Embedding Social Skills Instruction Throughout the Day

1. Embedding Social Skills Instruction Throughout the Day Teri Lewis-Palmer Oregon PBS, 2007

2. “Social Skills are those behaviors which, within a given situation, predict important social outcomes.”(Gresham, 1986, p. 5)

3. Objectives • Understand when and why you would teach social skills. • Be familiar with the critical features of a social skills curriculum.

4. 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.

5. 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.

6. Social skills instruction • Direct and planned instruction that is designed to increase social competence of students with peers and adults.

7. 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

8. 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.

10. Types of Social Skills Problems • Acquisition • Fluency • Maintenance • Generalization

11. 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.

12. 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.

13. 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.

14. 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

15. Types of Assessments • Archival review • Interviews • Rating scales • Tests • Direct observations

16. 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

17. 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)

18. Planning Requirements • Scheduling • Student Groupings/Membership • Curriculum selection/modification • Group and behavior management

19. Lesson Components • Definition of social skills rule • Description of skill components • Model/demonstrations • Role play/behavioral rehearsal activities

20. After the Lesson • Review • Test • Homework * Critical to maintenance and generalization

21. 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

22. 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

23. SW Example: Bullyproofing • Prevent bullying - Universal • Reduce bullying - Individual

24. General Suggestions(e.g., DeRosier, 2004) • Whole school approach • Team based • Social skills • Peer involvement

25. 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

26. 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

27. 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

28. ReviewPBIS 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

29. 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

30. 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”

31. Social Responsibility Matrix

32. 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

33. 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.

35. 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 Assessment Summary

40. 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.

41. Individual Example:Function of Behavior • Power, authority, control, intimidation, bullying, etc. are not functionsTwo basic research validated functions • Positive reinforcement (get/access) • Negative reinforcement (avoid/escape)

43. 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)

44. What Skill Should you Teach? Desired Behavior Let others host Some events Existing Consequence Less work Maintaining Consequence Control Setting event Job Stress Deadlines Antecedent Family event (e.g., holiday) Problem Behavior Host all events Do all cooking Alternative Behavior ?????

45. 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.