Social Skills Instruction & Practices
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Transcript of Social Skills Instruction & Practices
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Social Skills Instruction & Practices
Social Skills Instruction & Practices
Maura Roberts, Matthew Link & Christine Piripavel
Centennial School of Lehigh University
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Core Beliefs at CentennialCore Beliefs at Centennial
Students w/ED need social skills to succeed in school, the community and at home.– learn empathy, impulse control & anger
management. Successful social skills instruction is similar to
successful academic instruction Direct instruction and a model-lead-test approach
helps promote generalization and maintenance of social skills
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Reasons Children Fail to Act Pro-SociallyReasons Children Fail to Act Pro-Socially
Lack of modeling Lack of practice Desired behavior inhibited by emotional
responses Inappropriate beliefs about aggression
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80%
The Social Skills at Centennial School
Primary Prevention (School-wide) Building Wide interventions
Early Intervention: (Classroom Level) Classroom interventions and Mini lessons. Provide proven structured and targeted social skills support to students placed at-risk
Intensive Intervention: (Individual Level) Instructional planning and error correction
15%
5%
Adapted from: Dwyer, K. & Osher, D. (2000) Safeguarding Our Children: An Action Guide. Washington DC: U.S. Departments of Education and Justice, American Institutes for Research. (page 3)
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Social Skills Training Building-WideSocial Skills Training Building-Wide
Be There-Be Ready
Be Responsible
Be respectfulKeep Hands &
Feet to Self
Follow Directions
Take Five
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Social Skills Training Building-Wide Social Skills Training Building-Wide
Daily Point Sheets
– Record percentages by goal
– “2” = meets expectations
– “1”= close to expectations
– “0” = not able to perform behavior
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Student: __________________________ Date:_______________________ Step/Day:________
Centennial School Daily Point Sheet / High School Progress Report
**Behavioral Goals
Arr
ival
&
HR
RM
P
d. 1
RM
P
d.2
Rec
reat
ion
/ Lei
sure
RM
P
d. 3
RM
P
d. 4
Lu
nch
H
R
Stu
dy
Hal
l
RM
P
d. 5
R
M
Pd
. 6
HR
&
Dis
mis
sal
Total Points
Total
%
*Bonus Point Totals
1. Be There, Be Ready
2. Be Responsible
3. Be Respectful
4. Personal Space
5. Follow Directions
6. Complete Homework
7. Maintain Neat & Organized Notebook
Behavioral Outburst(s) # Mark DBR (D) or Incident (I) for each
BO’s=
Avg%=
*Bonus=
Time Owed TO= % #Tickets=
Word of the Day* +10 BONUS POINTS , 1 TIME PER DAY
Bonus=
***Bonus/Self Management Points (Steps 4 & Transition)
Points= /
Bonus=
Teacher Initials
Total Points=
KEY: 2 1 0 N/M Meets Expectations Close to Expectations Below Expectations Not Measured/observed during period NOTES: 1. To “Earn Day” Student Must Earn % in EACH Goal Area: 18/22 = 80% 19/22 = 85% 20/22 = 90% corresponding to Step System Procedures & Criteria ( Steps 1 & 2) (Step 3) (Steps 4 & Transition) 2. Bonus Points end of day per goal: Award + 10 Bonus Points for 100% OR all 2’s & Award + 5 Bonus Points for meeting Step criteria 3. Award+ 2 Bonus Points for Each Ticket = write total value not total # of tickets, Award +10 Bonus points for Word of the Day Usage
OVER
Total Points=___________________ Points spent=-__________ Points spent=-__________ Total left=______________________
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Behavioral SlogansBehavioral Slogans
Be There, Be Ready Be Responsible Be Respectful Personal Space Follow Directions Complete Homework
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Slogans DefinedSlogans Defined
Be There, Be Ready:
– Be on time, have materials, use bathroom during transition Be Responsible:
– Accept teacher feedback, take time when frustrated Be Respectful:
– Raise hand, use appropriate language Personal Space:
– Keep hands and feet to self, ask permission to touch items Follow Directions:
– Respond after first prompt Complete Homework:
– Accurately and on time,
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Providing FeedbackProviding Feedback Points are administered at the end of each period.
Feedback is given privately to each student and the rationale for awarding points is explained to the student.
Feedback is given through positive statements.
– “You earned one point for being respectful” instead of “You lost a point for calling out ”
Bonus points are awarded in moderation for behaviors above and beyond just meeting expectation.
Teachers should strive for consistency among one another in administering points.
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Point Cards as Decision ToolsPoint Cards as Decision Tools
Efficient way to collect data
Each day is recorded into a Daily Data Sheet (DDS)
Used to track movement through step system
Helps to determine when a change in behavior plan is needed
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Social Skills Training Building-WideSocial Skills Training Building-Wide
Take Time– Encouraged to identify
and state emotion or physical symptom Self-Management Problem Solving Anger and Frustration
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Take Time ProceduresTake Time Procedures
Needs to be taught Two points of determination
– Use when feel student will benefit
– Student handle responsibly Physical space or mental time Approximately 3 minutes in length Goal is for the student to calm down
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Requesting Take TimeRequesting Take Time
“ I feel _____________,
(emotion of feeling)
I need to take time,
May I go _______ for ________.” (place) (amount of time)
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Classroom LevelClassroom Level
Reinforce
Social Skills
curricula
Model &Error Correction
Academic Instruction
Classroom Expectation
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Classroom ExpectationsClassroom Expectations
Treat teachers staff and other students respectfully
Use polite language Participate in class activities Follow school and classroom rules Exercise care when using school property
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Academic InstructionAcademic Instruction
Survey Level Assessment
Weekly Progress Monitoring
Designing Academic Interventions
Goal: Active
Engagement
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Modeling and Error CorrectionModeling and Error Correction
Modeling Coaching and Cueing Storytelling Group Discussion Role Play Facilitation Transfer of Learning/Transfer of Training
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Examples of Social Skills CurriculaExamples of Social Skills Curricula
Social Skills on the Job – A Transition to the Workplace by AGS
Second Step – A Violence Prevention Curriculum (Research-based)– Preschool / Kindergarten – Grade 9– www.cfchildren.org / (800) 634-4449
CIRCLES (1983) by Marklyn P. Champagne & Leslie Walker-Hirsch– Developmental / Cognitively Challenged– Color-coded and teaches boundaries– Discriminate degrees of intimacy– Adapt behaviors accordingly
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Steps To SuccessSteps To Success
Five step system to guide middle and high school students through Centennial behavior management program.
Positive process for monitoring growth and progress as students move from a highly structured to less structured instructional environments.
Concrete monitoring tool for students and staff
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Special ConsiderationsSpecial Considerations
Step system procedures should be implemented consistently by all staff.
System does not allow for faculty or staff to develop special program or contracts without first holding an IEP meeting or staffing.
Point sheet is primary tool for recording and monitoring students behavioral performance.
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Step OneStep One
Purpose is to orient students and their parents to the academic and behavioral expectations of the Steps to Success program.
Students remain on Step One for 10 school days.
Since Step One is an orientation step, there is no firm percentage criteria.
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Step TwoStep Two
Purpose of Step Two is to teach students academic and social behaviors that are considered critical for success in school.
Students remain on Step Two for a minimum of 40 school days before they may petition to the next step.
Students are expected to meet certain criteria on Step Two:– Achieve greater or equal to 80% in each goal area.– Identify and begin using anger management strategy with staff prompts– Initiate age-appropriate interactions with staff and peers– Access school privileges appropriately
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Step ThreeStep Three
Purpose of Step Three is to provide opportunities for repeated practice of critical academic and social behaviors learned on Step Two in the school and community.
Student begin to utilize taking time, problem solving, and making positive choices without staff prompts.
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Step Three ContinuedStep Three Continued
Students remain on Step Three for a minimum of 40 school days before petitioning to the next step.
Students may choose to petition to Step Four or the Transition Step.
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Step Three ContinuedStep Three Continued
Students are expected to meet certain criteria on Step Three:– Achieve greater than equal to 85% in each goal
area– Maintain a ‘D’ or greater in all classes– Employ an anger management strategy
consistently– Initiate age-appropriate interactions with staff
and peers– Access school privileges appropriately
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Step FourStep Four
Purpose is to allow students to continue in there educational placement at Centennial if the IEP team determines it is the most appropriate setting. The decision to remain at Centennial is re-examined periodically by the IEP team.
Students remain on Step Four until they are ready to move to Transition Step, graduate, or age out of the school setting.
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Step Four ContinuedStep Four Continued
Students are expected to meet certain criteria on Step Four:– Maintain a minimum of 90% in each goal area– Maintain a minimum of ‘C’ in all courses– Employ an anger management strategy
independently and consistently– Self-manage appropriately and accurately
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Transition Step Transition Step
Purpose is to allow students to begin to practice critical skills in the less restrictive environment (e.g. vocational setting, home school, community) with assistance from Centennial Staff and other natural supports.
There is no set number of days for the transition set. Length of time is student dependent.
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Transition Step ContinuedTransition Step Continued
Students are expected to meet certain criteria on the Transition Step:– Maintain a minimum of 90% in each goal area– Maintain a minimum of ‘C’ in all courses– Employ an anger management strategy
independently and consistently– Self-manage appropriately and accurately
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Social Skills Training at the Individual Level
Social Skills Training at the Individual Level
IEP
BIP
Point Card
FBA
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Bringing it all together…Bringing it all together…
Transfer of Learning - 3 Point Model
1. Imagine the Day
2. Reinforce Skills Taught
3. Reflect Back on the DayEvaluationWork?Not Work?
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Three Step Process / ClosureThree Step Process / Closure
1. Apply to other Academic Areas
2. Involve Families
3. Create School-wide Activities that Reinforce Skills and Concepts
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Conclusion…Conclusion…
“Learning is something students do,
NOT something done to students.”
Alfie Kohn
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Contact InformationContact Information
Maura Roberts ([email protected])
Matthew Link ([email protected])
Centennial School of Lehigh University
2196 Avenue C, LVIP I
Bethlehem, PA 18017
(610)-266-6500