Post on 07-Jan-2016
description
Embedding Social Skills Instruction Throughout the Day
Teri Lewis-Palmer
Oregon PBS, 2007
“Social Skills are those behaviors which, within a given situation, predict
important social outcomes.”
(Gresham, 1986, p. 5)
Objectives
Understand when and why you would teach social skills.
Be familiar with the critical features of a social skills curriculum.
Why Teach Social Skills?
Behavior management problems are social skills problems.
Academic and social competence are interrelated.
Social skills curriculum must match the specific need.
Assumptions
Behavior does not occur in a vacuum; it occurs in social learning context.
Social skills are important and can be taught.
Initially, learning how to teach social skills takes time and energy.
Social skills instruction
Direct and planned instruction that is designed to increase social competence of students with peers and adults.
Definitions
Social Skills Competence Judgments the person has performed a task
adequately. Significant others, comparison to explicit
criteria, or comparison to normative sample
Social Outcomes Increased acceptance Positive judgements from others
However…
Social skills curriculum must match the specific need.
An ideal curriculum does not exist.Basic set of “Preferred Teaching
Practices” exists.Initially, learning how to teach social skills
takes time and energy.
Specialized Individual Interventions(Individual StudentSystem)
Continuum of Effective BehaviorSupport
Specialized GroupInterventions(At-Risk System)
Universal Interventions (School-Wide SystemClassroom System)
Studentswithout SeriousProblemBehaviors (80 -90%)
Students At-Risk for Problem Behavior(5-15%)
Students withChronic/IntenseProblem Behavior(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in School
Types of Social Skills Problems
AcquisitionFluencyMaintenanceGeneralization
Universal Interventions
School-wide discipline system for all students, staff, & settings that is effective for “80%” of students. Clearly & positively stated expectations. Procedures for teaching expectations. Continuum of procedures for teaching expectations. Continuum of procedures for encouraging expectations. Continuum of procedures for discouraging rule
violations. Procedures for monitoring & modifying procedures.
Targeted Group Interventions Specialized group administered system for
students who display high-risk problem behavior & are unresponsive to universal interventions. Functional assessment based intervention decisions. Daily behavioral monitoring. Regular & frequent opportunities for positive reinforcement. Home-school connection. Individualized academic accommodations for academic
success. Planned social skills instruction. Behaviorally based interventions.
Targeted Individual Interventions
Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions. Simple request for assistance. Immediate response (24-48 hours). Functional behavioral assessment-based behavior support
planning. Team-based problem solving process. Data-based decision making. Comprehensive service delivery derived from a
wraparound process.
Assessment is important for knowing
Who needs instructionWhat you want to teach How your teaching is workingIf students are progressing adequatelyWhen they have met their objectives
Types of Assessments
Archival reviewInterviewsRating scalesTestsDirect observations
Assessment Recommendations
Assess directly and formativelyFocus on observable behaviorFocus on antecedent events and
setting in which behavior occursLook for what maintains problem
behavior
Assessment Outcomes
Focus of instruction School-wide
All students, staff, settings, times
Specific Setting Playground, cafeteria, bus
Classroom(s) By grade level, individual teacher, all school
Individual Student Group or individual student(s)
Planning Requirements
SchedulingStudent Groupings/MembershipCurriculum selection/modificationGroup and behavior management
Lesson Components
Definition of social skills rule Description of skill components Model/demonstrations Role play/behavioral rehearsal
activities
After the Lesson
Review Test Homework
* Critical to maintenance and generalization
Teaching Guidelines
Teach social behaviors as academicsReinforce desired &/or expected
behaviorsSystematically address infrequent and
frequent errors (problem behaviors)Complete on-going assessment to
determine effectiveness
Strategies for Generalization
Involve othersUse examples from instructional
universeTeach general case and skill
variationsTeach self-management strategiesTeach within and across settings
SW Example: Bullyproofing
Prevent bullying - Universal
Reduce bullying - Individual
General Suggestions (e.g., DeRosier, 2004)
Whole school approachTeam basedSocial skillsPeer involvement
Typical Responses
First Steps - works well with kindergartners
Zero Tolerance - no evidence that these policies increase school safety (e.g., Skiba)
Packaged Programs - mixed results
Limitations of Packages
Lack of support for teachersLimited involvement of teachers in
development and implementationSeen as “add-on” to already full
scheduleNot tailored to school environment
What Works(e.g., Orpinas) Change environment so that bullying is
unacceptable Acknowledge positive behaviors Develop/revise policy Gain commitment from all Establish team that represents school Identify values, rules & consequences Teach student rules Train and support teachers
ReviewPBIS SW Model1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Teaching Social Responsibility:“Bully Proofing” Teach desired behavior. Teach a verbal signal for unacceptable
behavior: “stop” Teach four key skills for social responsibility:
Learn the difference between expected behavior and problem behavior
If you “receive” problem behavior:• Label the behavior and say “stop”; walk; squawk
If you “see others” receive problem behavior”• Label the behavior and say “stop”
If someone tells you to “stop”• stop
Teaching Social Responsibility
Teach school-wide expectations firstFocus on “non-structured” settings
Cafeteria, Gym, Playground, Hallway, Bus Area
Use same teaching format If you receive problem behavior If you see others receive problem behavior If someone tells you to “stop”
Social Responsibility Matrix
Location 1 Location 2 Location 3 Location 4
Desired behaviors vs Unacceptable behaviors
“Stop” signal
Walk skill
Reporting Skill
Classroom/Group Example
Elementary School Suburban 450 students, k-5th grades
PBS Team Approached by veteran 3rd grade teacher for
assistance 28 students High rates of ODRs and detention Thinking of early retirement Parents unhappy with situation
Assessment
The assessment focused on five students from the classroom who served as representatives for the students with behavior challenges.
Students were assessed for high and low risk times across daily routines (e.g., getting organized, sharpening pencil) and scheduled activities (e.g., math, library).
Information from all students was used to identify common low and high risk times.
Target StudentsDaily RoutinesJarod Liza Bryan Chris Marly
Getting Help- - -
Working Inde pende ntly- - - -
Tran sition ing fromActivity to Activity - - -
Working in Gr oups- - - - -
Taking Care ofPer sona l Need s - - - -
Get ting Or gan izedfor the Day - - - -
Get ting Or gan izedto go Home - -
Listening to Ins tructions- - - - -
Following Directions- - - - -
Respe cting Oth ers- - - - -
Assessment Summary Low Risk Activities:
Homework distribution and discussion
Star of Week/Super Scientist recognition
Story Computer
Low Risk Routines: Getting organized to go
home
High Risk Activities Morning routine Recess Library Clean-up/Dismissal
High Risk Routines Group work Following directions Listening Respect-adults and peers Working independently Taking of personal needs Getting organized for the day
Classroom Assessment-Referrals per Day per Month
0
0.1
0.2
0.3
0.4
0.5
0.6
Sept. Oct. Nov. Dec. Jan.
Month
Referrals per Day
Classroom Assessment-Repeat Offenders
0
1
2
3
4
5
1 2 3 4 5 6 7
Number of Students
Number of Referrals
Classroom Assessement-Referrals by Location
0
2
4
6
8
10
12
Classroom Lunch Recess Office Bus Music BeforeSchool
Bathroom Gym
Location
Number of Referrals
Classroom Assessment-Type of Behavior
0
2
4
6
8
10
12
14
Profanity Fight/Aggress. Disruption Non-Compl. Vandalism
Behavior
Number of Referrals
Teaching Plan
Social Skills Lessons By comparing high risk routines with activities several
areas/skills of focus were identified. Three lessons, one for each of the school-wide expectation
were developed.
Specific Routines Interviews revealed that the majority of problem behaviors
occurred at the beginning of activities (first 5-10 minutes). Second, organization skills were mentioned as a concern for several of students.
Therefore, two specific routines (beginning activities, and end of the day organization) were defined and taught to the students.
Individual Example:Function of Behavior
Power, authority, control, intimidation, bullying, etc. are not functions
Two basic research validated functions Positive reinforcement (get/access) Negative reinforcement (avoid/escape)
Get/Access Avoid/Escape
Peer/Adult Social
Activities/Tasks
Tangibles
Sensory
Why Function?
Understand the interaction from the students perspective
Know what skills to teachKnow how to modify the environment to:
Prevent (antecedents) Increase appropriate (reinforcement) Decrease inappropriate (punishment)
What Skill Should you Teach?
Setting event
Job StressDeadlines
Antecedent
Family event (e.g., holiday)
Problem Behavior
Host all eventsDo all cooking
Maintaining Consequence
Control
Alternative Behavior
?????
Existing Consequence
Less work
Desired Behavior
Let others host Some events
Big Ideas
Social skills are important and can be taught.
Different social skills problems requires different instructional planning.
Social skills instruction should be assessment based.