ASHA Convention November 20, 2009 Tom Wyse & Rachel Harkawik

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1 ASHA Convention November 20, 2009 Tom Wyse & Rachel Harkawik Social Skills Programming for Students Transitioning to Adulthood A Project of the Pittsburgh Public Schools Program for Students with Exceptionalities

2 Learning Outcomes Identify at least five components of the Program Generate a list of potential transition partners in their community

3 Learning Outcomes Integrate social skills programming into their service delivery model Identify at least three methods of collaboration that can be incorporated into their student programming

4 After High School? Looked at current programming Looked at what others were doing Looked at the research Listened to staff and families Looked at student outcomes

5 City Connections Continued day programming for students Atypical education program outside traditional high school campus Individualized education

6 Valued Life Outcomes Safe and stable home now and the future Variety of places Meaningful relationships Personal choice and control Being safe and healthy Meyer, et al, 1991, Schalock, 1990, Giangreco, Cloninger, Mueller, Yuan and Ashworth, 1991

7 Transition Outcomes Post Secondary Education & Training Employment Community living residence & participation Recreation & Leisure

8 Embedded Skills Self-Determination Social Skills Communication Community Travel Health and Safety

9 Long Range Outcomes Students and families will be connected to the agencies and resources needed for adult life Students and families will reach valued life outcomes because of: Connections made Educational experiences

10 Current Sites West 1 (2002) East (2003) West 2 (2004) CCAC (2005) South ( ) North (2007)

11 ACHIEVA / CITY Partnership Adds an evening/overnight component to our programming Ludwig Family Educational Enrichment Program Southside of Pittsburgh, next door to the Southside Works - now closed but continued at CITY North Two students at a time, for a two week period Staffed overnight by awake staff who are trained personnel from ACHIEVA No cost to the students

12 ACHIEVA / CITY Partnership North (March 2007) ACHIEVA North Shore (October 2007 & closed June 2009) Operated a day schedule for students attending CITY CCAC site, as well as an evening/overnight component

13 Life s Work of Western PA Community based staff, part of the C.I.T.Y. Connections team, bringing all of their real and in kind resources to the students and families Shape the vocational pieces through regular participation in team meetings, IEP meetings and parent networking

14 Community Partners: Goodwill Industries, UPMC Supported Employment, Easter Seals, ACHIEVA Provide a variety of services: Vocational evaluation Facility based training Community-based assessment Job development and job coaching through Federal grants and private funds Sheltered employment

15 Other Service Providing Partners Allegheny County MH/MR Office of Vocational Rehabilitation

16 Volunteer Sites - Examples Community Food Bank Elementary Schools Restaurants Nursing Homes Public Libraries Meals on Wheels

17 Volunteer Sites - Examples Humane Society Pittsburgh Federation of Teachers Parent Education And Leadership Center (PEAL)

18 Travel Instruction Critical to the success of C.I.T.Y. Connections Requires extensive coordination and communication Provide ecological assessment of community sites

19 Travel Instruction One-on-One Instruction Student learn to travel home to C.I.T.Y. Connections to all community sites back home from a variety of locations

20 Community Based Vocational Evaluation (CBVE) in high schools CBVE Job experiences prepare future students and provide data for the team

21 Community Based Vocational Evaluation (CBVE) in high schools CBVE experiences include: Food Service Clerical Child Care/ Adult Day Care Animal Care Housekeeping Retail Landscaping Community Museums

22 Interventions to Support Students by the SLP Small group instruction Individual instruction Community social skills Observation Collaboration

23 Typical Day - apartments Students at the East, North and West apartment sites follow daily schedules which reflect opportunities in employment, daily living instruction, community access, recreation and leisure activities

24 Typical Day- College Site Students at CITY CCAC: Participate in college activities Lunch Clubs, organizations, events Attend classes

25 All students Participate Access Work Volunteer

26 In the end students will be prepared to Live, Work, Connect, and Contribute in the Community

27 Social Skills training for students post high school Speech-Language Pathologist s (SLP) freedom to participate in most CITY Connections activities Needed: student to student interaction skills and improved ability to navigate in the community SLP s background how it started

28 Freedom to participate: school year services provided to: One high school having an Autistic Support classroom and a Life Skills Support class One student seen twice weekly in a private school Six CITY Connection sites received service plus the new North Shore Achieva house

29 Freedom to participate: Eight periods were in the high school per week Six H.S sessions completed before CITY Connections start time. Classes begin at 7:30 a.m. in H.S. and 9:15 at 12 high school students had speech & language IEP inserts. Students seen one to three periods per week. 9 CITY Connection students had IEP inserts and were seen up to three times per week and in social skills groups.

30 Freedom to participate: school year services provided to: two high schools having an Autistic Support classroom Life Skills Support students Five CITY Connection sites plus the North Shore Achieva house

31 Freedom to participate: Students having speech as a related service As many as 95 students per week received social skills intervention 25 students- speech as a related service 19 students-autism or Asperger Syndrome 6 students- Life Skill Support

32 Mon High School 7:00 10:03 3 periods CITY East 10:15 11:00 Small Group Lunch & East or North, depending on site needs 11:00 1:30 CITY North 1:30 2:00 Individual session CITY North 2:00 3:00 Whole house social skills Tues Private School 7:30 8:15 Individual therapy CITY West II 9:00-10:00 Small group CITY South 10:30-11:30 Small group CITY South or East depending on need 11:00 12:30 High School 1:00-1:45 CITY East 2:00 3:00 Whole House Social Skills Wed High School 7:00 10:03 3 periods CITY West I 10:30-11:30 Whole House Social Skills CITY West I or East depending on need 11:30 1:40 CITY East 1:45 2:30 Individual Therapy CITY East 2:30 3:15 Small Group Thurs Private School 7:30 8:15 Individual Therapy CITY North 8:30-10:00 Individual therapy CITY CCAC 10:30-11:15 Whole Group Social Skills Lunch & Social Skills with CCAC students at North Shore house 11:30 1:00 CITY West II 2:00 3:00 Whole house social skills Fri CITY East or Private School make-up 7:00 8:45 CITY South 9:00 10:00 Whole House social skills Base School CITY North until 3:20 Or Speech Staff Meetings Or Make-up Sessions Or Paperwork, etc.

33 Social Skills training for students post high school Friendship 90% of parents say their children do not have outside friends Students report difficulty making friends and lack the ability to develop those relationships

34 Social Skills training for students post high school There is a need for Speech- Language Pathologists to look beyond standardized tests in order to identify the communication and social skills needs of students on the spectrum The hidden disabilities

35 Social Skills Interventions to Support Students Collaborations Small group instruction As needed instruction Data collection

36 Social Skills Interventions to Support Students Practice social skills in the community Observations of students by SLP, Graduate Student Interns, and staff in the community Numerous resources used as needed

37 Needed: student to student interaction The Model: Bellini s 5-Step Model 1. Assess social functioning 2. Distinguish between skill acquisition and performance deficits 3. Select intervention strategies 1. Strategies that promote skill acquisition 2. Strategies that enhance performance 4. Implement Intervention 5. Evaluate and monitor progress

38 Social Skills Assessment The Bellini Social Skills Profile Oct 2007, Sept 2008 Social Skills Profiles Nov 2007 Sensory Issues questionnaire

39 Social Skills Assessment Sensory issues are considered for student Community Based Vocational Evaluations (CBVE), employment and community settings. Each student receives a personal interview concerning their perception of their social skills ability and needs. All data compiled into a student social skills profile.

40 Social Skills Assessment Teachers receive students profile results in an Excel format with Present Levels of IEP section completed Present Levels used to identify possible IEP objectives Profile results, in addition to therapy data, are used for IEP goals of any student having speechlanguage inserts Teachers receive an intervention summary, via , following every social skills weekly session.

41 Bellini Social Skill Survey not Scored and scored Social Skill Survey not scored Social Skill Survey scored and tallied Sensory sensitivity questionnaire Present Levels of IEP Goals and objectives of the IEP

42 Social Skills Assessment Lesson learned: Sending high school teachers should complete the social skills survey Data is collected during every session as well as during social activities and site observations At the beginning of the school year, or prior to the IEP development, the surveys will again be completed by teachers = progress data and social skill needs used for IEP development

43 The Social Skills Program Individual and small & large group instruction allows IEP goals to be addressed Weekly social skills goals are introduced and practiced prior to and following whole group instruction during small group sessions Students not having speech and language IEP inserts are pulled into small groups for lesson introduction and additional skill practice as needed Teachers & significant others are kept up-todate via consultation and regular

44 The Social Skills Program At least one hour per day is free between two sites. That allows the SLP to be available to each site as needed. It allows lunchtime conversation facilitation, skill practice, data collection, consultation and staff demonstration. When possible, the SLP participates in students community outings. Social Skill of the week, University support for data collection, half days at each site

45 The Social Skills Program Monthly updates, at each CITY Connection site, with the Life s Work Employment Specialists. Discontinued after year 1 and continued via for individual students. Facilitates a communication loop between Employment Specialist, teacher, student and SLP Social skills needed on the job can be addressed in small group sessions

46 Parental Involvement Goals Parents-Supporting-Parents monthly meetings offering and getting advice from the true experts PA Dept. of Ed grant supported Social skill facilitation and friendship development occurring at the same time & High School seniors meetings & outings Regularly scheduled team meetings with parents, students, Employment Specialists, Individual Supports Coordinators, and others

47 Issues and Problems Time to complete paperwork Lots of driving! Data taking during sessions Keeping as many as 15 students engaged for each session Subjective assessment

48 Issues and Problems Teachers time to complete surveys Teachers being resistant to coteaching

49 Issues and Problems Differences between teachers in scoring Time teachers put into scoring Teachers and paraprofessionals buying in Teachers need to follow the scoring directions

50 Outcomes year two 4 students performance decreased over the year All other students progressed

51 The BIG Successes Equal ability competition groups Students socialized Contest among the sites Carryover of friendship

52 Social Skills Resources The primary model: Building Social Relationships by Scott Bellini, Ph.D. The lessons: Preparing for Life & Social Skills Training by Jed Baker, Ph.D. Other resources include: Multiple formats by Michelle Garcia Winner, & Carol Gray Kathleen Ann Quill Do-Watch-Listen-Say The Ziggurat Model by Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Relationship Development Intervention with Children, Adolescents and Adults by Steven E. Gutstein & Rachelle K. Sheely For further information contact: Thomas J. Wyse, Jr., CCC-SLP at or

53 . C.I.T.Y Connections Social Skills Program THANK YOU! For further information contact: Thomas J. Wyse, Jr., CCC-SLP at or

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