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Welcome to our final installment of our 3 part series that offers targeting ideas for some of our learner’s most crucial skill areas.
A few weeks back we went after skills that are vital to the learner’s success in the group and classroom setting. The following week we talked about ideas related to helping your learner follow gestures. And last week we began to tackle social skills—specifically ideas for helping them gain fluency in regard to gaining access to the attention of others. This week we build off of that as we go after component skills to prep them for their first interactions with peers.
Instead of reinventing the wheel, I’ll set the stage for this week’s short article reiterating some of my concerns for how we often target these social skills and what I think needs to change. Here’s a quote from last week’s article:
One skill area that BCBAs often target too soon (in addition to the skill areas that I mentioned before), has to do with social skills. The method I most often see when it comes to improving a learner’s social skills usually includes a “hope something sticks” approach. The “hope something sticks” approach is where a BCBA submerges a learner in a certain social environment—sometimes without specific targets—and simply hopes the learner absorbs something from that environment. For example, in regard to social skills, a clinician might insist that a learner join a specific game or playgroup hoping that the learner inherits some kind of play or social skills while they are there. Meanwhile, they don’t directly address the targeting of any specific social behaviors or skills during that game or play sequence.
It’s important to note, this kind of approach isn’t all bad. If you want a learner to grow socially—and specifically with peers—you should get them around peers. However, I’ve spoken before on how we often seem to rely on a hope and a prayer to get kiddos to where they need to be. Instead, we need to be much more intentional. That means we need to have a quality feel for which targets and behaviors—specifically—will increase the likelihood that social skills develop.
So what are those targets when it comes to helping learners begin their long journey toward fruitful social relationships with their peers? Well, let’s take a stab.
Below is a list of target ideas to get the ball rolling. The first thing to remember is that reinforcement is key (duh). We need to make peers the source of reinforcement in the beginning. So often, peers are unpredictable and sometimes serve as a stimulus that dilutes the learner’s reinforcement, as opposed to enriching it. You have to share with other kids. Other kids distract your therapist or your caregiver. When other kids show up, it means that I have to share or surrender my favorite things and favorite people. That’s something we’ll want to change first. The first three programs below help us get to the point where the learner is actively looking for a peer because that peer symbolizes reinforcement.
Target #1. Peer randomly and non-contingently comes to the learner and offers high-value edible reinforcement throughout the learner’s day.
Target #2. Peer randomly and non-contingently offers high value tangible reinforcement throughout the child’s day.
Target #3. Peer randomly and non-contingently interrupts the learner/therapist during a lesser preferred activity/task scenario and takes the learner to a more preferred environment (playroom, playground).
In addition to making peers the source of reinforcement we want to make them an avenue to reinforcement, as well. Even with a robust pairing process, sometimes kiddos just aren’t interested in their peers at first. That’s okay. We can try to condition those peers as a way to the stuff they like. The programs below help condition the peer as a helper and an advocate for the learner.
Target #4. When a learner finishes a task and earns access to tangible reinforcers, the peer always hands these to the learner (as opposed to the therapist).
Target #5. When the learner is motivated for an item that is out of reach, an older peer—with the means to reach for this item—retrieves the item from the hard to reach place.
Target #6. When the learner has indicated to the therapist that they are motivated for an item that is not within sight, the therapist will send the peer to go find the item and bring it to the peer.
Target #7. When the learner indicates that they want to engage with a particular item or activity, the peer asks the therapist if the learner can have access. The therapist then grants access to it.
Target #8. When the learner indicates that they want to engage with a particular item or activity, the therapist initially denies. The peer will “intervene” on behalf of the learner and ask the therapist if they would please let the learner engage in the item or activity. The therapist grants access.
Target #9. When the learner is engaged in a lesser preferred activity/task scenario and wants to leave, the therapist initially says no. The peer will “intervene” on behalf of the learner and ask the therapist if they would please let the learner leave the task to go play elsewhere. The therapist grants access.
Finally, we want to encourage communication between the peer and the learner. We also want to encourage a back and forth between them—whether conversationally or through play—that is more “neutral value”. The following targets try to do so.
Target #10. Learner mands to a peer to access a preferred item. Peer gives access.
Target #11. Learner mands to a peer for their attention (tapping them on shoulder/using their name). Peer attends.
Target #12. Peer hands learner neutral value item. Peer accepts it.
Target #13. In walking with a peer, learner mands for the location (or direction) that they want to go. Peer accepts.
Target #14. Peer and learner roll a ball or car back and forth through 3 exchanges.
Target #15. Learner hands peer a moderately preferred item when they are asked to. Peer returns it to them.
OK, so this is just a start…a few things to take note of:
First, as always, every learner is different and you know your learner. You’ll want to select targets that are unique to them. Second, these programs (particularly the first ten or so) work well with an older peer or older sibling that follows instructions well. Select the right peer or peers. I like to use only 1-2 that are consistent. These are peers that have potential to be naturally reinforcing to the learner anyway. Don’t try to program for social interaction in the beginning stages with peers that make the learner feel nervous or are unsafe.
What about you? What are some of your go-to social targets!
Let me know!