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T EACHING S OCIAL U NDERSTANDING TO P ROMOTE P OSITIVE S CHOOL C ULTURE Webinar October 17, 2012 1...
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Transcript of T EACHING S OCIAL U NDERSTANDING TO P ROMOTE P OSITIVE S CHOOL C ULTURE Webinar October 17, 2012 1...
TEACHING SOCIAL UNDERSTANDING TO PROMOTE POSITIVE SCHOOL CULTURE
Webinar October 17, 2012
1
Julie Erdelyi, M.A.
Program Manager , Communication Services at the Stern Center for Language and Learning
SUPPORTING SOCIAL COMPETENCE, ACADEMIC ACHIEVEMENT & SAFETY
PRACTICES
SYSTEMS
OUTCOMES
DATA
Supporting Decision Making
Supporting Student Behavior
Supporting Staff Behavior
School-wide PBS
EVIDENCE-BASED FEATURES OF SW-PBS
PreventionDefine and teach positive social
expectations.Acknowledge positive behavior.Arrange consistent consequences
for problem behavior.
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EVIDENCE-BASED FEATURES OF SW-PBS
On-going collection and use of data for decision-making.
Continuum of intensive, individual interventions.
Administrative leadership: Team based implementation (Systems that support effective practices).
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SWPBS IS ABOUT…
*Improving classroom & school climate
*Improving support *Integrating academic &
for students with EBD behavior initiatives
*Decreasing reactive *Maximizing academic
management achievement 5
School- Wide Positive Behavior Support
Primary Prevention: Universal systems for all students, staff and settings.
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior.
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behaviors.
~80% of students
~15%
~5%
ENTER: SOCIAL COGNITION
Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions.
We know that social cognitive challenges impact a students ability to access the core curriculum.
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SKILL VS. COGNITION GREETING
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SkillLook at the
personWave and/or say
“HI”Reinforce the
sequence
CognitionThink about who is
around you & decide who you want to be friendly to.
Decide how to best greet the person based on expectation and prior knowledge.
Say “Hi” (verbal or nonverbal) in whatever way is expected
A BIG ASSUMPTIONWe assume that social knowledge
is in place and that students are able to use social cognition to regulate their behavior in a group.
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CONCEPTS THAT SUPPORT UNIVERSAL APPLICATION
Important Universal Concepts
The Incredible 5 Point ScaleHidden Curriculum
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MONITORING MY ANXIETY LEVEL A RATING SCALE FOR SAM
54321
Forget it. My self control is zero. I need an advocate.
It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry.
I’m okay. But I would like somebody nearby to support me.
I’m cool.
No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else.
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•The scale can also serve as a quiet, unobtrusive reminder to the student to self monitor behavior.
VOCABULARY • Listening with your eyes and brain. • Brain in/Brain out• Body in/Body out• Too much/Too little/Just right• Thinking bubble/Talking bubble• Smart Guess/Wacky Guess• People files• Social Fake• ‘Thinking about you’ vs. ‘Just me’ person• “I do”, “We do”• Listen, Care, Change• Predict, Care, Change• Giving and receiving information
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DEFINE SCHOOL-WIDE EXPECTATIONS FOR SOCIAL BEHAVIOR
Identify 3-5 expectations in short statements.
Use positive statements (what to do, not what to avoid doing)
Make them memorable!
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DEFINE SCHOOL-WIDE EXPECTATIONS FOR SOCIAL BEHAVIOR
Be respectfulBe responsibleBe safeBe kindBe a friendBe-there-be-readyHands and feet to self Respect self, others, propertyFollow directions of adults
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REFERENCES
Buron, K.& Curtis, M. (2003). The Incredible 5-Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and
Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.www.5pointscale.com
Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www.socialthinking.com
Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www.thegraycenter.org.
Moreau, M.R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: MindWing Concepts, Inc.
Schmidt-Mertes, Gretchen. M.Ed., 2008-2011Puget Sound Autism Aspergers Support Associates [email protected] 16