Using the Matrix & Data to Infuse Social Skills into the Curriculum

1. Using the Matrix & Data to Infuse Social Skills into the Curriculum Cathy Shwaery, VA Effective SW Discipline/PBIS Facilitator The 2nd Annual PBIS Region 4 Conference June 30, 2011

2. Outcomes • Identify need for social skills instruction for: classroom, small group, & individual • Identify specific social skills needed for successful academic instruction • Relate skills to teaching matrix • Use data to identify students and progress

3. Strategies • School-wide: Cool Tool • Classroom Instruction: ENGAGE

4. Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read……through instruction, practice, feedback, and encouragement. MU Center on Schoolwide PBIS

5. Definition – Social Skills Social skills is a set of competenciesthat: • Promote positive social relationships • Contribute to peer acceptance & friendship • Lead to satisfactory school adjustment • Allow students to cope with & adapt to the demands of the social environment Gresham, Van, and Cook (2006)

6. Why teach social skills? Students with poor social skills have been shown to: • Experience difficulties in interpersonal relationships with parents, teachers, and peers. • Evoke highly negative responses from others that lead to high levels of peer rejection. Peer rejection has been linked on several occasions with school violence. • Show signs of depression, aggression and anxiety. • Demonstrate poor academic performance as an indirect consequence. • Show a higher incidence of involvement in the criminal justice system as adults. NASP, 2002

7. Why teach social skills? Some consequences of good social skills include: • Positive and safe school environment • Child resiliency in the face of future crises or other stressful life events • Students learn appropriate and safeavenues for aggression and frustration • Children learn to take personal responsibility for promoting school safety NASP, 2002

8. Social Skills Topics 1. School expectations(e.g., listening, following directions, completing work independently) 2. Interpersonal skills (e.g., sharing, asking for permission, joining an activity, waiting your turn) 3. Self-awareness or control (e.g., coping with fear, anger, or frustration; controlling temper and impulsive actions) 4. Accepting negatives (e.g., dealing with teasing, losing, accusations, being left out, peer pressure)

9. Tertiary Prevention: • Social skill deficits / performance problem • Guided by FBA • Replacement “social skill” meets need Social Skills Instruction Framework FEW ~5% ~15% • Universal: • Matrix of school-wide expectations across settings • Simple lessons with activities • Year long teaching schedule SOME • Secondary Prevention: • Small group instruction • Students displaying social skill challenges as primary concern • Set of skills targeting common concerns • Set of clear generalization strategies for classroom teachers to implement ALL ~80% of Students

10. Using the matrixas a Behavior Curriculum guide

11. Class-wide Skill Instruction Define the Problem • Students run into classroom after recess yelling and pushing Define the Goal (What do you want them to do?) • Students enter classroom quietly, take their seat and begin reading a book Desired Behavior (What will you teach?) • Students enter the classroom quietly, keeping hands and feet to self, put away recess equipment, hang up coat, go to their seat, take out a book and read silently. MU Center on Schoolwide PBIS

12. Refer to your Matrix

13. Gap Analysis • Do they know how to • line up on the playground? • enter the school orderly & quietly? • enter the room quietly? • sit in their seat/space? • Do they know • What comes next? • How to prepare for next lesson? • Do they need instruction, practice and/or motivation?

14. Lesson Components • Rationale ~ Rule for when to use the skill • Teach ~ Teach the rule • Modeling ~ Demonstrate the skill • Role Play ~ Students practice the skill • Review and Test ~ Assign homework MU Center on Schoolwide PBIS

15. Cool ToolBehavioral Lesson Plan http://pbis.ocde.us/Assets/PBIS/downloads/Teaching+Social+Skills+at+the+Large+Group+Level.pdf

16. Individual Student Skill Instruction Define the Problem • Student swears when told he can’t have something Define the Goal (What do you want him to do?) • Use appropriate exclamations • Stay calm Desired Behavior (What will you teach?) • Silence or replacement words (say, “shoot” or “ok”) MU Center on Schoolwide PBIS

17. Refer to your Matrix

18. Gap Analysis • Does the student know • Alternate words? • Calming techniques (if angry)? • Do we know the function of the behavior? • Skill deficit • Performance deficit

19. Assessment Skill based deficit • Direct observation • Ask significant others • Provide strong incentive to observe if performed under such conditions Performance based deficit • Motivational deficit • Observe if student performs skill following introduction of motivational strategy • Discrimination deficit • Student frequently performs skill, but fails to perform under specific circumstances • Oblivious to social cues or social demands of situation MU Center on Schoolwide PBIS

20. Infusing social skills into the curriculum

21. ENGAGE Blueprint E N G A G E xamine the Demands of Curriculum & Instruction ote Essential Social Skills (Needed for Lesson) o forward & Teach ctively Monitor auge Progress xchange Reflections (with Students) Schoenfeld et al. 2008

22. Examine the Demands of the Curriculum & Instruction Using Function-Based Thinking: Determining reasons for those behaviors (emotional, cognitive, some combination) • Avoidance due to academic deficits • Social skill deficit (doesn’t know how to interact with peers/adults) • Capacity issue (work is too much) • Engagement issue (work is not engaging) • Unfamiliarity with the content or the process of engagement • Depression or other issues a counselor should address (Hershfeldt, Rosenberg, & Bradshaw, 2010)

23. Note Essential Social Skills (Academic Correlation) • What skills are most relevant in my classroom or school? • What will students need to actively participate in the whole class, small group, or individual learning activity? • What specific social skills will produce the most success? • Which skills are essential for academic success? • How many are deficient in this area? • Which skills will be easiest to teach? • Which skills will generate some positive momentum? Schoenfeld et al. 2008

24. Note Essential Social Skills(aka data collection) How to identify who needs what? • Teacher observations • ODRs • Cum records • Child study team reports • Interviews • Surveys Schoenfeld et al. 2008

25. Go Forward & Teach • Analyze academic lesson • Choose social skills needed for success • Collect materials • Implement plan • Use small increments of time within the lesson to infuse social skills into the academic content • Beginning, middle & end Schoenfeld et al. 2008

26. Go Forward & Teach Cognitive Behavioral Strategies • Overt self-instruction (talk aloud) • Covert self-instruction (inner speech) • Self-monitoring • Reinforcement • Homework assignments Schoenfeld et al. 2008

27. Actively Monitor • Scan, move about the room, prompt students to engage in newly acquired skills • Provide consistent positive reinforcement for appropriate behavior • Self-monitoring techniques to take responsibility for tracking own behavior Schoenfeld et al. 2008

28. Gauge Progress • Measure progress in acquiring, maintaining, & generalizing social skills • Informal & formal assessment methods Schoenfeld et al. 2008 http://www.csde.umb.edu/toolspdfs/Appendices.pdf

29. Exchange Reflections • Debrief with students • Emphasize mutual respect, shared decision making, and a positive and cooperative climate • Focus on goal-oriented skills • What skills did we use well today? • What social skills did we not use well? • What should our primary social skills goal be for the next class period?

30. Key Points • Behavior can be taught. • Students need multiple opportunities to practice behavioral skill deficits. • Teachers need to reinforce students when they demonstrate targeted skills. MU Center on Schoolwide PBIS

31. Free Curriculum • http://pbiscompendium.ssd.k12.mo.us/ResourcesSchools/SSD/SocialSkills/socialskills.html • Electronic curriculum • 84 social skills lessons • Lesson design • Age appropriate activities • Role play rating sheets • Age appropriate homework sheets • Assessment surveys • Progress reports • www.csde.umb.edu/ToolsforTeachers.php • http://pbiscompendium.ssd.k12.mo.us • http://www.cesa7.org/pbis/Cool_Tools.asp Free!!!

32. References • Glasgow Middle School, FCPS, 2005 • Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders. 31, 363-377. • Hershfeldt, P.A., Rosenberg, M.S. & Bradshaw, C. P. (2010). Function-Based Thinking: A Systematic Way of Thinking About Function and Its Role in Changing Student Behavior Problems, Beyond Behavior, 19 (3). • Lewis, T. & Powers, Lisa. Implementing effective social skill instruction across the continuum of SW-PBS supports presentation, Retrieved 5/1/11 from flpbs.fmhi.usf.edu/revision07/secondary/lewispowerssocialskills.pdf • Lifer, J. S., Brady, M. E., & Siperstein, G. N. (2009). A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities. TEACHING Exceptional Children Plus, 6(2) Article 6. Retrieved 5/1/11 from http://escholarship.bc.edu/education/tecplus/vol6/iss2/art6 • MU Center on Schoolwide PBIS, http://pbismissouri.org • Schoenfeld, N.A., Rutherford, R. B., Gable, R. A. & Rock, M.L. (2008). ENGAGE: A Blueprint for Incorporating Social Skills Training into Daily Academic Instruction. Preventing School Failure, 52 (3). • Social Skills: Promoting Positive Behavior, Academic Success, and School Safety. Retrieved from Http://www.nasponline.org/resources/factsheets/socialskills_fs.aspxNASP, 2002. • Video, Social Skills Made Simple www.youtube.com/watch?v=CPp1y7hNXSM