Program: Social Skills

PROGRAM: Tend Your Garden, a Social-Skills intervention

Purpose: To provide education and training on basic social skills necessary for positive socialization.


PROGRAM OBJECTIVES

TPO: 1. To be able to perform socially acceptable behaviors during social interactions.

EO 1. To identify personal barriers toward social interaction in order to achieve positive social self-efficacy.

EO 2. To demonstrate knowledge of appropriate conversation skills, and the importance of having social skills.

EO 3. To demonstrate the ability to recognize and model appropriate body language when interacting with others.

EO 4. To demonstrate the knowledge of how to interact within different social relationships (friendships versus authority
figures).

IMPLEMENTATION DESCRIPTION

Population:
Adolescents (ages 13-16)
Clinical Diagnoses: cognitive, emotional, behavioral and/or social deficits and fall within the middle to high range of functioning
of Autism Spectrum Disorder.
Clients are already enrolled in school and have been placed into an after school recreational therapy group.
The program should be limited to no more than six individuals. However, must contain at least two participants, so social
interactions can be practiced.
Participants must demonstrate cooperative behavior, the ability to listen and follow directions, the ability to make verbal or
non-verbal contributes to the group and willingness to engage in activity.
Developmental level of 8-16 years old.
Slight modifications to activities may be made for minor cognitive, social, emotional, and physical limitations, based off the
individuals needs.
Program: Social Skills
Program Length and Duration:
The program has been designed to be implemented in five sessions, for a closed group of participants.
The sessions will happen after school for 50 minutes per week.

Program Context:
This program can be used in a variety of settings: clinical, community, or school.
This group will specifically be conducted in a school setting.

Special Considerations:
In the case of poor weather conditions, the activity can be moved indoors and done at tables.

Staff:
This is a closed program limited to six individuals.
Two therapeutic recreation specialists will co-lead each session.
The TRS should be familiar with each clients diagnoses and prepare interventions that are focused around clients goals and
objectives, are age appropriate, are within skill level and help develop social skills.
The TRS need to have up-to-date licensing and certifications (TRS/MTRS, CTRC) under the NCTRC and URTA
requirements.

Facility:
Accessibility to private, outdoor area (weather permitting)
There needs to be a table large enough to accommodate six clients comfortably.

Equipment:







Pot
6 small
1 large
Soil
Seeds (6x)
Watering can
Origami paper
Table Cloths

Tape
Straws (8x)
Shovels (1x)
Gloves (6x)

Program: Social Skills
ADDITIONAL IMPLEMENTATION INFOMRATION

A Note on Population Considerations:
Chronological age vs. developmental age: Often a comorbidity of autism is a developmental disability. Although our participants are
within the ages of 13-16, they may not be at that age developmentally. In the client assessments, the developmental ages and IQ's
will be assessed and changes will be made to the language and the content of this group accordingly.

Primary or secondary disability problems: Often a characteristic of ASD is being non-verbal. Participants for this specific program
were selected based on their verbal skills. Verbal usage does vary between clients and adjustments can be made as necessary
during the program.

Magnitude or type of social skills deficits: With ASD, there is a large range of social skills. One end would be withdrawn and the other
would be aggressive. The students in this program will be more withdrawn and less aggressive, however, a few have aggressive
tendencies. The TRS will be aware of these students and be prepared for aggressive behaviors.

Program Content and Process:
If necessary, additional terminal programing objectives, enabling objectives and performance measures can easily be added to
incorporate more basic or more advanced skills training.

A Note on Discussions:
This program builds off of the previous group sessions. It is important to note that the facilitator(s) are responsible for making
abstract connections regarding the themes of each group. Facilitators need to be able to guide discussions to help students fully
understand the experience. However, the facilitator(s) should not dominate the discussions, they should encourage responses from
the participants and build off of their thoughts not the thoughts of the facilitator(s).

Evaluation of the Performance Measures:
Evaluation on student progress will be done on an ongoing basis. TRS will perform SOAP notes for every client after each session
and will document any progress, changes to be made and other important information. If needed the TRS may make notes of
important moments during group to later add into the SOAP note. As this is a program held through the school district, the teachers
of the student participants will be made aware of the client goals and objectives and will report important information about the
client's progress during class time to the TRS.
Program: Social Skills
Objectives and Performance Measures
PROGRAM: Social Skills

TERMINAL PROGRAM OBJECTIVE 1: To be able to demonstrate the knowledge and understanding of socially
acceptable behaviors.
Enabling Objective Performance Measure

EO 1. To identify personal barriers
toward social interaction in order to
achieve positive social self-efficacy.



1a. The client will identify 3 personal barriers that affect the way they interact with others.
a) Through self-evaluation and information from guardians, client will compile a written list of
3 barriers when interacting with others.
b) Client will verbally develop an action plan to help work on the barriers that they are facing.

1b. Upon completion of the program the client will be able to state 2 positive ways to change
each of the 3 personal barriers.
a) Identify positive self attributes and strengths.
b) Focus on their positives self attributes and work to build their self-efficacy.


EO 2. To demonstrate knowledge
of appropriate conversation skills
and the importance of having social
skills.











2a. Upon completion of the social skills program, the client will be able to demonstrate
appropriate conversation skills while engaging in a dyad conversation with peer or recreational
therapist.
a) Client will start a conversation with an appropriate introduction and be able to respond in
an appropriate manor,
b) Look at person when speaking and listening,
c) Speak in complete sentences while using appropriate tone of voice and adequate volume,
d) Ask question relevant to conversation,
e) Allow others to make comments and complete their statements,
f) Respond to others with a relevant response and on topic,
as judged by the TRS.

2b. Client will express the importance of social interactions and how it can change
relationships and interactions with others.
Program: Social Skills








Enabling Objective

Performance Measure

EO. 3 To demonstrate the ability to
recognize and model appropriate
body language when interacting
with others.


3a. Client will identify types of appropriate body language while watching videos and/or real life
situations.

3b. Client will learn types of appropriate body language by attending group. Examples of
appropriate body language include:
a) Eye contact,
b) Facing toward the speaker,
c) Holding hands, feet and other extremities still,
i. Not wiggling, tapping, twitching, or any other distracting movements
d) Occasional head nods to show understanding,
as judged by TRS

3c. Client will demonstrate an ability to perform these examples of appropriate body language
by the end of the program.


EO 4. To demonstrate the
knowledge of how to interact within
different social relationships
(friendships versus authority
figures).



4a. Client will learn different types of social roles and interactions.
a. Social roles and interactions between two friends
b. Social roles and interactions between a child/ adolescent and an adult
4b. Client will be able to clearly distinguish between the above two social roles and interactions.
4c. Client will be able to explain the importance of appropriate interactions in the two different
social roles stated above.
Program: Social Skills

Sequencing Sheet

Goal Objective Description Session
No.
Time (Min.)



1

1

1

1

1

1



2

2

2

2

2

2

1. Set the environment

2. Introductions

3. State the goal of the group

4. Introduce activity

5. Activity facilitation

6. Processing the experience

7. Closure and follow up with goals


4

Done before group.

15

3

7

15

5

5












Program: Social Skills
Performance Sheet
Program: Social Skills Staff: Katie Koplow and Traycie Swartz
Date: April 2, 2014
Program Performance Personal Performance
5- Objective Exceeded 4- Objective Met 3- Objective Somewhat Met 2- Objective Not Met 1- No Participation







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D
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Jackque S. 4 3 5 5 4
Client will be able to use verbal
communication (asking for help/engaging with
others) 2x during the Recreational Therapy
group without using self-talk or self-
stimulation as observed by the TRS.
4 KMK
4
-
2
-
1
4

Jessica F. 4 4 4 5 5
To verbalize sensitivity towards other group
members feelings or opinions 2x during
group, as observed by TRS.
3 KMK
4
-
2
-
1
4

Stephanie L. 3 3 4 4 4
Client will demonstrate the ability to make eye
contact 2x with a peer without exhibiting self-
stimulatory behavior during group RT
session, as observed by the TRS.
3 KMK
4
-
2
-
1
4

Danielle H. 4 4 4 5 4
Client will interact 2x with peers during group
session using appropriate verbal and body
language as observes by TRS.
4 TAS
4
-
2
-
1
4

Hilary P. 3 2 3 3 3
Client will initiate conversation and use eye
contact 2x during group with a peer or TRS
as observed by the TRS.
2 TAS
4
-
2
-
1
4

Garrett B. 3 4 4 4 4
Client will interact with peers, 2x during
group, while keeping his hands to himself and
responding with a detailed answer as
observed by TRS.
3 TAS
4
-
2
-
1
4

Program: Social Skills
REFERENCE

"Home Easy Origami for Kids." Easy Origami for Kids. N.p., n.d. Web. 20 Mar. 2014.

Peterson, Carol Ann, and Norma J. Stumbo. Therapeutic Recreation Program Design: Principles and
Procedures. Fifth ed. Boston: Allyn and Bacon, 2000. Print.
























Program: Social Skills
APPENDIX

A: Group Rules


HONESTY
This is a safe environment
Share anything that is on your mind as long, as it is appropriate for group

SHOW RESPECT
What goes on in group stays in group
To self and others
Use appropriate language at all times
When sitting at a table waiting for instruction, always keeps hands together on the top of the table

POSTIVE
Positive comments and attitude
Even if you don't agree with another group member, refrain from put downs.

HAVE FUN
Appropriate behaviors for freedoms
Try new things

PARTICIPATE
Feel free to be open with the rest of the group
If you want to speak or share you will be given the opportunity to






Program: Social Skills
B: Origami Rose Instructions