Gabriella Gaimaro SPED843 Artifact Revision Artifact #5

Gabriella Gaimaro
Assessing Social Skill Deficits, Part 1

Direct Social Skill

Assessment for
Bobby

Form Context Reciprocity Goal Outcome

Successful in
Bobby has bluntly Bobby has stated
making age
Bobby does not stated that he has that he is not Peer avoidance
appropriate
interact with his no interest in interested in
conversations and
peers. socializing with conversations with
connections to
his peers peers
peers.
Bobby has shown
Bobby seems to
interest in girls
be interested in
however, they do Negative attention
forming age-
Bobby becomes not show interest due to not getting Negative
appropriate
verbally aggressive back due to his the attention from interaction with
relationships with
to girls lack of age- girls in a positive female peers.
girls but it is not
appropriate way.
reciprocated from
conversational
the girls.
skills

Discrepancy Analysis Assessment

for Bobby

Inventory of Non-Disabled
Inventory of Bobby Skills That Require Attention
Student
Lack social skills to interact with Social Skills
Age appropriate social skills
peers well

Participation in class discussions

Does not participate in class Comprehension
discussions Reading
Spelling
Complies with completing all
class assignments and homework
Following expectations and
Refuses to complete work and directives
receives failing grades
Gabriella Gaimaro SPED843 Artifact Revision Artifact #5

Based on the analysis, identify key factors that will be the focus of attention and
manipulation/modification connected to improving the Bobby’s social performance and
building improved social competence are the fact that Bobby has no particular interest in
his peers. Bobby gets verbally aggressive when conversations do not go the way he
would like them to with girls.
Bobby however, has taken a liking to the paraprofessional at his school. To build
on his social skills he has expressed wanting to work with this person, his teacher has
assigned the Para to work with Bobby daily.
I feel after reading through Bobby’s case study, the biggest area of focus that
would need the most manipulation and modification is in the area of Bobby not having an
interest in his peers, and not attempting to engage in age appropriate conversations. This
would be the biggest area to intervene and formulate support for as this directly impacts
his behavioral and social wellbeing.
In order to change Bobby has to either have the will or be shown the positive
outcome of engaging with peers. I feel that the best way to do this would be to use the
cognitive techniques of social narratives, perspective understanding, social thinking
methods, and video modeling. All of these methods will show Bobby both sides of the
spectrum. Bobby would be able to make small changes to his social abilities, and peer-
to-peer relations. However, Bobby must buy into wanting to change. Without the buy-in
Bobby will not change.
The most effective method to modify his social development would be to use the
methods of social narratives and video modeling. These two methods would be
extremely helpful because Bobby would get to see what proper social interaction could
look like through video modeling. A video could also be made to show him what it looks
like to ignore or have limited engagement with peers and the outcome of how peers
would feel to his limited engagement.
Social narratives are another great method that could be utilized. Bobby would be able to
read how a scenario plays out all while working on his comprehension and reading skills.
In conclusion, if Bobby’s key factors can be improved and mediated, Bobby’s
social development would develop and improve so that he can have more meaningful
relationships and interactions with peers and females.
Something that I would factor in to my analysis would be going back into the case
study and viewing how his social relationships at home are. How does he interact with
his family, and people who are in his life outside of school. I would also look into if
there are any cultural norms since his interaction with the opposite sex is an issue. Also,
I would take note on how the interaction is between his parents. Children often learn
these norms through viewing how their parents treat one another. Even though Bobby’s
father is often away due to work, it is important how the dynamic plays out when he is
with the family.
Gabriella Gaimaro SPED843 Artifact Revision Artifact #5

Gabriella Gaimaro
Assessing Social Skill Deficits, Part 2

Intervention Plan for Bobby Gibson

Target Behaviors:

#1 Disengagement with peers

#2- Verbal aggression towards girls

Bobby is a 9th grade student who is socially maladjusted. Bobby’s father is often
away for months at a time due to his job in the military. It has been stated that Bobby’s
father is home only one to two times a year. Bobby has a hard time adjusting after dad
leaves to go back to work. Bobby’s mother seeks assistance and feedback and does
whatever is suggested at home.
Bobby has been deemed average to above average within his testing however,
currently has poor grades and does not want to complete work nor participate in
discussions in classes. Bobby can do math better in his head then his sister on paper.
Bobby’s mother has stated that Bobby has never been social and has limited
interest in other people. Bobby has little interest with making connections and engaging
in age-appropriate conversations with peers his age. Bobby prefers to interact with adults.
Bobby likes to talk about the topics of his interest, which are computers, math, and
astronomy.
Bobby hindered social development is affecting his ability to perform in class
since he will not partake in discussion as well as his interaction with females his age.
Bobby lacks the skills to socialize with females his age and does not receive the ideal
interaction he is trying to achieve. When girls do not respond to Bobby the way he wants
he becomes verbally aggressive. Bobby wants to form relationships with the females but
is having difficulties.
Bobby also has stated in his classes that he does not complete the work given to
him because it is boring and stupid. Bobby lacks maturity and his hindered social skills
are problematic in his social development. Hence why an intervention plan should be put
into place. Bobby being verbally aggressive towards peers will continue to isolate
Bobby has expressed interest in the paraprofessional in his school’s resource
room. That person could be a beneficial component in helping Bobby with his
intervention plan.
Bobby should have counseling set up so that he is able to work on expressing
himself and work on a rational to him not really ever having an interest in others. There
could be an underlining feeling of abandonment stemming from Bobby’s father always
being away. He might not want to make relationships with peers in fear of his friends
leaving him.
Bobby should continue to work with his paraprofessional and his reading, spelling
and comprehension. During his time with in the resource room, there should be time to
use social narratives. Using social narratives will allow Bobby to work on his social
Gabriella Gaimaro SPED843 Artifact Revision Artifact #5

skills as well as his comprehension and reading skills.

Working with a special education teacher bobby should work on cognitive
development methods that will address his key focal points of limited peer engagement
and aggression towards peers. Using the cognitive techniques of social narratives,
perspective understanding, social thinking methods, and video modeling, will allow
Bobby both to understand and relate to both sides of the spectrum. He can see how his
actions directly impact his social development and academic development.
Bobby should be able to have a tracker and goals set up to guide him towards
interacting with peers. Video modeling would be the first step. After Bobby has watched
videos that show him proper peer relationships, ways to formulate friendships and
engagement with others, as well as different outcomes he might want to interact slightly
with others.
Bobby tends to associate with adults so the next step could be having lunch with
an adult/teacher and a peer. The adult/teacher would be able to facilitate conversations to
help Bobby and the peer have age appropriate interactions. Bobby has interest that other
peers his age might also have (computers, math, astronomy). The special education
teacher or learning Supports Coordinator could help find peers Bobby’s age that have
similar interest and group them together for a project, or a conversation, or even in a club
if there are clubs at Bobby’ school. This would start conversations with peers who share
his interest.
Part of Bobby’s intervention plan is to teach Bobby the skills surrounding
socialization, such as communication, engagement, and interaction. Bobby wants to have
positive relationships with females but he lacks the social skills needed to do so. This
holds true with his male peers as well. He is more open to interacting with females so
this should be used to the advantage of the team trying to help Bobby. Teaching Bobby
how to appropriately interact with peers is a key focal point. If someone lacks
something they will avoid doing it. Bobby lacks socials skills so he is withdrawn in class
and verbally aggressive towards peers. He does not have an interest in those
relationships because he has not been successful with them. Bobby has to be given the
tools to have positive socialization opportunities.
Incentives or a reward program should be factored into the intervention plan.
Currently Bobby has very limited interest in his peers. Something has to be factored in to
motivate Bobby to want those positive relationships with peers.
Bobby has a socialization issue and that needs to be intervened in small steps to
not overwhelm Bobby and have him shut down completely. When Bobby has the tools
and skills to form conventional bonds with others he socially adjust, his aggression will
be exterminated, and more then likely Bobby will academically improve.
In addition to all that was formulated for his intervention plan, I would suggest
implementing a tailored reward system that would target each one of his listed behaviors
that we would like to mediate. A reward system would allow Bobby to work towards a
tangible goal that would support the behavioral changes.
I would also suggest that classroom teachers differentiate work to meet Bobby’s
interest levels since it has been stated that Bobby feels the work is stupid and boring.
When a student can make a connection to what he or she is learning it will make a world
of difference for engagement and production. Motivation needs to be targeted so that
bobby is invested in his work, even though this is not one of the two selected targets,
Gabriella Gaimaro SPED843 Artifact Revision Artifact #5

Bobby has said he is bored and the work is stupid. He has good test scores, but is failing
in class. This would suggest a motivational issues, not necessary an academic issues.
When Bobby is assessed he is passing so something in the instructional/ independent
work section of the class should change.
Another suggestion I would make is having Bobby and the paraprofessional work
along side an Interventionist. A special education teacher is helpful in terms of allocating
resources and modifying materials to meet Bobby’s needs. However, as most special
education teachers support many students, it would be beneficial if Bobby was supported
by the school interventionist. Therefore, data can be tracked through progress monitoring,
adjustments can be made, observations can be scheduled, and any changes to the plan
could be made.
Lastly, something I would suggest to implement if at all possible would be some
sort of youth mentorship. This would help Bobby interact with peers, and obtain proper
tools to socialize with peers, conflicts, and the opposite sex. This would probably be
implemented in a later stage of the intervention plan because at the early stage of the plan
Bobby has no real interest in socialization and building relationships with peers.