Social Skills Training: Stacking the Deck Game Foxx

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Social Skills Training Stacking the Deck
Game(Foxx McMorrow, 1983)

• Lucinda Parramore, N.B.C.T.
• Melanie Wagner, M.S. Ed, BCABA
• Pinellas County Schools

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Rationale for Project

• Limited data-driven social skills curricula for
  adolescent students with ASD
• Motivating for students
• Highly structured and ready to implement
• Highly adaptable and can be used in many settings
• Evidence-based positive outcomes with other
  populations

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Evidence-Base for Stacking the Deck

• Foxx, R.M., McMorrow, M.J. (1983). Stacking
• the Deck A Social Skills Game for Retarded
  Adults.
• Champaign, Ill Research Press.
• Field tested with
• Adults with mental retardation in a residential
  facility (1983)
• Elderly adults with mental retardation in a
  community facility (1986)
• Adolescents with psychiatric disorders in an
  inpatient hospital setting(1996)

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Outcomes of Field Tests

• Significant gains made in desired responding
  during game play in all curriculum areas
• Generalization beyond the game-play environment
  required prompting and instruction in those
  environments

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References Related toStacking the Deck

• Foxx, R.M., McMorrow, M.J., Bittle, R.G., Ness,
  J. (1986). An
• analysis of social skills
  generalization in two natural settings.
• Journal of Applied Behavior Analysis,
  19 (3), 299-305.
• Foxx, R.M., McMorrow, M.J. Mennemeier, M.
  (1983). Teaching
• social/vocational skills to retarded
  adults with a modified
• table game An anaysis of
  generalization. Manuscript
• submitted for publication.
• Foxx, R.M., McMorrow, M.J. Schloss, C. (1983).
  Stacking the
• Deck Teaching social skills to
  retarded adults with a modified
• table game. Journal of Applied Behavior
  Analysis, 16 (2), 157-70.

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References Continued

• Foxx, R.M., McMorrow, M.J., Storey, K. Rodgers,
  B.M. (1984)
• Teaching social/sexual skills to retarded
  female adults using a social skills game.
  American Journal of Mental Deficiency, in press.
• Wong, S.E., Morgan, C., Crowley, R., Baker,
  J.N. (1993). Using a table game to teach social
  skills to adolescent psychiatric inpatients Do
  the skills generalize? Child Family Behavior
  Therapy, 18 (4), 1-17.

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Overall Design ofStacking the Deck

• Based on principles of ABA evidence-based, data
  collection, positive reinforcement,
  self-monitoring
• 3 Curricula General Social Skills, Vocational
  Skills, Social/Sexual Skills
• A deck of cards is ready-made for each
  curriculum
• The social situations on each card are derived
  from 6 areas of social behavior

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6 Areas of Social Behavior

• Compliments
• Social Interaction
• Politeness
• Criticism
• Social Confrontation
• Questions/Answers

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Description of the Stacking the Deck Program

• Social skills game that can be applied to any
  board game (e.g. Sorry! )
• Cards organized into a pre-stacked deck so that
  the question posed on each card is targeted to
  the abilities of each player
• Each card describes a social situation requiring
  an action or a reaction from the player
• Score cards and data sheets are provided

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Our Implementation

• Phase I Baseline, posed questions as they were
  worded, identified the need to adapt questions to
  varied abilities of students
• Phase 2 Selected cards individually per
  student, reworded cards, limited number of cards
  per student to aim for success
• Phase 3 Implemented with few revisions, began
  social skills lessons to align with game play

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Phase 1 Implementation

• Baseline data collection and direct
  implementation
• Posed questions as originally designed
• Determined appropriate data collection forms
• Incorporated instruction during game play

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Phase 1 Results

• Positive Outcomes
• Student social skill needs identified
• Students engaged in cooperative play
• Lessons Learned
• Pace was too slow to be meaningful
• Original questions did not address the varied
  abilities of students
• Communication devices needed to support active
  participation

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Phase 2 Implementation

• Streamlining Game play
• Adapted questions to address characteristics of
  individuals with ASD
• Targeted specific social skills based on baseline
  data
• Limited number of cards per student to aim for
  success
• Increased pace and flow by minimizing direct
  instruction and redirection during game play
• Incorporated AAT devices to facilitate
  participation

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Phase 2 Results

• Positive Outcomes
• Students increased number of desired responses
• Students demonstrated mastery of self monitoring
• Students increased social interaction positive
  reinforcement
• Lessons Learned
• Stacking the deck was too time consuming
• Pace of game still too slow
• Data analysis/anecdotal evidence indicated need
  to
• Maintain integrity of game as assessment tool
• Further adapt questions
• Some questions too difficult or too easy
• Too many questions for some students

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Phase 3 Implementation

• Student ownership and fluency of game
• Students nicknamed game Speed game
• Color coded cards for each student
• Each student had their own deck of cards
• Reduced mastered cards
• Increased opportunity for correct response

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Phase 3 Results

• Positive Outcomes
• Student ownership increased
• Pace and flow of game lead to high rate of
  engagement
• Correct responding increased
• Spontaneous peer interactions evolved from phase
  2
• Lessons Learned
• Some questions remained too challenging
• More direct instruction needed to support game
  performance
• Game logistics needed fine tuning

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Game Play with Our Adaptations

• Implemented 1st Curriculum Only General Social
  Skills
• 48 Cards per Player we lowered to 4-12 per
  player
• Stack the deck so that each player draws his/her
  card we had separate color-coded decks per
  student
• Modified wording to make question more meaningful

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Altered Cards Along 3 Dimensions

• Setting in which behavior is to be exhibited
• Person or persons with whom the player is to
  interact
• Behavior exhibited by others within the situation

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Final Data
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Ordering Stacking the Deck

• Order from HELP Services, Inc.
• 1222 Quail Hollow Rd, Hummelstown, PA 17036
• Email hserve_at_aol.com
• Phone [phone]
• Cost 35.00, Checks only

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• Closing Comments and Recommendations
• Thank you for your attention!