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Essential Elements of Social Skill Instruction as a Tier II Intervention

Essential Elements of Social Skill Instruction as a Tier II Intervention. Tim Lewis, Ph.D. & Linda Bradley University of Missouri Carrie Freeman Columbia Public Schools. Universal. Matrix of school-wide expectations across settings List of problems = replacements

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Essential Elements of Social Skill Instruction as a Tier II Intervention

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  1. Essential Elements of Social Skill Instruction as a Tier II Intervention Tim Lewis, Ph.D. & Linda Bradley University of Missouri Carrie Freeman Columbia Public Schools

  2. Universal • Matrix of school-wide expectations across settings • List of problems = replacements • “Scope and sequence” of social skills • Simple lessons with activities • Year long teaching schedule

  3. Benton

  4. Tier II / Small Group • Students displaying social skill challenges as primary concern • Set of skills targeting common concerns • Set of clear generalization strategies for classroom teachers to implement

  5. Tier III / Individual • Social skill deficits / performance problem • Guided by functional behavioral assessment • Replacement “social skill” meets need • Environment supports use of new skill • High rates of reinforcement • New skill accesses previous function of problem behavior

  6. Best Practices Teaching the General Case

  7. Steps in Social Skill Instruction • Assessment • Planning • Lesson Development • Teaching • Generalization

  8. Assessment: Student Identification (Data, System) Use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits

  9. Assessment: Skill Selection(Data) • Teacher Ratings • Ratings by others • Direct Observation Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills

  10. Planning Requirements(practices, systems) • Curriculum / Lesson Plans • Adapt/adopt • Group procedures • Generalization strategies

  11. Lesson Components(practices) • rule for when to use the skill • set of useful skill variations • teach the rule (TELL) • demonstrate the skill (SHOW) • students practice the skill (PRACTICE) • review and test the skill (PRACTICE) • assign homework (PRACTICE) Teaching social skills follows the same format as teaching academic skills

  12. Lesson Plans: Teach (tell) • definition of essential rule • description of skill components and variations

  13. Lesson Plans: Demonstrate (show) • model / demonstrate the skill • select competent and respected students and adults • only the teacher models incorrect responses • select examples from natural context • at least two positive demonstrations of each example

  14. Lesson Plans: Practice • role play activities • focus on relevant features • have student "think aloud" • teacher can provide coaching during lesson • involve all members of the group by assigning tasks / questions • have student self evaluate after activity

  15. Promoting Maintenance and Generalization Strategies To Use During Training (practices) • Use naturally occurring examples within role plays • Use naturally occurring reinforcers • Use language of school-wide PBS system • Pinpoint activities students likely to engage

  16. Promoting Maintenance and Generalization Strategies To Use During Training (practices) • Train in the targeted setting • During training, include peers the target student(s) likely to encounter in the problem setting • Use a number of trainers or other adults during training • Continue training for a sufficient amount of time

  17. Promoting Maintenance and Generalization Strategies to Use Within the Target Setting (system, policy) • Prompt students to display skill (Pre-Corrects) • Reinforce displays of skills in generalized settings using language of school-wide PBS/MBI system • Enlist a variety of others to prompt and reinforce skills in generalized settings • Individual contracts and behavior change plans • Group contingencies

  18. Parkade Elementary School Columbia, Missouri

  19. Parkade School’s Mission Together….Inspiring Life Long Learners

  20. Our School Demographics • Currently 430 students • District Multi-Categorical classroom • District Emotional Disturbance program • Free and Reduced Percentage: 65% • Special Education Students: 19% • Mobility: 23% • Ethnicity • White 46% • Minority 53% • Black 36% • Hispanic 7.5% • Asian 4% • Multi 2.5% • American Indian 2% • Pacific Islander 1%

  21. What Systems will Support our Vision?

  22. Parkade Core Social Skills Curriculum • Expectations • Be Safe • Be Respectful • Be Responsible • Matrix • Defines Social Skills for Settings in Our School

  23. Parkade Core/Universal Social Skills Curriculum • Weekly Cool Tool and Problem Solving Steps • Teachers Teach Directly during morning meeting…8:50 – 9:20 each day. • Skills are selected by reviewing SWIS problem behavior data. • Specific Lesson Plans provided to teachers • Tell: Talk about the Skill • Show: Teacher Models the Skill • Practice: Student’s Practice the Skill

  24. Problem Solving Steps • Stop: Choose a composure tool • Think: What do I want right now? • Talk: Take turns talking and listening • Choose: A strategy to solve the problem • Check: Was the problem solved?

  25. Parkade’s Need • To provide more intensive social skills instruction for some students who did not respond to core social skills lessons

  26. Student Identification Process • Tier II Parkade Data Decision Rules – Behavior: • 2-5 ABLE Room Referrals (Major) • 2+ Buddy Room referrals in a 2 week period (Minor) • Student is engaging in a repeated pattern of problem behavior in more than one setting or with more than one adult • Internalizing Behaviors • Problem behavior is having negative consequences on student’s social relationships • The problem behavior is NOT dangerous to student or others

  27. Identifying Students for Social Skills Groups • Teacher nominated students who could not repeat or demonstrate usage of skill steps: • Stop • Think • Talk • Choose • Check • To confirm students identified, teachers collected baseline on number of redirects given to students when they did not “Stop and Think”

  28. Social Skills Group Curriculum • Stop and Think Social Skills Program by Project Achieve • 30 minutes, 2 times a week • Lesson Schedule • Week 1 & 2: Stop and Think • Week 3: Listen Attentively • Week 4: Following Directions • Week 5: Accepting Consequences • Week 6: Review of All Skills

  29. Lesson Plan Example: Following Directions • Specific Skill: I Can Follow Directions • Skill Steps/Learning Targets – This means I will: • Listen attentively • Raise hand to speak or ask questions • Begin task immediately • Tell: Introduce the idea of following directions by: • 1) Reading Listen Buddy by Lynn Munsinger. Buddy the Rabbit finds himself in trouble when he doesn’t listen carefully enough to follow directions. • 2) Having students work in pairs or groups to make a peanut butter and jelly sandwich, listening to specific teacher how-to instructions.

  30. Lesson Plan Example: Following Directions • Teacher Shows: • Non-examples: Student doesn’t begin or complete assignment even with teacher assistance • Student needs teacher reminder to begin the task or assignment • Students doesn’t ask questions if unsure of directions • Guided Practice: • Role play • Teacher reads scenarios & students give “thumb’s up” if it is a good example of following directions. • Feedback: • “Thank you for putting your eyes on me while I am giving directions. You are being respectful”

  31. Teacher Feedback • All redirects to the student are counted. • The student should be observed for two, 30 minute observations, two times per week. (The data should be collected on Tuesday and then at your convenience Thursday or Friday) • Rating scale that identifies how the teacher feels the student is doing with each skill. • Feedback turned into Social Skills Group facilitator weekly.

  32. Feedback to Parents • Weekly progress report • Shares skill student is learning • Asks Parents to practice at home

  33. Daily Progress Report Under Construction!

  34. Lessons Learned • Social skills groups are for students who have a skill acquisition deficit, NOT a performance deficit • LOTS of problem solving steps and models—had to decide on one

  35. We Always Teach! “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we..teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” John Herner

  36. Contact Us • Tim Lewis lewistj@missouri.edu • Carrie Freeman cfreeman@columbia.k12.mo.us • Linda Bradley bradleyl@missouri.edu

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