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Creating the conditions for prosocial behaviors

Creating the conditions for prosocial behaviors. Helping children learn to get along with peers and adults Presented by Seena M. Skelton Ph.D. School Psychologist. Agenda. Introductions Review of what we know about behavior Tiers of supports Universal, Target, and Intensive Supports

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Creating the conditions for prosocial behaviors

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  1. Creating the conditions for prosocial behaviors Helping children learn to get along with peers and adults Presented by Seena M. Skelton Ph.D. School Psychologist SMS Consultation 659-5472

  2. Agenda • Introductions • Review of what we know about behavior • Tiers of supports • Universal, Target, and Intensive Supports • Wrap up SMS Consultation 659-5472

  3. What we know about behavior Behavior is a response to the environment Behavior is affected by physical or emotional state Behavior is influenced by factors inside and outside the immediate context We use behavior to meet a need or want. Behavior changes as people learn and apply new skills SMS Consultation 659-5472

  4. Academic Systems Behavioral Systems Designing School-Wide Systems for Student Success Intensive, Individual Interventions Intensive, Individual Interventions 1-5% 1-5% Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions Universal Interventions 80-90% Universal Interventions 80-90% SMS Consultation 659-5472

  5. Circle of Courage Generosity Belonging Independence Mastery Reclaiming Youth at Risk, National Educational Services, Bloomington, Indiana SMS Consultation 659-5472

  6. Four Principle Needs: The Psychology of Empowerment Mastery We define mastery as: Our inborn thirst for learning is nurtured as we gain understanding and competence in coping with the world. (“I am good at something.”) Belonging We define belonging as: The universal human longing for love is nurtured by relationships of trust with significant persons in our lives. (“I am loved.”) Generosity We define generosity as: Our passion for life is nurtured by concern for others and commitment beyond one’s self. (“I have a purpose for my life.”) Independence We define independence as: Our desired to exercise free will is nurtured by increasing responsibility. (“I have the power to make decisions.”) SMS Consultation 659-5472

  7. Universal Supports • Connect _____________ • Clear _______________ • Consistent ___________ • CulturallyResponsive_______ SMS Consultation 659-5472

  8. Starting with a rich learning environment • Organized learning space • Age appropriate materials • Sufficient materials for children to use • Established rules and routines • Predictable and signaled transitions • Positive adult-child interactions • Appropriate acknowledgement for appropriate behavior SMS Consultation 659-5472

  9. Embedding social skills instruction in daily activities • Books/Stories • Practice through play • Role play • Directly teaching social skills SMS Consultation 659-5472

  10. Teaching Social Skills • Tell Them How • Show Them How • Have Them Practice • Give Them Feedback • Encourage and acknowledge the Skill Frequently SMS Consultation 659-5472

  11. Target Supports • When typical social skills instruction isn’t enough • More explicit • More frequent SMS Consultation 659-5472

  12. Intensive supports • When typical and target supports don’t work • Need individualized support plans • Team planning is required SMS Consultation 659-5472

  13. Asks the right questions Questions the right people Examines all aspects of the situation Use appropriate tools for gathering information Based on the information gathered draws a hypothesis A Good Detective SMS Consultation 659-5472

  14. What is the problem? Why is the problem occurring? What is do we want to see happening and by when? What are we going to do to teach or help the child demonstrate the new behavior? Did our plan work? Five Important Questions to Ask SMS Consultation 659-5472

  15. Use the right tools for gathering information • Observations • Interviews • Charts/graphs • Keeping Records SMS Consultation 659-5472

  16. Ecological Assessment Instruction & Curriculum Child Environment SMS Consultation 659-5472

  17. ABC Analysis • Antecedent • Behavior • Consequence Ecological Observation Before Behavior Setting Events After SMS Consultation 659-5472

  18. Determining the Communicative Intent of Behavior (Function) Abuse Neglect Siblings PDD ADHD Control Attention Avoidance SMS Consultation 659-5472

  19. Main Points • Creating the right conditions is essential • Determining the function of behavior is key to intervening SMS Consultation 659-5472

  20. Main Points • Asking the right questions will lead to the appropriate answers • Examine all aspects of a child’s learning: the child, the curriculum, & the environment • Write down your plan SMS Consultation 659-5472

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