (self-report, parent, teacher) social competence questionnaires: Social Skills Improvement System (SSIS) and Social Responsiveness Scale (SRS). Demographic factors (age, gender, social economic status (SES), intellectual ability and emotional/behavioural difficulties were investigated as potential non-insult-related risk factors. Compared to controls, the BT group was reported to have difficulties in social adjustment, interactions and information processing, on both social competence questionnaire measures by parents and teachers, but not self-report. Social competence scores for the BT group were broadly distributed within the normal-severe clinical range, with 40% of BT survivors scoring in the clinical range for social competence difficulties on the SRS. Lower intellectual ability and emotional/behavioural difficulties accounted for some of the group differences in social competence, but group effects remained once estimated IQ and emotional/behavioural difficulties were controlled for. Paediatric BT survivors were reported by parents and teachers to have significant difficulties at all three levels of social competence: adjustment, interaction and information processing. The results highlight the importance of routine assessment in clinic settings for social competence and emotional/behavioural difficulties in BT survivors, to promote early identification and to ensure that survivors are referred for appropriate services and intervention as part of their multi-disciplinary care package.

Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide

Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math, respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair. ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor. In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios; all estimates for this fell within the targeted range.