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S.S.GRIN-HFA

One-year online subscription to S.S.GRIN-HFA, an evidence-based, targeted RTI Tier 2 small-group intervention for children ages 7-12 with high functioning autism spectrum disorders that builds social skills and social emotional competence and addresses social challenges such as bullying and victimization. The program covers communication, cooperation, impulse control, perspective taking, conflict management, empathy, and more.

Purchase now!
  • Online subscription
  • Intervention resources and support
  • Provider training (3 CE credit hours)
  • 120
Purchase

Need to make a purchase order? Email info@3cisd.com for support.

  • Engaging curriculum includes videos, interactive activities, and animated characters
  • Includes innovative online system to support easy and effective implementation
  • Aligns with Response to Intervention (RTI) and MTSS Tier 2

Everything you need to deliver the program is available online, including:

  • Online provider training (CE credits available)
  • Professional manual with program overview, logistical guidelines, supplemental resources, and session scripts
  • Full-color, fully illustrated child workbooks
  • S.GRIN Crew comic books
  • Parent handouts
  • Classroom “Group Rules” poster
  • Activity cards
  • Animated video series


Product samples:

DeRosier, M. E. (2011). The efficacy of a social skills group intervention for improving social behavior in children with high functioning autism spectrum disorders. Journal of Autism Spectrum Disorders, 41(8). 1033-43. doi: 10.1007/s10803-010-1128-2.

Abstract:

This study tested the efficacy of a new social skills intervention, Social Skills GRoup INtervention-High Functioning Autism (S.S.GRIN-HFA), designed to improve social behaviors in children with high functioning autism spectrum disorders. Fifty-five children were randomly assigned to S.S.GRIN-HFA treatment (n = 27) or control (i.e., traditional S.S.GRIN intervention; n = 28). Examination of the direction and magnitude of change in functioning revealed that children who participated in S.S.GRIN-HFA exhibited significantly greater mastery of social skill concepts compared to children in the control group. Parents of S.S.GRIN-HFA group participants reported an improved sense of social self-efficacy, whereas parents of control participants reported a decline. The advantages of a specialized intervention such as S.S.GRIN-HFA, designed specifically for children with high functioning autism spectrum disorders, are discussed.

RTI, PBIS, and MTSS

Schools are required to use a system of accountability called Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). A number of states are moving to the Multi-tiered System of Supports (MTSS) model to incorporate RTI and PBIS.

MTSS is designed to ensure that educators provide high-quality instruction and intervention matched to student needs using (1) learning rate over time and (2) level of performance to inform instructional decisions.

S.S.GRIN HFA Alignment with RTI, PBIS, and MTSS

S.S.GRIN HFA meets the Tier 2 requirements of these models by providing a targeted behavioral intervention for students who need extra support to improve their social skills.

Why choose S.S.GRIN HFA for your Tier 2 social skills intervention? S.S.GRIN:

  • Is evidence based
  • Provides a structured small group learning environment
  • Teaches social skills in a developmentally sequenced manner
  • Includes comprehensive online provider training and extensive implementation resources for use before and throughout program implementation
  • Includes an integrated online assessment system for measurement of implementation fidelity, participant progress, and participant outcomes
News

DEB CHILDRESS, PHD

Chief of Research and Learning Content

BIOGRAPHY

Dr. Childress obtained her PhD in psychology at the University of North Carolina at Chapel Hill. Prior to coming to 3C Institute, she served as a research associate and a postdoctoral fellow in the Carolina Institute for Developmental Disabilities at the University of North Carolina at Chapel Hill working on a longitudinal imaging study aimed at identifying the early markers of autism through behavioral and imaging methodologies. She has 19 years of autism research experience, during which she has examined the behavioral, personality, and cognitive characteristics of individuals with autism and their family members. Dr. Childress also has experience developing behavioral and parent report measurement tools, coordinating multi-site research studies, and collecting data from children and families. She has taught courses and seminars in general child development, autism, and cognitive development at the University of North Carolina at Chapel Hill.

Expertise

  • autism
  • early development
  • behavioral measurement
  • integrating behavioral and biological measurement

Education

  • Postdoctoral fellowship, Carolina Institute for Developmental Disabilities (Institutional NRSA-NICHD), University of North Carolina at Chapel Hill
  • PhD, developmental psychology, University of North Carolina at Chapel Hill
  • BS, psychology (minor in sociology), University of Iowa

Selected Publications

  • Elison, J. T., Wolff, J. J., Heimer, D. C., Paterson, S. J., Gu, H., Hazlett, H. C., Styner, M, Gerig, G., & Piven, J. (in press). Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months. Developmental Science.
  • Wassink, T. H., Vieland, V. J., Sheffield, V. C., Bartlett, C. W., Goedken, R., Childress, D. & Piven, J. (2008). Posterior probability of linkage analysis of autism dataset identifies linkage to chromosome 16. Psychiatric Genetics,18(2),85-91.
  • Losh, M., Childress, D., Lam K. & Piven, J. (2008). Defining key features of the broad autism phenotype: A comparison across parents of multiple- and single-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 147B(4):424-33.
  • Wassink, T. H., Piven, J., Vieland, V. J., Jenkins, L., Frantz R., Bartlett, C. W., Goedken, R., … Sheffield, V.C. (2005). Evaluation of the chromosome 2q37.3 gene CENTG2 as an autism susceptibility gene. American Journal of Medical Genetics (Neuropsychiatric Genetics), 136, 36-44.
  • Barrett, S., Beck, J., Bernier, R., Bisson, E., Braun, T., Casavant, T., Childress, D., … Vieland, V. (1999). An autosomal genomic screen for autism. American Journal of Medical Genetics (Neuropsychiatric Genetics), 88, 609-615. doi: 10.1002/(SICI)1096-8628(19991215)88:63.0.CO;2-L
  • Piven, J., Palmer, P., Landa, R., Santangelo, S., Jacobi, D. & Childress, D. (1997). Personality and language characteristics in parents from multiple-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 74, 398-411.
  • Piven, J., Palmer, P., Jacobi, D., Childress, D. & Arndt, S. (1997). Broader autism phenotype: Evidence from a family history study of multiple-incidence autism families. American Journal of Psychiatry, 154, 185-190.