Transcript 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.

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.
Continuum of Effective Behavior
Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Tertiary Prevention
Secondary Prevention
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80 -90%)
Primary Prevention
All Students in School
Specialized Individual
Interventions
(Individual Student
System)
Specialized Group
Interventions
(At-Risk System)
Universal Interventions
(School-Wide System
Classroom System)
Types of Social Skills Problems
Acquisition
Fluency
Maintenance
Generalization
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.
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



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 instruction
What you want to teach
How your teaching is working
If students are progressing adequately
When they have met their objectives
Types of Assessments
Archival review
Interviews
Rating scales
Tests
Direct observations
Assessment Recommendations
Assess directly and formatively
Focus on observable behavior
Focus on antecedent events and
setting in which behavior occurs
Look 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
Scheduling
Student Groupings/Membership
Curriculum selection/modification
Group 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 academics
Reinforce desired &/or expected
behaviors
Systematically address infrequent and
frequent errors (problem behaviors)
Complete on-going assessment to
determine effectiveness
Strategies for Generalization
Involve others
Use examples from instructional
universe
Teach general case and skill
variations
Teach self-management strategies
Teach within and across settings
SW Example: Bullyproofing
Prevent bullying - Universal
Reduce bullying - Individual
General Suggestions
(e.g., DeRosier, 2004)
Whole school approach
Team based
Social skills
Peer 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 teachers
Limited involvement of teachers in
development and implementation
Seen as “add-on” to already full
schedule
Not 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
Review
PBIS SW Model
1. 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 first
Focus 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
Desired
behaviors vs
Unacceptable
behaviors
“Stop” signal
Walk skill
Reporting Skill
Location 2
Location 3
Location 4
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.
Daily Routines
Jarod
Targe t Students
Liza
Bryan
Chris
Marly
Getting Help
-
-
-
-
-
-
-
-
-
Working Independently
Transitioning from
Activity to Activity
-
-
Working in Groups
-
-
Taking Care of
Personal Needs
-
-
-
-
Getting Organized
f or the Day
-
-
-
-
-
-
Getting Organized
to go Home
-
Listening to Instructions
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Following Directions
Respecting Others
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
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
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
0.6
0.5
Referrals per Day
0.4
0.3
0.2
0.1
0
Sept.
Oct.
Nov.
Mon th
Dec.
Jan.
Classroom Assessment-Repeat Offenders
5
Number of Referrals
4
3
2
1
0
1
2
3
4
Nu m be r of S tu de n ts
5
6
7
Classroom Assessement-Referrals by Location
12
Number of Referrals
10
8
6
4
2
0
Classroom
Lunch
Recess
Office
Bus
Location
Music
Before
School
Bathroom
Gym
Classroom Assessment-Type of Behavior
14
12
Number of Referrals
10
8
6
4
2
0
Profanity
Fight/Aggress.
Disruption
Be havior
Non-Compl.
Vandalism
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
Peer/Adult Social
Activities/Tasks
Tangibles
Sensory
Avoid/Escape
Why Function?
Understand the interaction from the
students perspective
Know what skills to teach
Know how to modify the environment to:
Prevent (antecedents)
Increase appropriate (reinforcement)
Decrease inappropriate (punishment)
What Skill Should you Teach?
Desired Behavior
Existing
Consequence
Let others host
Some events
Less work
Maintaining
Consequence
Setting event
Antecedent
Problem Behavior
Job Stress
Deadlines
Family event
(e.g., holiday)
Host all events
Do all cooking
Alternative Behavior
?????
Control
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.