Social Skills Groups Curriculum | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Christine Milne discusses how to design and sequence curriculum within a social skills group after development and logistics have been established. The speaker emphasizes that goals must be determined at both the group and individual levels and that appropriate goals are critical to avoid wasting time. Information gathering may include interviews with parents, teachers, and interventionists, direct observation across environments, and probing during early group sessions. Identifying learner strengths is highlighted as essential for selecting effective teaching procedures, identifying modeling opportunities, and informing peer pairings.

The speaker cautions against addressing isolated deficits in a “whack-a-mole” fashion and instead recommends identifying core deficits that may impact multiple skill areas, such as observational learning. Goals should be prioritized, often limited to approximately three to five, based on impact on peer relationships, quality of life, and whether the skill is foundational. The curriculum is organized across five domains: social awareness, social communication, social interaction, social learning, and social relatedness. The speaker stresses individualization, modification of programs rather than copying and pasting, embedding skills within play, and using ongoing clinical judgment to assess and adjust instruction.