PBIS: Social Skills Instruction as Part of a Comprehensive, Integrated, Three Tiered Model of Prevention Taryn Gaskill, SSD PBIS Facilitator Lisa Leonard,

PBIS: Social Skills Instruction as Part of a Comprehensive, Integrated,

Three Tiered Model of Prevention

Taryn Gaskill, SSD PBIS FacilitatorLisa Leonard, SSD PBIS Facilitator

Lisa Powers Ph.D. , Area Coordinator Special School District

We would like to thank…

Center for SW-PBSCollege of EducationUniversity of Missouri

Dr. Kathleen Lane Professor of Special Education,

University of North Carolina at Chapel Hill

Dr. Lucille Eber Illinois PBIS Network Director

SSD Demographics: 2011-2012• Located in St. Louis County, MO• Students

– Students in special education: 24,285 – Students in technical education: 2,095 – Total: 26,380

• Staff – Teacher-level staff: 2,750 – Para-level staff: 1,748 – Other: 677 – Total: 5,175

• Special education SSD special education schools: 5 • Partner districts served: 22 • Partner district schools served: 265 • Technical education Technical education high schools: 2 • Programs offered: More than 30

SSD PBIS/CE TEAMBottom to Top:

Lynn Yokoyama Data Specialist

Lisa Powers, Coordinator

Jennifer Hernandez Facilitator

Morgan Clough Facilitator

Rhonda Collins Facilitator

Lisa Leonard Facilitator

Tricia Diebold Facilitator

Jamie Mehring Facilitator

Mary Ellen O’Hare Facilitator

Charlotte Nations Character Ed.

Taryn Gaskill Facilitator

Bridget Thomas Facilitator

Barb Nash Administrative Assist.

Introductions: “That’s Me”

• Roles– Teachers– Administrators

• Superintendents/Assist• Directors• Principals/Assist.

– Clinicians– Family member– Researcher/Instructor– Specialist

• School Psych.• Social Worker• Counselor• Behavior specialist

• Level of Implementation– Tier 1 – Tier 2 (one intervention) – Tier 2 (two or more interventions) – Tier 3 (one intervention) – Tier 3 (two or more interventions)

Outcomes

Participants will be able to :

• Identify the key features of system level supports for scaling up efforts

• Identify and apply components needed for Effective Tier 2 interventions: Social Skills Instruction

• Apply critical features of social skills intervention at the school level

What would you like to walk away with from this session?

Student Outcomes

• 10-15% of student body will access Tier 2 interventions which includes students with disabilities.

• 70% or more, of students accessing Tier 2 interventions will respond positively.

Agenda

• Review systems approach to a multi-tiered level of intervention and prevention.

• Teach critical features of a targeted intervention.

• Development of intervention plans for Social Skills.

National - Challenges for Districts• Making Universal supports available for ALL

• Referrals to Special Education seen as the “intervention”

• FBA viewed as required “paperwork” vs. a needed part of designing an intervention

• Relying on interventions the system is familiar with vs. ones likely to produce an effect

• Moving from one-student at a time (reactive approaches) to capacity (systems) within schools to support ALL who need Secondary/Tertiary.

Rationale

National - Observations of Current Systems/Practices

• Schools did not have continuum of interventions– After Universal, just 1 or 2 types of Secondary (Tier 2) & Sp. Ed. was only

Tertiary (Tier 3) “intervention”

– None used CICO, some had CnC (but thought was CICO)

• All schools had some opportunity for referral for assistance– But were NOT using data for automatic entrance into interventions

• No/minimal Universal screening

• Lack of data-based decision rules (ex. 2 ODRs = entrance to CICO)

• Tracking intervention effectiveness not on the radar• Data weakest link

– Data-based decision rules for entrance into Tier 2 & 3 interventions unclear

• Principals and clinicians treating discipline problems/approaches, SpEd testing/placement and “PBIS” as separate entities.

Rationale

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation Blueprint www.pbis.org

IMPLEMENTATION SCIENCEAdapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION

• Let’s give it a try & evaluate (demonstration)INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

MULTI-TIERED LEVEL OF SUPPORTS

Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk

Goal: Reverse Harm Specialized Group Systems for Students At-Risk

Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

≈

≈

≈

PBIS Framework

Positive Action;Social Skills Improvement SystemCharacter Ed









≈

≈

≈

PBIS Framework

Positive Action;Social Skills Improvement System

Let’s do the Math!

What percentage of your student body count would

fall into primary 80%, secondary15% and

tertiary 5%?

Three-tiered Models of Prevention

How can three-tiered models of prevention address these

concerns?

Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

• Primary, secondary, and tertiary levels of prevention • Response-to-Intervention (RtI; Gresham, 2002a; Sugai, Horner, & Gresham,

2002)

• Positive Behavior Intervention and Support (PBIS; Lewis & Sugai, 1999; Sugai & Horner, 2002)

• Each level of prevention increases in intensity or magnitude• Provide more focused interventions for students in

need of targeted interventions • Systematic approach

• Data driven method to identify and support students

Three Tiered Models of Prevention: A Comprehensive Approach

Primary Prevention

AcademicBehavioral Social

Goal: Prevent Harm

Secondary Prevention


Goal: Reverse Harm

Tertiary Prevention


Goal: Reduce Harm

Lane, Kalberg, & Menzies, 2009

Address varying responses to intervention Three-tiered school-base intervention model

How can three-tiered models of prevention address these concerns?

Primary Prevention


• All students are eligible for participation (Lane, Robertson, et al., 2006).

• Approximately 80% of students respond to this level (Gresham, Sugai, Horner, Quinn, & McInerney, 1998; Sugai & Horner, 2006).

• Examples of Primary Prevention • Validated literacy curricula• Violence prevention• Conflict resolution programs• Anti-bullying programs• Schoolwide social skills instruction• Character Education Programs


Secondary Prevention


• Students who do not respond to the primary prevention plan, 10-15% of students.

• Focused intervention to address academic, behavior, or social concerns:• Acquisition (can’t do)• Fluency (trouble doing)• Performance (won’t do)

• Examples of Secondary Prevention • Small group instruction in anger management• Reading comprehension strategies


Tertiary Prevention


• Students who do not respond to the primary or secondary prevention, 5-7% of students.

• Intensive individualized interventions

• Examples of Tertiary Prevention

• Function-based interventions (Umbreit, Ferro, Liaupsin, & Lane, 2007)

• Multi-systemic Therapy program (MST; Henggeler, 1998)

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

Social Skills

Behavior Contracts

Self-Management

Newcomers Club/Mentors

Study/ Organizational Skills

Complex

FBA/BIP

Universal

Support

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Problem -solving

UniversalTeam

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide].Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network

TARGETED GROUP INTERVENTIONS

BAT Scales & Subscales• Tier 1 Implementation of SW-PBS• Tier 2 and 3 Foundations

– Commitment– Student Identification– Monitoring & Evaluation

• Tier 2 Targeted Interventions– Tier 2 Support System– Main Tier 2 Strategy Implementation– Main Tier 2 Strategy Monitoring & Evaluation

• Tier 3 Intensive Interventions– Tier 3 Support System– Tier 3 Assessment & Plan DevelopmentTier 3 Monitoring & Evaluation

How many participants have completed the BAT?

Intervention

• Academic or behavior interventions are strategies or techniques applied to instruction in order to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new situation.

MO Dept. of Elementary & Secondary Education, Special Education, Compliance

Tier 2 Interventions

• For students who… – Are at-risk for an academic and/or social-behavioral

concern– Continue to engage in frequent problem behavior

despite effective schoolwide, tier 1 prevention efforts

– Need additional teaching, monitoring and feedback – Could benefit from extra attention or support at

school before they are in crisis

(Crone, Hawken & Horner, 2010)

Tier 2 InterventionsFor students with…• Low level problems

– Non-compliance, disrespect– Work completion– Attendance, tardy

• ODR 2-5, classroom minor 4-6 range• Behavior occurs across multiple locations• Students with internalizing concerns, but not

self-injurious

Key Features of Tier 2 Interventions

• Continuous availability & quick access to the intervention

• Similar implementation across students • Low effort by classroom teachers• Intervention is consistent with schoolwide

expectations

Office of Special Education Programs (OSEP, 2005)

Key Features of Tier 2 Interventions• Criteria for access to Tier 2 interventions is clearly

established• All staff trained on how to make a referral, and

how to implement the intervention• Data are used continuously to monitor progress

and to determine when a student will exit the intervention or when supports will be intensified.

• System for communicating with participating student, staff and families is developed

Office of Special Education Programs (OSEP, 2005)

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS

MONITORING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

RtI

Response to Intervention

SOCIAL SKILLS

Actions & Interventions

Social Skill Strengths: student knows and uses social skills consistently and appropriately

Reinforce to maintain desired social behaviorUse student as a model for other students

Performance Deficits Use behavior techniques to increase student practice and performance of desired social behavior

Frequency Deficits Provide extensive opportunities to practices across a wide range of exemplars

Acquisition Deficits Direct instruction of the desired social behavior

Competing Problem Behaviors Use behavior techniques to reduce interfering behaviorsCollect further information (e.g. FBA - direct observations, interviews, comprehensive assessment of problem behaviors).

Newcomer 2010

The Power Of Teaching

• “If a child doesn’t know how to read, we teach.”• “If a child doesn’t know how to swim, we teach.”• “If a child doesn’t know how to multiply, we teach.”• “If a child doesn’t know how to drive, we teach.”• “If a child doesn’t know how to behave, we … …

teach? … remove? … punish?”

Why can’t we finish the last sentence as automatically as we do the others?

PBIS Philosophy (pbismaryland.org)

Misbehavior = Learning Error

Students learn appropriate behavior in the same way they learn to read – through

instruction, practice, feedback,

and encouragement.

Critical Features of Social Skills Group Intervention

• Student selection• Selecting/identifying curriculum• Training social skills instructor/s• managing the group- providing modeling and feedback• Providing effective instruction-targeting specific social

skills deficits• Planning for generalization-additional supports to

practice• Evaluating results

Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

Implementation Plansa suggested, but not exhaustive list

• Intervention: Name and purpose/outcome, lessons, video example, structured prompts for what to do during the day

• Intervention Guide (Description, Entry Criteria, Progress Monitoring, Exit criteria)

• Implementers: Identification, Training & Support• The intervention organized around SW expectations or SW

academic goals • Timeline

– the intervention available for students to enter at any time – When students are identified for the intervention do they begin

the intervention within 3 school days of determination

• Students: orientation materials available for students entering the intervention, receive positive feedback from staff on a daily basis, have daily opportunities to use their new skills

• Strategies for connecting to home, school & community: parent notification, parent training, a weekly check-in with the student’s family

• Orientation materials available for staff/substitutes/volunteers who have students using the intervention

• Routine for sharing with staff (social validity, intervention, data, etc.)

• Evaluation: student outcome data, social validity, treatment integrity, progress monitoring, maintenance and generalization

• FAQ and the answers

Intervention Guidelines

Support Description School-wide Data: Entry

Criteria

Data to Monitor Progress

Exit Criteria

The Name of the Intervention

Academic, Behavioral, Or Social Skills

Grade Level

A Brief description of what the intervention is, length of time, and what the outcome would be.

Data sources that determine which students are best for this intervention

Function BasedAttention or Avoidance

Process on how data will be monitored

Process on how often data will be monitored

What data will be monitored

Data sources that will determine when: Adjustments need to be madeFading in order to graduate

Discontinuation of interventions

Elementary Level: Secondary InterventionSupport Description School-wide Data:

Entry CriteriaData to Monitor

ProgressExit Criteria

Social Skills Group

Identified students meet three days each week during the enrichment block for 30 min lessons focused on improving specific social skills deficits. Students meet with school psychologist or interns 2 days a week for 30 minutes lessons for 10 weeks in the student’s specific areas of concerns (see Lane, Wehby, Menzies, Doukas, Munton, & Gregg, 2003; Miller, Lane, & Wehby, 2005). This group would be held in a designated classroom or office.

Behavioral ConcernInternalizing GroupoSSBD score exceeding normative criteria on internalizing behavior on Stage 2 rating scales, oro1 or more unexcused absences or 3 or more unexcused tardies during the first 6 weeks of school.Externalizing GroupoSSBD score exceeding normative criteria on externalizing behavior on Stage 2 rating scales, oro1 or more office discipline referrals for major offenses during the 6 weeks of school.

School Psychologist monitor:Internalizing GroupoDaily attendance patternsoDaily social interactions on the playgroundExternalizing GroupoDaily discipline recordsoDaily social interactions on the playground

Concludes the social skills group when (a) teacher-completed Social Skills Rating System (SSRS; Gresham & Elliott, 1990) scores indicate average performance on the social skills and problem behavior subscale scores and (b) the SSBD scores collected during the next behavior rating period indicate the absence of risk.

39

Description of Intervention• A brief descriptive of

– How often, Length, and Duration– Who is involved– What outcomes

• Considerations for Research Validated Curriculum– Developmental – Age Expectations– Culturally Relevant– Values are reinforced by child’s peer– Situational

Entry Criteria

Assessment of Skill: – Screener 3X a year– Direct Observation– Office Discipline Referrals (behavior specific)– Classroom Minor Reports– Report Card– Attendance/Tardies– Teacher Referral– Skill deficit versus performance deficit

Measure Authors Ordering InformationSystematic Screening for Behavior Disorders (SSBD)

Walker & Severson (1992)

Available for purchase from Cambium Learning/ Sopris West

Early Screening Project (ESP)

Walker, Severson, & Feil (1995)

Available for purchase from Applied Behavior Science Press

Student Risk Screening Scale (SRSS)

Drummond (1994) Free

Strengths and Difficulties Questionnaire (SDQ)

Goodman (1997) Free online at http://www.sdqinfo.com/

AMSweb

Monitoring the Intervention

• Data (Daily, Weekly, Monthly)– Daily Progress Form Goal– ODRs– Minors– Attendance/Tardies– Grades

• Data Decision Rules inform: – Adjusting/Modifying– Discontinuing– Graduating

Social Skills Group

Elementary

Focuses on improving students’ social skills. Two

days a week, 45 min to address students’ specific acquisition deficits. Sessions

conducted by school psychology intern or

practicum student(see Lane, Wehby, Menzies,

Doukas, Munton, & Gregg, 2003; Miller,

Lane, & Wehby, 2005) or as part of an

elective course (Robertson & Lane,

in press)

Behavior Problemso 3 or more office

discipline referrals (ODR) that reflect peer related problems, or

o moderate risk status on Student Risk Screening Scale (SRSS) with a score of 2 or 3 on the problem behavior item

o Strengths and Difficulties Questionnaire score in the abnormal range on peer problems or prosocial behavior subscale scores

o number of ODRs (during given period)

o daily social skills checklist completed by social skills instructor

o daily class participation collected by the social skills teacher

o direct observations of social interaction

Student scores in the low risk

status during the next SRSS screening;

normal score on the SDQ peer problems and

prosocial behavior

subscale score; and there are no ODRs related to peer problems

during the same reporting cycle.

Exit Criteria• What student outcome do you intend to

impact?– Related back to your Decision Rules of “Student

Response to Interventions”• How much of the progress monitoring is a

part of this criteria? • Time bound - (ex: 4 weeks of meeting criteria)• Transition Plan- How will we fade out/transition

students

Planning for Generalization

Key feature of Social Skills Instruction:• Teaching behavior in context and with a plan for it to

be utilized in a variety of settings• Signs and cues used by staff to prompt for the desired

behavior throughout settings• Behaviors are being adapted to produce similar

outcomes in different environments• Reinforcers need to be transferred through out

environments • Continuous progress monitoring

EXAMPLES

Matrix Expectations Be ResponsibleMatrix Rule and StepsList rule from matrix and steps to complete the rule

Following Directions means: Listen attentively Raise hand to speak or ask questions Begin task immediately

ContextIdentify the location(s) where performance of rule is expected

All Settings

TellIntroduce the rule and why it is important

“Today we are going to review the skill I can follow directions”. Read the rule and steps.Brainstorm with the class a list of adults that they encounter on any given day at school. These would include their own teachers, specialists, PE coaches, secretaries, media specialists, lunchroom workers, bus drivers, custodians and many others. Discuss why it is important to follow directions given by all adults in the building.

ShowTeacher demonstrates or models the rule. Teacher models non-examples

An adult blows the whistle on the playground, all students stop playing, look to see that the path to their lineup spot is clear and move keeping their hands and feet to themselves to their lineup spot.

The teacher directs the class to push their chairs in and lineup. The class politely pushed in their chairs and forms a line, getting in their line order and leaving space for other to get in line. They get to their special class on time.

PracticeGive students opportunities to role play the rule across al relevant settings

Give a direction, such as clear your desk, and time students to see how quickly they comply

“Simon Says” game: practice with this follow the leader game to reinforce compliance with directions.

Role-play procedures such as lining up at the end of recess. Have one student be the “supervisor” and have that child verbalize the positive things they notice.

Monitor Pre-correct/RemindAnticipate and give students a reminder to perform behavior

“Before I give the next directions, let’s review the steps to following directions. They listen attentively, raise hand to speak or ask questions and begin task immediately.”

Supervise Move, scan, and interact with students

After directions are given, move, scan, and interact with students to give them feedback about how they are following directions and correct as needed.

FeedbackObserve student performance & give positive, specific feedback to students

Thank you for following the fires drill expectations and safely exiting the building

Great job of counting off quickly and moving to numbered corners. That show responsible use of our learning time. I heard some interesting discussion…

ReteachPractice throughout the day

Have students share examples of when they followed directions.

Share examples of someone you saw following directions promptly and tie compliance to positive outcomes such as more time for recess because the class was timely in getting lined up.

Treatment Integrity

• Monitor the extent to which interventions are implemented as planned, so that the school staff can be confident that the improvements they see are a result of the intervention (treatment integrity; Gresham, 1989).

• When intended results do not occur, is it due to insufficient implementation or low treatment integrity?

Feature Question/description Monday Tuesday Wednesday Thursday Friday

1

Teacher provided prompts (skills steps on poster and DPR) to student throughout the day

2

Teacher provided positive reinforcement to student throughout the day

3

Teacher had a brief checking in conversation with student before lunch.

4

Teacher had an end of the day conversation with the student and filled out DPR with child.

Treatment Integrity ChecklistDirections: Write “yes” or “no” in response to each question. Fill out this form daily.

Social Validity

• Social Significance – will this intervention improve the student’s quality of life? GOAL

• Social acceptability –Do all agree that the intervention is necessary, appropriate, supports positive outcomes, minimally disruptive and worth the effort to attain the goal? PROCEDURES

• Social importance –Does this intervention have the

potential to produce socially important OUTCOMES?

Lane, Kathleen Lynne, and Beebe-Frankenberger, M. School-Based Interventions: The Tools you Need to Succeed. Pearson Education, Inc., 2004.

Statement

StronglyDisagree

Disagree

Slightly Disagree

Slightly Agree

Agree

Strongly Agree

1 2 3 4 5 6 1. Social Skills was an acceptable intervention for our school.

2. Social Skills met the schools mission and needs.

3. Social Skills had relevant applications.

4. Social Skills was easy to implement.

Collins, 2010, Adapted from SCHOOL-BASED INTERVENTIONS The tools You Need to Succeed. Kathleen Lynne Lane and Margaret Beebe-Frankenberger. Copyright 2--4 Pearson Education, Inc.

REVIEW









≈

≈

≈

PBIS Framework

Positive Action;Social Skills Improvement SystemCharacter Ed

Implementation Plansa suggested, but not exhaustive list

• Intervention: Name and purpose/outcome, lessons, video example, structured prompts for what to do during the day

• Intervention Guide (Description, Entry Criteria, Progress Monitoring, Exit criteria)

• Implementers: Identification, Training & Support• The intervention organized around SW expectations or SW

academic goals • Timeline

– the intervention available for students to enter at any time – When students are identified for the intervention do they begin

the intervention within 3 school days of determination

• Students: orientation materials available for students entering the intervention, receive positive feedback from staff on a daily basis, have daily opportunities to use their new skills

• Strategies for connecting to home, school & community: parent notification, parent training, a weekly check-in with the student’s family

• Orientation materials available for staff/substitutes/volunteers who have students using the intervention

• Routine for sharing with staff (social validity, intervention, data, etc.)

• Evaluation: student outcome data, social validity, treatment integrity, progress monitoring, maintenance and generalization

• FAQ and the answers

Elementary Level: Secondary InterventionSupport Description School-wide Data:

Entry CriteriaData to Monitor

ProgressExit Criteria

Social Skills Group

Identified students meet three days each week during the enrichment block for 30 min lessons focused on improving specific social skills deficits. Students meet with school psychologist or interns 2 days a week for 30 minutes lessons for 10 weeks in the student’s specific areas of concerns (see Lane, Wehby, Menzies, Doukas, Munton, & Gregg, 2003; Miller, Lane, & Wehby, 2005). This group would be held in a designated classroom or office.

Behavioral ConcernInternalizing GroupoSSBD score exceeding normative criteria on internalizing behavior on Stage 2 rating scales, oro1 or more unexcused absences or 3 or more unexcused tardies during the first 6 weeks of school.Externalizing GroupoSSBD score exceeding normative criteria on externalizing behavior on Stage 2 rating scales, oro1 or more office discipline referrals for major offenses during the 6 weeks of school.

School Psychologist monitor:Internalizing GroupoDaily attendance patternsoDaily social interactions on the playgroundExternalizing GroupoDaily discipline recordsoDaily social interactions on the playground

Concludes the social skills group when (a) teacher-completed Social Skills Rating System (SSRS; Gresham & Elliott, 1990) scores indicate average performance on the social skills and problem behavior subscale scores and (b) the SSBD scores collected during the next behavior rating period indicate the absence of risk.

62

Critical Features of Social Skills Group Intervention

• Student selection• Selecting/identifying curriculum• Training social skills instructor/s• managing the group• Providing effective instruction• Planning for generalization• Evaluating results

Post Organizer: Preview & Cue Use

• We invite you to share what you learned today, Tier 2: Social Skills Intervention, with your school Leadership Team.

• With your team and using BAT results, identify next steps in developing a Tier 2 Social Skills Intervention in your school.

References

mailto:[email protected]

http://www.allynbaconmerrill.com/store/LargeCover.aspx?isbn=013114989X

http://www.amazon.com/gp/product/images/0205386059/ref=dp_image_0?ie=UTF8&n=283155&s=books

http://www.amazon.com/Managing-Challenging-Behaviors-Schools-Research-Based/dp/1606239511/ref=sr_1_1?s=books&ie=UTF8&qid=1316027602&sr=1-1

Resources

SSD Social Skills Curriculum PATHS Social Skills Intervention Guide: Practical Strategies for Social Skills Training, ((Elliot and Gresham)Good Talking Words, Good Listening Bodies (Paulson, van den Pol)SSS: Social Skills Strategies, (Gajewski, Mayo)The Stop and Think Social Skills Program, (Knoff)Room 14- A Social Language Program (Wilson)

Questions?

LISA LEONARD- [email protected] GASKILL- [email protected]. LISA POWERS- [email protected]

THANK YOU!!




Documents

PBIS: Social Skills Instruction as Part of a Comprehensive, Integrated, Three Tiered Model of Prevention Taryn Gaskill, SSD PBIS Facilitator Lisa Leonard,