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Social Skills: The Hidden Ingredient to Success. Outcome for this Session is to Understand: What social skills are Benefits of teaching social skills How social skills instruction ties into PBIS and RtI Steps to teaching social skills - PowerPoint PPT Presentation
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Social Skills:Social Skills:The Hidden Ingredient to The Hidden Ingredient to
SuccessSuccess
Outcome for this Session is to Understand:
•What social skills are•Benefits of teaching social skills•How social skills instruction ties into PBIS and RtI•Steps to teaching social skills•How to collect data and make decisions based on your campus needs
Incorrect AssumptionsIncorrect Assumptions
Social skills are observed and Social skills are observed and learned learned informallyinformally
Pull out groups with the counselor Pull out groups with the counselor will will fixfix the student so the classroom the student so the classroom teacher does not need to be teacher does not need to be involvedinvolved..
Understanding These Understanding These Beliefs Will Yield the Beliefs Will Yield the
Most BenefitMost Benefit Behavior is learnedBehavior is learned Behavior is teachableBehavior is teachable Behavior is changeableBehavior is changeable Behavior occurrences are affected by the Behavior occurrences are affected by the
environmentenvironment Behavior is more likely sustained if it is Behavior is more likely sustained if it is
effective, efficient, relevant, and durableeffective, efficient, relevant, and durable ““Inappropriate” social skills meet a student Inappropriate” social skills meet a student
need and until we teach an “appropriate” need and until we teach an “appropriate” replacement skill they will continue to use replacement skill they will continue to use the inappropriate behaviorthe inappropriate behavior
Characteristics of Characteristics of social skills deficits:social skills deficits:
Unable to attend to class/taskUnable to attend to class/task Has negative interactions with peersHas negative interactions with peers
Lacks sensitivity toward othersLacks sensitivity toward others Has poor self-image (worthless)Has poor self-image (worthless)
High levels of frustration or stressHigh levels of frustration or stress
Types of Social Skills Types of Social Skills Deficits:Deficits:
Skill DeficitsSkill Deficits Problem: the student does not have the skill in his/her Problem: the student does not have the skill in his/her
behavioral repertoirebehavioral repertoire Method: direct instruction, model, and observation (ex. Method: direct instruction, model, and observation (ex.
Queen)Queen)
Performance DeficitsPerformance Deficits Problem: the student has the behavior but does not use Problem: the student has the behavior but does not use
it due to lack of enforcementit due to lack of enforcement Method: manipulate antecedents through peer initiationMethod: manipulate antecedents through peer initiation
Self Control DeficitsSelf Control Deficits Problem: the student lacks the control necessary to Problem: the student lacks the control necessary to
inhibit inappropriate behaviorsinhibit inappropriate behaviors Method: behavior modification techniquesMethod: behavior modification techniques
Effective SchoolsEffective Schools
Move Beyond PunishmentMove Beyond Punishment Teach, monitor, and reward appropriate Teach, monitor, and reward appropriate
behaviors before relying on punishmentbehaviors before relying on punishment Effective LeadershipEffective Leadership
Work smarter not harder Work smarter not harder Actively involvedActively involved Clear directionClear direction
PBIS is aPBIS is a
Social Skills instruction is a key element of the PBIS framework
Classroom
PBISPractices
Non-classroom Family
Student
Schoo
l-
wide
Social skills are setting specificSocial skills are setting specific
RtISocial skills
instruction is guided by RtI
Social skills instruction is guided
by RtI
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for Students
with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Continuum of social skills intensity
Continuum of social skills intensity
RtI/ PBISContinuum of Support for
ALL students and ALL skills
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interact.
Ind. play
Label behavior…not people
Address social skills strengths & challenges
Address social skills strengths & challenges
RtI Applications RtI Applications (Sugai, 2007)(Sugai, 2007)
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special educator,
reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement SSBD, ODR, record review, gating
PROGRESS MONITORING
Curriculum based measurementODR, suspensions, behavior incidents,
precision teaching, attendance
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
Teach Social Skills like Teach Social Skills like Academic SkillsAcademic Skills
DEFINE(Simply)DEFINE(Simply)
MODELMODEL
PRACTICE(In Settings)PRACTICE
(In Settings)
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE(Continuously)
MONITOR &ACKNOWLEDGE(Continuously)
Implementation PlanImplementation Plan
Form a team (PBIS or sub-committee)Form a team (PBIS or sub-committee) Establish the need, priorities, and Establish the need, priorities, and
commitmentcommitment Draft a mission/ purpose statementDraft a mission/ purpose statement Develop working structures (scheduling, Develop working structures (scheduling,
groupings, curriculum, management)groupings, curriculum, management) Develop maintenance structures Develop maintenance structures
(sustainability, fidelity and effectiveness)(sustainability, fidelity and effectiveness)
WORKING SMARTERInitiative,Project,
Committee
Purpose Outcome TargetGroup
StaffInvolved
Evaluation
AttendanceCommittee
Increase student attendance
Percentage increase in daily attendance
Total student body and high absence students
Mr. EarlyMs. NeverlateMr. OntimeMs. Prompt
Total attendance ratesHigh absent students rates
CharacterEducation
Improve student behavior
No measurable outcome defined
Total study body
Social Skill Teaching Social Skill Teaching PhasesPhases
White & Haring, 1980White & Haring, 1980
Steps of Teaching Steps of Teaching SkillstreamingSkillstreaming
1.1. Define the SkillDefine the Skill2.2. Model the SkillModel the Skill3.3. Establish Student Skill NeedEstablish Student Skill Need4.4. Select Role-PlayerSelect Role-Player5.5. Set Up the Role-PlaySet Up the Role-Play6.6. Conduct the Role-PlayConduct the Role-Play7.7. Provide Performance FeedbackProvide Performance Feedback8.8. Assign Skill HomeworkAssign Skill Homework
Step 1: Define the SkillStep 1: Define the Skill
Teacher explains the skill Teacher explains the skill that will be taught through that will be taught through questioning and discussionquestioning and discussionThis is brief—no long This is brief—no long lectures!lectures!
Step 2: Model the SkillStep 2: Model the Skill
Learning by ImitationLearning by Imitation Observational LearningObservational Learning
Learn by observing others—mostly Learn by observing others—mostly peerspeers
Step 3: Establish Student Step 3: Establish Student Skill NeedSkill Need
Identify each student’s Identify each student’s currentcurrent and and future need for the skillfuture need for the skill
An open group discussion is needed An open group discussion is needed to establish relevant and realistic to establish relevant and realistic role-playsrole-plays
Steps 4-6: Select, Set-Up, Steps 4-6: Select, Set-Up, and Conduct Role-Playand Conduct Role-Play
Norms, roles, and Norms, roles, and responsibilities must be responsibilities must be establishedestablished
Structure Role Plays for Structure Role Plays for SuccessSuccess
Explain expectationsExplain expectations Review goalReview goal Start with lower level skills and work upStart with lower level skills and work up Stress one skill at a timeStress one skill at a time Do not allow one student to take up all the Do not allow one student to take up all the
timetime Allow for down time- saturation Allow for down time- saturation Not everyone feels comfortableNot everyone feels comfortable
Allow for some spectator behaviorAllow for some spectator behavior Don’t force them to speakDon’t force them to speak
Teacher Roles and Teacher Roles and ResponsibilitiesResponsibilities
Model active listeningModel active listening Model effective ways of communicating Model effective ways of communicating
whenever possible (Use “I” statements)whenever possible (Use “I” statements) Help group members clarifyHelp group members clarify
Reflect- mirror responsesReflect- mirror responses Paraphrase- restate responsesParaphrase- restate responses Question- further clarificationQuestion- further clarification Share experiencesShare experiences
Point out similarities/differencesPoint out similarities/differences Praise and reinforce the smallest behaviorPraise and reinforce the smallest behavior Have funHave fun
RelaxRelax!!
Step 7: Provide Step 7: Provide Performance FeedbackPerformance Feedback
Provide reinforcement only after Provide reinforcement only after role-plays that follow the behavioral role-plays that follow the behavioral stepssteps
Reinforce everyone involved in the Reinforce everyone involved in the role-playrole-play
If role-play deviates from behavioral If role-play deviates from behavioral steps, reinforce “trying,” but re-steps, reinforce “trying,” but re-teach the stepsteach the steps
Step 8: Assign Skill Step 8: Assign Skill HomeworkHomework
Try steps in real life settingsTry steps in real life settings Start with school environmentStart with school environment Start with relatively simple Start with relatively simple
assignments (lower stress situations)assignments (lower stress situations) Teacher and student decide when, Teacher and student decide when,
how, and with whomhow, and with whom
Keys to GeneralizationKeys to Generalization
Involve Involve othersothers Use Use examplesexamples from instructional from instructional
universeuniverse Teach Teach generalgeneral case and skill case and skill
variationsvariations Teach Teach self-managementself-management strategies strategies Teach Teach withinwithin and and acrossacross settings settings
Data Collection Steps for Social Skills
Instruction
Classroom Survival Skills:-Listening-Asking for Help-Saying Thank You-Following Instructions-Completing Assignments-Asking a Question-Ignoring Distractions-Making Corrections-Setting a Goal
Friendship-Making Skills:-Introducing Yourself-Beginning a Conversation-Ending a Conversation-Joining In-Asking a Favor-Giving a Compliment-Accepting a Compliment-Sharing-Apologizing
Skills for Dealing with Feelings:-Knowing Your Feelings-Expressing Your Feelings-Recognizing Another's Feelings-Expressing Concern for Another-Dealing with Your Anger-Dealing with Another's Anger-Expressing Affection-Dealing with Fear
Skill Alternatives to Aggression:-Using Self-Control-Responding to Teasing-Avoiding Trouble-Staying Out of Fights-Problem Solving-Accepting Consequences-Dealing with an Accusation
Skills for Dealing with Stress:-Being Honest-Dealing with Losing-Dealing with Being Left Out-Being a Good Sport-Accepting No-Saying No-Reacting to Failure-Dealing with Group Pressure
School-wide Social Skills Data Collection Tool
Teacher's Name _______________________________ Grade Level _____________
StudentsClassroom Survival
Skills
Friendship-Making Skills
Skills for Dealing with Feelings
Skill Alternatives to Aggression
Skills for Dealing with Stress
Total for each column
Step 1: Write the names of your students in the first column. Refer to the skills listed on the right and check off any skill sets that the student displays significant deficits compared to their peers. Count the total number of students for each skill set and write it at the bottom of each column.
School Summary
Staff Names
Classroom Survival Skills
Friendship-Making Skills
Skills for Dealing with Feelings
Skill Alternatives to Aggression
Skills for Dealing with
Stress
Total for each column
Step 2: Fill in the left column with the staff names (grouped by grade level) and total the number of students that were recommended for each skill set.
Classroom
Survival SkillsFriendship-
Making Skills
Skills for Dealing with
Feelings
Skill Alternatives to
Aggression
Skills for Dealing with
StressCampus Totals
School-wide SkillsStep 3: Transfer the total number of students who were requested for each group to this page.
Write your total school population here. X 20%=
Brainstorm as many avenues as possible for teaching social skills at a school-wide level.
Step 4: If more than 20% of your campus or a particular grade level needs a certain skill set, you will want to teach those skills school-wide or per grade-level. What skill set(s) does your data show need to be taught school-wide?
Step 5: Identify skill sets that are needed at your campus that will not be addressed school-wide or through an existing social skills program.
Brainstorm all of your resources/ staff for small group social skills instruction.
Create small groups based on the skill needing more intensive social skills instruction.
Skill
School-Wide or
Small Group
When Who/ How
How will progress be monitored?
How will the campus reinforce the skills taught?
Step 6: Create a calendar for teaching the skills.