Project Good Buddies Trainer Workbook
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OJEC PR T G S O O IE D BUDD PROJECT GOOD BUDDIES TRAINER WORKBOOK Funding provided by the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. PROJECT GOOD BUDDIES TRAINER WORKBOOK Prepared by Elizabeth A. Laugeson Blair Paley Fred Frankel Mary J. O’Connor Spanish translation provided by Marleen Castaneda Based on: Frankel, F., & Myatt, R. (2003). Children’s Friendship Training. New York: Brunner-Routledge, and Adaptations from Project Bruin Buddies (Mary J. O’Connor, Principal Investigator) and Project Good Buddies (Mary J. O’Connor, Principal Investigator) Funding provided by the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. Project Good Buddies Trainer Workbook Training on an Evidence-Based Social Skills Intervention for Children with FASDs Getting Started Introductory Comments: • Welcome attendees to the training • Introduce yourself and your background in training with social skills and FASDs • Offer housekeeping announcements (e.g., restrooms, water, other practical information to enhance their personal comfort during the training) • Invite attendees to share some of their goals for the training • Review broad learning objectives of the training Workshop Schedule: • Review schedule for training • Invite any questions or suggestions regarding the agenda or schedule • Point out the breaks in the schedule, including lunch and the morning and afternoon breaks Workshop Materials: • Explain that all attendees have been given training materials: – The original Children’s Friendship Training Manual (CFTM) (Frankel & Myatt, 2003) – The Good Buddies Trainer Workbook, intended for those who are training other trainers, OR the Good Buddies Therapist Workbook, intended for those who are actually implementing the intervention Pretests (Optional): • Have attendees complete the pretest Knowledge of Social Skills Questionnaire, attached on pages ii-iv for your convenience • Let them know that these pretests will allow them to monitor their own improvement following the training Posttests (Optional): • At the completion of the training, have attendees complete the posttest Knowledge of Social Skills Questionnaire • Have attendees complete the Evaluation of Training Questionnaire, attached on page v-vi for your convenience From Frankel, F., & Myatt, R. (2003). Children’s Friendship Training. New York: Brunner-Routledge, and adaptations from Project Bruin Buddies (Mary J. O’Connor, Principal Investigator) and Project Best Buddies (Mary J. O’Connor, Principal Investigator) I Project Good Buddies Trainer Workbook Knowledge of Social Skills Questionnaire Pre/Post Test Please circle the correct answer: 1. Which of the following is NOT a category of peer acceptance among school-aged children? a. Accepted children b. Rejected children c. Neglected children d. Ignored children 2. Parents of friendless children typically possess adequate skills in most areas of social functioning. a. True b. False 3. Research indicates that mothers of rejected children are less likely to appropriately monitor play experiences. a. True b. False 4. Long term studies indicate that a child’s later social adjustment will be better if he or she: a. has a large group of acquaintances. b. has 2-3 close friends. c. regularly attends organized activities (e.g., scouts, team sports, clubs). d. has a parent with good social skills. 5. Which of the following is NOT a goal of the social skills intervention? a. Help children make and keep friends. b. Help parents more effectively support their child’s efforts at finding suitable friends. c. Help children become more popular. d. Help parents support their child’s ability to make new acquaintances and develop close friendships. 6. Which one of the following should parents expect from the social skills intervention? a. That the child will make lasting friendships with children in the group. b. That the child’s attitude and friendships will change immediately. c. That the child’s social skills will improve with parents’ active encouragement and support. d. That the goal of the sessions is to decrease oppositional behavioral problems. 7. Which of the following is NOT a method by which the social skills program operates? a. Homework assignments b. Behavioral rehearsal c. Response cost (i.e., losing reinforcement for bad behavior) d. Parental assistance 8. What is the primary goal in having children make in-group phone calls? a. To create a larger social network. b. To provide an opportunity to practice conversational skills. c. To facilitate close friendships within the group. d. To provide emotional support around shared problems of socialization. From Frankel, F., & Myatt, R. (2003). Children’s Friendship Training. New York: Brunner-Routledge, and adaptations from Project Bruin Buddies (Mary J. O’Connor, Principal Investigator) and Project Best Buddies (Mary J. O’Connor, Principal Investigator) II Project Good Buddies Trainer Workbook 9. When school-aged children are first getting to know a potential new friend, one effective way in which they can facilitate a closer friendship is to share personal information about themselves (e.g., secrets, private thoughts/feelings). a. True b. False 10. Which of the following is NOT an effective step of entering the play of other school-aged children? a. Get the ball for the children at play when it goes out of bounds b. Watch the game from the sidelines c. Offer to join the losing team d. Ask the children at play what they are playing 11. On average, what percentage of attempts by children to enter playgroups are turned down? a. 15% b. 25% c. 50% d. 70% 12. Research indicates that frequent use of praise is an essential component to being liked by other children. a. True b. False 13. Research shows that informal play interactions in the home are most helpful in promoting a child’s social development. a. True b. False 14. Which of the following would be appropriate for a play activity? a. Playing a video game b. Watching a movie or television c. Playing a board game d. Swimming 15. Which of the following is the best method for handling teasing from other children? a. Act like what the person said does not bother you. b. Ignore the person doing the teasing. c. Walk away from the person doing the teasing. d. Tell an adult 16. Which of the following statements is TRUE about parental supervision during child social interactions? a. Parents who join into play help promote their child’s social development. b. Parents who supervise peripherally during play help promote their child’s social development. c. Parents who intervene during negative peer interactions are least effective in promoting their child’s social development. d. Parents who supervise peripherally during play are less effective in promoting their child’s social development. From Frankel, F., & Myatt, R. (2003). Children’s Friendship Training. New York: Brunner-Routledge, and adaptations from Project Bruin Buddies (Mary J. O’Connor, Principal Investigator) and Project Best Buddies (Mary J. O’Connor, Principal Investigator) III Project Good Buddies Trainer Workbook 17. What is the first thing a child should do when they are being bullied by a peer? a. Get help from an adult. b. Tell the person bullying them how they feel. c. Be assertive and tell the bully to leave them alone. d. Avoid the bully. 18. Studies show that the vast majority of children who have difficulty with peers and also get into physical fights will not suffer any long-term consequences. a. True b. False 19. Children who have friendship problems sometimes compound their problems by being disrespectful of supervising adults. a. True b. False 20. Which of the following sequence is appropriate for peer entry? a. Ask what they are playing; wait for a pause in the game; ask to join the game b. Ask what they are playing; ask to join the games; cheer on your teammates c. Watch the game; wait for a pause in the game; ask to join the game d. Watch the game; ask what they are playing; ask to join the game From Frankel, F., & Myatt, R. (2003). Children’s Friendship Training. New York: Brunner-Routledge, and adaptations from Project Bruin Buddies (Mary J. O’Connor, Principal Investigator) and Project Best Buddies (Mary J. O’Connor, Principal Investigator) IV Project Good Buddies Trainer Workbook Knowledge of Social Skills Questionnaire Pre/Post Test Answer Key (Correct answers highlighted in green.) 1. Which of the following is NOT a category of peer acceptance among school-aged children? a. Accepted children b. Rejected children c. Neglected children d. Ignored children 2. Parents of friendless children typically possess adequate skills in most areas of social functioning. a. True b. False 3. Research indicates that mothers of rejected children are less likely to appropriately monitor play experiences. a. True b. False 4. Long term studies indicate that a child’s later social adjustment will be better if he or she: a. has a large group of acquaintances. b. has 2-3 close friends. c. regularly attends organized activities (e.g., scouts, team sports, clubs). d. has a parent with good social skills. 5. Which of the following is NOT a goal of Best Buddies? a. Help children make and keep friends. b. Help parents more effectively support their child’s efforts at finding suitable friends. c. Help children become more popular. d. Help parents support their child’s ability to make new acquaintances and develop close friendships. 6. Which one of the following should parents expect from the Best Buddies program? a. That the child will make lasting friendships with children in the group. b. That the child’s attitude and friendships will change immediately. c. That the child’s social skills will improve with parents’ active encouragement and support. d. That the goal of the sessions is to decrease oppositional behavioral problems. 7. Which of the following is NOT a method by which the Best Buddies program operates? a.