Include pre/post assessments and periodic evaluations
Provide appropriate feedback
- Sixth grade student
- Has a current IEP
- Counseling support for three years
- A/B grades
-Diagnosis of ASD
Student will improve his social skills on the Social Skills Improvement System (SSIS) ratings scale in at least one behavior category (from below average to average) and decrease at least one problem behavior (from above average to average)
Conducted by the Guidance Counselor and School Psychologist with feedback
Post SSIS ratings suggest improvement for all social skills originally rated as Below Average on both teacher and student SSIS pre-assessment rating
Medication Change/Class Structure Change?
-IEP data is reported every 4.5 weeks
-Communication bi-weekly with parent
-Communication weekly with teacher
-Feedback given weekly to student on performance
Communication of Data
-Aligns well with standards , school mission statement, and GCSD accountability plan
-Effective (post SSIS data and observations)
-Possible group format?
-Replication of studies implementing SDM for a longer period of time
Brookhart, S. M., & Nitko, A. J. (2019). Educational assessment of students (8th ed.). NY, NY: Pearson.
El Hassan, K., & Mouganie, Z. (2014). Implementation of the social-decision making skills curriculum on primary students (grades 1-3) in Lebanon. School Psychology International, 35(2), 167-175.
Elias, M.J. & Butler, L.B. (2005). Social Decision Making/Social Problem Solving. A Curriculum for Academic, Social, and Emotional Learning. Champaign, Illinois. Research Press.
Georgetown County School District. (2017). Strategic Plan 2017-2022. Retrieved May 1, 2019 https://gcsd.k12.sc.us/UserFiles/Servers/Server_194233/File/Departments/Accountability%20and%20Assessment/Strategic%20Plan/Combined_Georgetown_County_SchooL_District_2017-22.pdf
Gresham, F.M., & Elliott, S. N. (2008). Social Skills Improvement System. Minneapolis, MN. Pearson.
Hungate, M., Gardner, A.W., Tackett, S., & Spencer, T.D. (2019). A convergent review of interventions for school-age children with autism spectrum disorder. Behavior Analysis: Research and Practice, 19(1), 81-9.