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Behavior Must Be Taught. Behavior should be taught -- the same way we teach academic skillsIdentify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teach
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1. Teaching Social Skills: Green, Yellow, and Red Zone Adaptations Bruce Stiller; Anne Tomlanovich; Kim Reinhardt
2. Behavior Must Be Taught Behavior should be taught -- the same way we teach academic skills
Identify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teaching the skill
3. Basic Format for Teaching Social Skills Skills are identified. Examples: Empathy; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills
Lesson Plan Formats
Social Stories/Discussion to generate thought/interest
Role Play to teach/practice new skills or replacement behaviors
Video; vignettes; cartoons; other technology
5. Establish Instructional Control Establish group rules and a prosocial norm during the first class meeting
Use and model research validated behavior management strategies
6. Basic Management Strategies Expectations/routines are explicit; positively stated
Expectations/routines practiced to mastery
Students receive high rates of positive feedback - once approximately every 5-10 minutes
Ratio of positive to corrective feedback is 4:1
Frequent review of expectations -- especially following a bad day
Routines are efficient
Instruction flows at a good pace. There is a minimum of dead air
7. Making it Fun Preview the lessons -- choose lessons/role plays that are meaningful for you students. Modify as appropriate
Pacing -- keep it moving fast during the discussion phase
8. Role Playing Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing
Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context
Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays
9. Role Playing Student Role Plays -- Teacher plays perpetrator; students take turns playing the recipient
Students may not play the perpetrator in front of the class
10. Role Playing Model the Positive Example first.
Model the Most Common Problem Behaviors
Have the students practice the positive behavior to mastery
11. Role Playing Feedback: Provide behavior specific positive feedback
Students may provide positive feedback only. Precorrect
Feedback: Only the teacher may provide constructive, corrective feedback
Practice to Mastery
12. Social Skills Groups Yellow Zone Intervention
13. Why Social Skills? Targeted intervention for students struggling with social aspects of school
Groups arise from current needs of students
14. Logistics Groups run 8 to 10 weeks
Membership
Depending on the group, you will need:
Large, open space
Props
Co-leader
15. Group Topics & Formats Direct Instruction Social Skills: perspective taking, friendship skills, conflict resolution, etc
Useful for students on the spectrum, others who benefit from straight-forward instruction
Tools: T-Charts, board games, structured activities
16. Group Topics & Formats Experiential Social Skills: teamwork, problem-solving, anger management
Useful for students who have trouble managing emotions, feel disempowered, who are shy, need to build friendships
Tools: Raccoon Circles, art supplies, other props
17. Group Topics & Formats
Targeted Social Skills: groups created to address relational aggression, bullying, or some other social problem that is negatively impacting school environment
18. MEAN GIRLS How many of you have dealt with relational aggression, or Mean Girl Behavior, in your school in the last year? How about in the last month? Week?
RA is a common issue in elementary, middle and high schools
19. Background Nine 8th grade girls were destroying school climate
2 to 3 incidents per day, no end in sight
Decision: swift and intense intervention designed to immediately address the issue
20. Scope & Sequence 10 meetings
Twice per week for 2 weeks, then once a week
Two counselors, one administrator
Activities: moved from general level to very personal level
21. Hopes, Fears & Whos Not Here Run by administrator with counselor present
Very direct presentation of the problem and need for change
Permission slip
Activity: making connections
22. Building Trust Ground Rules
Pass the Cup
I Statements
Friendship Survey
24. Digging In Mean Girls cafeteria map
What does this group value?
Is this group open or hard to join?
Who is in charge of this group? Why?
Does everyone in this group dress the same? Have the same interests?
25. Getting Personal Queen Bees & Wannabes
Map their own group and answer questions
Conflict resolution and role plays
26. How do we make behavior change in real world settings? Staff Support - asked to encourage positive behavior, interrupt negative behavior
Parent Support
In group - address directly conflicts that happened since our last meeting
Direction/Correction from group leaders
28. Red Zone Intervention For students who are not responsive to a targeted group intervention (a social skills group) add a Behavior Support Plan to the targeted intervention
A key feature of the BSP is the teaching of replacement behaviors
Replacement behaviors must be prompted and reinforced in the natural setting in order for transfer to occur
29. Intervention Categories for a Behavior Support Plan Prevention: Prevent the problem behavior from being triggered
Teaching: Teach specific replacement behaviors that will allow the student to access the reinforcement appropriately
Reinforcement: Deliver social, activity, or tangible reinforcers contingent upon the desired behavior.
Extinction: Ensure problem behavior is not reinforced.
Safety: Steps to ensure student/staff safety, if needed
30. Identify the Replacement Behavior An appropriate Replacement Behavior:
Serves the same function as the problem behavior
The replacement behavior is a member of the same response class as the problem behavior
Is as, or more efficient than the problem behavior
physical effort, schedule of reinforcement, time to reinforcement
Is socially acceptable
31. Basic Format for Teaching Social Skills/Replacement Behaviors Identify the problem behavior
Identify an appropriate replacement behavior
Differentiate the replacement behavior from the most common errors
Model the replacement behavior
Practice to Mastery
Prompt the correct behavior
Reinforce correct responses
Errors: Re-teach; prompt; reinforce
Implement consequences if the student will not attempt the correct response
32. HA Competing Behavior Pathways
33. HA Competing Behavior Pathways
37. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors:
More rewards for doing tasks
Asking for a break from tasks
Asking to do something other than the tasks
Requesting adult attention
Asking to have soda after tasks are done
38. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors:
More rewards for doing tasks
Asking for a break from tasks
Asking to do something other than the tasks
Requesting adult attention
Asking to have soda after tasks are done
39. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior
hide under her desk and be ignored
sign for more to another student
take completed work up to show the teacher
move to sit by another student
engage in stereotypies
40. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior
hide under her desk and be ignored
sign for more to another student
take completed work up to show the teacher
move to sit by another student
engage in stereotypies
42. Behavior Support PlanJason S. Setting Event Strategies (make the problem behavior irrelevant)
Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.
Behavior Teaching Strategies (make the problem behavior inefficient)
Teach student a replacement behavior that accomplishes the same thing
the problem behavior accomplishes. 3 half hour sessions with school
counselor on anger management, leading to the replacement behavior:
this is insulting. I want it to stop Prompt this behavior when he becomes agitated.
Reinforcement Strategies (make the replacement behavior more rewarding)
Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.
43. Social Skills Resources Second Steps -- Committee for Children 1-800-634-4449 www.secondstep.org/ (elementary/middle)
Steps to Respect -- Committee for Children 1-800-634-4449 www.cfchildren.org/ (elementary/middle)
Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm (middle)
Tools for Teaching Social Skills in School -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95 (elementary)
The Incredible 5 point scale -- Kari Dunn Buron and Mitzi Curtis (elementary/middle)
Why Try www.whytry.org (middle/high)
Salvaging Sisterhood by Julia Taylor (4 thru high school)
The Stop and Think Program -- Howard Knoff, Ph.D 2001 Sopris West
Superflex
A Superhero Social Thinking Curriculum -- Stepanie Madrigal and Michelle Garcia Winner