Embedding Social Skills Instruction Throughout the Day

Embedding Social Skills Instruction Throughout the Day

Teri Lewis-Palmer

Oregon PBS, 2007

“Social Skills are those behaviors which, within a given situation, predict

important social outcomes.”

(Gresham, 1986, p. 5)

Objectives

Understand when and why you would teach social skills.

Be familiar with the critical features of a social skills curriculum.

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.

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.

Social skills instruction

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

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

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.

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School

Types of Social Skills Problems

AcquisitionFluencyMaintenanceGeneralization

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.

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.

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.

Assessment is important for knowing

Who needs instructionWhat you want to teach How your teaching is workingIf students are progressing adequatelyWhen they have met their objectives

Types of Assessments

Archival reviewInterviewsRating scalesTestsDirect observations

Assessment Recommendations

Assess directly and formativelyFocus on observable behaviorFocus on antecedent events and

setting in which behavior occursLook for what maintains problem

behavior

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)

Planning Requirements

SchedulingStudent Groupings/MembershipCurriculum selection/modificationGroup and behavior management

Lesson Components

Definition of social skills rule Description of skill components Model/demonstrations Role play/behavioral rehearsal

activities

After the Lesson

Review Test Homework

* Critical to maintenance and generalization

Teaching Guidelines

Teach social behaviors as academicsReinforce desired &/or expected

behaviorsSystematically address infrequent and

frequent errors (problem behaviors)Complete on-going assessment to

determine effectiveness

Strategies for Generalization

Involve othersUse examples from instructional

universeTeach general case and skill

variationsTeach self-management strategiesTeach within and across settings

SW Example: Bullyproofing

Prevent bullying - Universal

Reduce bullying - Individual

General Suggestions (e.g., DeRosier, 2004)

Whole school approachTeam basedSocial skillsPeer involvement

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

Limitations of Packages

Lack of support for teachersLimited involvement of teachers in

development and implementationSeen as “add-on” to already full

scheduleNot tailored to school environment

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

ReviewPBIS SW Model1. 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

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

Teaching Social Responsibility

Teach school-wide expectations firstFocus 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”

Social Responsibility Matrix

Location 1 Location 2 Location 3 Location 4

Desired behaviors vs Unacceptable behaviors

“Stop” signal

Walk skill

Reporting Skill

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

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.

Target StudentsDaily RoutinesJarod Liza Bryan Chris Marly

Getting Help- - -

Working Inde pende ntly- - - -

Tran sition ing fromActivity to Activity - - -

Working in Gr oups- - - - -

Taking Care ofPer sona l Need s - - - -

Get ting Or gan izedfor the Day - - - -

Get ting Or gan izedto go Home - -

Listening to Ins tructions- - - - -

Following Directions- - - - -

Respe cting Oth ers- - - - -

Assessment Summary 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

Classroom Assessment-Referrals per Day per Month

0

0.1

0.2

0.3

0.4

0.5

0.6

Sept. Oct. Nov. Dec. Jan.

Month

Referrals per Day

Classroom Assessment-Repeat Offenders

0

1

2

3

4

5

1 2 3 4 5 6 7

Number of Students

Number of Referrals

Classroom Assessement-Referrals by Location

0

2

4

6

8

10

12

Classroom Lunch Recess Office Bus Music BeforeSchool

Bathroom Gym

Location

Number of Referrals

Classroom Assessment-Type of Behavior

0

2

4

6

8

10

12

14

Profanity Fight/Aggress. Disruption Non-Compl. Vandalism

Behavior

Number of Referrals

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.

Individual Example:Function of Behavior

Power, authority, control, intimidation, bullying, etc. are not functions

Two basic research validated functions Positive reinforcement (get/access) Negative reinforcement (avoid/escape)

Get/Access Avoid/Escape

Peer/Adult Social

Activities/Tasks

Tangibles

Sensory

Why Function?

Understand the interaction from the students perspective

Know what skills to teachKnow how to modify the environment to:

Prevent (antecedents) Increase appropriate (reinforcement) Decrease inappropriate (punishment)

What Skill Should you Teach?

Setting event

Job StressDeadlines

Antecedent

Family event (e.g., holiday)

Problem Behavior

Host all eventsDo all cooking

Maintaining Consequence

Control

Alternative Behavior

?????

Existing Consequence

Less work

Desired Behavior

Let others host Some events

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.