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Teaching Social Skills
Presented by: Brent Daigle, Ph.D.
Problem behavior is absence of social skills
Who taught us social skills?
Who defines social skills?
Have Behavioral / Social Expectations
Changed over time ?
Social Skills & Behavior?
Presented by: Brent Daigle, Ph.D.
Behavioral Systems
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Strategic Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Benchmark Interventions
•All settings, all students
•Preventive, proactive
1-5%
5-10%
Academic Systems
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Strategic Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Benchmark Interventions
•All students
•Preventive, proactive
1-5%
5-10%
Response to Intervention (RTI)
Presented by: Brent Daigle, Ph.D.
Taught before problems
Benchmark
All settings, all students
Preventative, proactive
Presented by: Brent Daigle, Ph.D.
Meant for at risk students
Strategic
Rapid teaching of missing skills
Presented by: Brent Daigle, Ph.D.
Meant for individual students
IntensiveMust be assessment based
Very intensive
Requires more man/woman power,
resources and strategies
Presented by: Brent Daigle, Ph.D.
How do we teach this ??
How do you teach x ?
Instruction and many different examples
Positive consequences correct use of skill
Presented by: Brent Daigle, Ph.D.
How do we teach this ??
Instruction and observe others
Practice and feedback
Corrective feedback
Opportunities for generalization
Presented by: Brent Daigle, Ph.D.
Regardless of the curriculum, Social
Skills have to be taught.
Curriculum
How do we pick a curriculum or program?
Presented by: Brent Daigle, Ph.D.
No Child Left Behind
Research based practice
5
4
3
2
1
Gold Standard
Strong Evidence
Promising
Marginal
No Empirical Evidence
Presented by: Brent Daigle, Ph.D.
No Child Left Behind
Research based practice
Employs empirical methods
Involves rigorous data analysis
Presented in a way to allow replication
Peer-reviewed journal
Presented by: Brent Daigle, Ph.D.
Relationship between low peer status in
childhood and later problems in
adolescence / adulthood.
What does Research tell us?
Presented by: Brent Daigle, Ph.D.
Who is at Risk?
Children with and without
disabilities
Children may be– Withdrawn.
– Hesitant to interact
– Socially “aloof.”
– Unsuccessful attempts to interact
Presented by: Brent Daigle, Ph.D.
Actively teaching social skills
How can I help?
Planning around routines and activities
Arranging the environment
Presented by: Brent Daigle, Ph.D.
Routines
Activities & procedures occur regularly
Often involve a series of responses
Presented by: Brent Daigle, Ph.D.
Routines Preschool routines typically include:Arrival time
Bathroom time
Cleanup time
Departure
Nap time
Snack time
Story time
Presented by: Brent Daigle, Ph.D.
Careful planning routines and activities
Arranging the environment
Peer-mediated interventions
Adult cueing and prompting
Use of reinforcement
Routines
Presented by: Brent Daigle, Ph.D.
Allow children to practice
Opportunities to support Social Skills
Assist children in
acquiring skills
Promote generalization to
other social settingsPresented by: Brent Daigle, Ph.D.
Routine Task
Arrivals Ask a child to greet friends
and ask them a question
Transition times
Circle and story times
Snack time
Activity
Presented by: Brent Daigle, Ph.D.
Big Benefits/Low Cost!
Presented by: Brent Daigle, Ph.D.
FeedbackChildren need to know what is expected
It’s important to praise children for
efforts to interact with peers
Catch them being good!
Presented by: Brent Daigle, Ph.D.
Presented by: Brent Daigle, Ph.D.
