Meaningful and Fun Social Groups for Students Grades K-12 Julie
Balderston and Amanda Stenberg [email protected]
[email protected] Slide 2 SOCIAL INSTRUCTION:
PRINCIPLES Slide 3 CRITICAL LIFELONG SKILLS To tolerate people and
value interactions. To communicate intentionally and effectively.
To organize information and learn meanings/purposes. To tolerate
change and accept new experiences. To be independent of constant
verbal direction. To self-monitor and manage stress/emotion. To
identify sensory triggers and self- regulate in in an appropriate
manner. Slide 4 Differentiating between Behaviorism and Cognitive
Behaviorism BEHAVIORISM Focuses on the end point of the behavior
performed or exhibited. COGNITIVE- BEHAVIORISM Focuses on the
thinking that contributes to the behavior, and then describes how
your behavior should change. Slide 5 Social Cognition vs. Social
Skills Both are needed! Cognitive Social Communication Skills
Theory of Mind Perspective taking Tracking what others know/think
Self-monitoring Understanding social situations Central Coherence
Processing information as a whole Relating pieces of info back to
larger patterns thought/behavior Executive Function Flexible
thinking Social problem-solving Creating organizational structures
Prioritizing Emotional regulation Behavioral Social Communication
Skills Verbal (pragmatics) Conversation, greetings Social scripts
Narrative skills Non-verbal Interpreting & using facial
expressions, eye contact body language, tone of voice Joint
attention Other social behaviors Expected/unexpected behavior for
different contexts Manners Sharing, turn-taking Appropriate
physical space Slide 6 Four Steps of Communication to Become a
Social Thinker 1) Think about people and what they think and feel.
2) Be aware of your physical presence as well as the physical
presence of others. 3) Use your eyes to think about others and what
they are thinking about. 4) Use your language to relate to others.
USE YOUR BRAIN, EYES, BODY AND WORDS TO MAKE CONNECTIONS! Thinking
About You Thinking About Me, Michelle Garcia Winner Slide 7 What do
students with social cognitive and self-regulation deficits need?
1) Direct instruction to prevent social mishaps & meltdowns. 2)
Direct instruction and problem-solving to learn from social mishaps
& meltdowns after they occur. 3) Opportunities to practice with
typically developing peers in different environments. Coaching
Reinforcement 4) Incorporation and use of social thinking and
self-regulation vocabulary across contexts. Slide 8 SOCIAL
INSTRUCTION: ASSESSMENT Slide 9 Assessing Baseline Skills and
Monitoring Progress 1) Checklists/rating scales 2) Observation in
natural settings Just see what happens Can set-up a situation to
probe for specific skill 3) Observation in small, unstructured
groups Can do this the first time the group meets Video record if
possible 4) Teacher and/or parent interviews 5) Student interview
6) Student self-report Slide 10 Other Resources for Assessment
Building Social Relationships by Scott Bellini Thinking About You
Thinking About Me by Michelle Garcia Winner Jill Kuzmas SLP Social
& Emotional Skill Sharing Site:
http://jillkuzma.wordpress.com/assessment
-of-pragmatics-and-social-language/ Other social skills curricula
have assessment tools that align with lessons Slide 11 SOCIAL
INSTRUCTION: WHAT TO TEACH AND WAYS TO TEACH IT Slide 12 The
following methods can be utilized to create a personalized social
skills instruction program or to supplement commercially- available
social skills curricula. 1) TALKING/DISCUSSION 2) WORKSHEETS 3)
CONCRETE/VISUAL SUPPORTS Social Behavior Maps 5 Point Scale,
Problem thermometer Friendship Peer-a-mid Conversation Tree Social
Stories Graphic organizers, strategy lists Physical items that
represent abstract concepts Methods for Social Instruction Slide 13
4) SPEECH AND THOUGHT BUBBLES Comic strip scenarios (drawings or
photos) Over your head Picture books/magazines/flashcards/paused
video image 5) STORIES/BOOKS Picture books fiction and non-fiction
Chapter books fiction and non-fiction Scenarios 6) VIDEO
Commercially-made social skills videos You-tube Movie and cartoon
clips Make your own Role play Record students for self-evaluation
Watch typical peers Slide 14 7) TECHNOLOGY Interactive software
iPad applications Power Point presentations, Smart Boards 8) ROLE
PLAY/SIMULATION (with or without scripts) 9) GROUP ACTIVITIES/TASKS
Cooperative or competitive Theater games 10) NATURALISTIC
OPPORTUNTIES FOR PRACTICE Play with toys Games Conversation Party
or snack Incidental planning or problem-solving Field trip or
practice in a natural environment Slide 15 Key Concepts to Teach
and Reinforce 1) Ready/not ready 2) People have different kinds of
smarts 3) How to be part of a group 4) Eyes are important yours and
others 5) Expected behavior leads to good/green thoughts.
Unexpected behavior leads to uncomfortable/red thoughts. 6) Our
bodies and faces send messages (non-verbal communication) 7) Social
thinking is flexible thinking 8) Problems and feelings come in
different sizes Slide 16 9) People store and recall information
about each other (social files) 10) Conversation is made up of
questions and thoughts 11) There are different levels of
relationship between people 12) Make a plan: Solving problems
Self-regulation (emotions and alertness) Completing tasks Making
schedules, managing time Self advocacy, asking for help Organizing
environment Being social Slide 17 STARTING POINT: SELF-REGULATION
KEY CONCEPTS: Ready/not ready Problems and feelings come in
different sizes Make a plan Slide 18 Self-Regulation Three critical
neurological components need to be integrated: 1) Executive
Functioning: conscious control of thoughts and actions (attention
shifting, working memory, internalizing speech, flexible thinking,
planning actions and inhibition) Slide 19 2) Sensory Processing:
how you make sense of the information around you and how you
organize and integrate that info to act on it. Slide 20 3)
Controlling Emotions: monitoring, evaluating and modifying the
intensity and timing of your emotional response (determining the
size of the problem, motivation, and perspective- taking) Slide 21
Self-Regulation Strategies and Lessons 1) READY OR NOT READY? The
purpose in asking this is to determine whether the student is
regulated and ready to make a plan. This need to be paired with a
motoric activity. Example: I know youre ready when... (your hands
are in your lap, you sit in the chair, etc.) Ready/Not Ready script
video: http://www.projectlearnet.org/tutorial_videos/sr-ef_ready-
notready.html
http://www.projectlearnet.org/tutorial_videos/sr-ef_ready-
notready.html Slide 22 2)BIG DEAL, LITTLE DEAL? Big/Little Deal
script video:
http://www.projectlearnet.org/tutorial_videos/sr-ef_big- deal.html
http://www.projectlearnet.org/tutorial_videos/sr-ef_big- deal.html
3) HARD OR EASY? If its hard, they need to be taught how to get
help. Hard/Easy script video:
http://www.projectlearnet.org/tutorial_videos/sr- ef_hard-easy.html
http://www.projectlearnet.org/tutorial_videos/sr- ef_hard-easy.html
4) LETS MAKE A PLAN The purpose is for the student to identify and
verbally and/or visually rehearse the steps of what they are
supposed to do (try to keep it to 3 steps) Slide 23 Executive
Function: Types of Plans to Teach Plans to transition Plans to
complete work Plans to ask for help Plans for routines, multi-step
tasks Plans to calm down when you are worried, scared or angry
Plans to regulate level of alertness Plans to solve problems Plans
to interact with others Plans for achieving a goal Slide 24 Goal:
something you think about Action Plan: sequence of steps you
physically have to do Slide 25 Other Ways to Incorporate Executive
Function Practice and Instruction Model plan-making by posting or
discussing agenda Model problem-solving by thinking out loud when
problems occur Assign a group project or task with multiple steps
Plan an event/party together Slide 26 Students have social
notebooks where they keep their visuals, worksheets and other
materials for group Have students bring their school notebooks to
group and discuss their organizational systems Break down and
prioritize real & hypothetical goals Academic tasks Social/life
goals Discuss traits of good, average and poor students Slide 27
Sensory Self-Regulation Resource: How Does Your Engine Run?,
Therapy Works Slide 28 Resource: Take 5! Staying Alert at Home and
School, Therapy Works Slide 29 Emotional Self-Regulation and
Problem-Solving Resource: Kimochis
http://kimochiseducation.tumblr.com/curriculum
http://kimochiseducation.tumblr.com/curriculum Slide 30 Slide 31
For younger children, teach that the size of their reaction must
match the size of the problem. As youth get older, teach that
sometimes they must compress their feelings until they are in
private or with family/close friends. Slide 32 Resource: Numbered
Scales http://www.5pointscale.com/http://www.5pointscale.com/ Slide
33 5 Point Scale as self-regulation planning tool Slide 34
http://www.freeprintablebehaviorcharts.com/
anger_management_charts.htm Resource: Strategy lists Slide 35 Slide
36 CONTROLLING MY THOUGHTS 1)Distract my brain 2)Absorbing
Activities 3)Coping/Positive Self-Talk 4)Thought Stopping 5)Turn
Volume Down on negative thoughts 6)Throw Away / Lock Up negative
thoughts CONTROLLING MY BODY & FEELINGS 1)Physical Relaxation
2)Physical Exercise 3)Controlled Breathing 4)Calming Pictures /
Visualization 5)Relaxing Activity CONTROLLING MY BEHAVIOR 1) STOP
2) PLAN 3) GO What I think What I do How I feel Resource: Think
Good-Feel Good by Paul Stallard Slide 37 Slide 38 Suggested
Resources for Self-Regulation EXECUTIVE FUNCTION: Executive Skills
in Children and Adolescents (Peg Dawson & Richard Guare)
Planning to Learn (Keely Harper-Hill & Stephanie Lord) SENSORY:
The Alert Program: How Does Your Engine Run? and Take 5! (Mary Sue
Williams & Sherry Shellenberger) Arnie and his School Tools
(Jennifer Veenenhall) EMOTIONAL CONTROL: The Incredible 5 Point
Scale and A 5 Could Make Me Lose Control (Kari Dunn Buron) A 5
Could Make Me Lose Control (Kari Du The Zones of Regulation (Leah
M. Kuypers) Think Good Feel Good (Paul Stallard) Slide 39 SOCIAL
INSTRUCTION: OTHER STRATEGIES, ACTIVITIES AND RESOURCES Slide 40
RESOURCE: Think Social by Michelle Garcia Winner Slide 41 CONCEPT:
People have different kinds of smarts Some smarts are smarter than
other ones. Everyone has strengths and weaknesses, but we can get
better at what is hard for us if we work at it! In social group, we
are going to work on improving our social smarts. Slide 42
RESOURCE: You Are a Social Detective by Michelle Garcia Winner
Slide 43 Slide 44 Resource : Questionnaire
http://ramirezclass.webstarts.com/uploads/Multiple_Intelligence_Questionnaire.pdf
http://ramirezclass.webstarts.com/uploads/Multiple_Intelligence_Questionnaire.pdf
Slide 45 CONCEPT: How to be part of a group Slide 46 Post a list of
group expectations. Refer to list often and reinforce expected
group behavior when you see it, even when teaching other skills.
Michelle Garcia Winner, Social Thinking Slide 47 RESOURCE: You are
a Social Detective by Michelle G. Winner Slide 48 RESOURCE: Whole
Body Listening Larry at School by Elizabeth Sautter Slide 49 How to
Join a Group Dont pounce. Use the slow approach 1) Move your body
into the group. 2) Look at people in the group. Do their faces and
bodies welcome you? 3) Listen to what they are talking about. 4)
Add thoughts and questions that relate to what someone else is
saying. Adapted from Social Thinking Worksheets for Tween and Teens
by Michelle Garcia Winner. Slide 50 Group Games and Activities
Songs and games that require imitation Circle time songs Simon Says
Board and card games Games/activities that involve cooperation or a
shared group goal Resources: Social Skills Games for Children and
Anger Management Games for Children (Deborah M. Plummer) Slide 51
CONCEPT: Eyes are important- yours and other peoples People think
about what they look at. People do not necessarily see what you see
(different perspective). If you think with your eyes, you can make
smart guesses about: 1) Thoughts/feelings of others 2) What someone
might do next (figuring out their plan) 3) How to behave in a
situation Slide 52 RESOURCE: You are a Social Detective by Michelle
G. Winner Slide 53 Other Strategies Have children practice
identifying what you are looking at and what you are thinking
about. When reading books, watching videos, or using
scenario/facial expression flashcards, emphasize characters eyes
and what they are looking at/thinking about. For young children,
use a puppet, doll, or special interest toy to help them attend to
the eyes and follow its line of sight. Dont call on students or say
their names. Tell them you will look at them when it is their turn
to talk. Slide 54 CONCEPT: Our bodies and faces send messages If we
look at peoples face and bodies, and we listen not only to the
words they say, but how they say it, then we can make a smart guess
about what they are thinking and feeling, and what they might do
next. People look at our faces and bodies to make smart guesses
about us too. Slide 55 Using pictures (books, flashcards, etc.) or
paused video, students identify what someone is thinking or feeling
by reading body language. Slide 56 CONCEPT: People have thoughts
about Expected and Unexpected Behavior Every environment has a set
of rules that people expect to be followed. When we follow the
rules, we are being expected. When we do not follow the rules, we
are being unexpected. When you are expected, people have good
thoughts about you (green thoughts). When you are unexpected,
people have uncomfortable thoughts about you (red thoughts). If
someone has a red thought about you, you can change their thought
by changing your behavior. Slide 57 Slide 58 Provide
visual/concrete feedback to let individual students or the whole
group know what kind of thoughts you are having about them based on
their behavior: Red/green popsicle sticks Red/green points
Paperclips (that form a chain of expected behavior) Slide 59
Michelle Garcia Winner, Social Thinking Slide 60 RESOURCE: Jill
Kuzmas SLP Social and Emotional Skill Sharing Site
http://jillkuzma.wordpress.com/ http://jillkuzma.wordpress.com/
Slide 61 RESOURCE: Social Skills Picture Book by Jed Baker Right
Way (Expected) Wrong Way (Unexpected) Slide 62 Right Way (Expected)
Wrong Way (Unexpected) RESOURCE: Social Skills Picture Book for
High School and Beyond by Jed Baker Slide 63 Comic
Strips/Cartooning Comic Strips/Cartooning Comic Strip Conversations
use the graphics of stick figures, talking bubbles, and thinking
bubbles to interpret social situations/interactions and take the
perspective of others. Can be used to pre-teach concepts or analyze
a social mishap after it has occurred. Slide 64 Slide 65 Resource:
The Hidden Curriculum by Brenda Smith Myles Resource: Jill Kuzmas
Website- Social Secrets Teach hidden rules Teach hidden rules Slide
66 RESOURCE: A 5 is Against the Law by Kari Dunn Buron Slide 67
RESOURCE: Video Modeling DVDs Model Me Kids
http://www.modelmekids.com/ Fitting in and Having Fun
http://www.tdsocialskills.com/ Slide 68 CONCEPT: Social thinking is
flexible thinking That means: Doing something you dont want to
Stopping something you want to keep doing Accepting change Trying
something new, doing something a different way Listening to other
peoples thoughts and trying their ideas THINKING ABOUT OTHERS Slide
69 STRATEGIES Cooperative games/tasks that require group members to
try others ideas. Role play flexible and inflexible thinking
scenarios (can make a video). Demonstrate flexible thoughts when
cartooning or making comic strips. Point out and reinforce flexible
thinking when you see it. Slide 70 Resource: Superflex curriculum,
Michelle Garcia Winner Slide 71 CONCEPT: Social files (a.k.a.
people or friend files) We keep information we learn about people
in a social file in our brains, which helps us: 1) Have a
conversation about something they like. 2) Do something they like.
3) Show interest in them. 4) Make decisions based on how we think
they will react. 5) Help us interpret motives and intentions of
people. Slide 72 Games Get to know you activities
http://www.activityvillage.co.uk/ice-breaker-gameshttp://www.activityvillage.co.uk/ice-breaker-games
(younger children) http://www.icebreakers.ws/get-to-know-you
Commercially-available party games Slide 73 Other Strategies
Students interview each other. Each group member makes a collage of
images that represent facts about themselves. Create Venn diagrams
or other graphic organizers to notice differences and find
commonalities. Make concrete social files on each other using
actual file folders. Stick post-its with facts about the person in
the file. Slide 74 CONCEPT: Conversation is made up of questions
and thoughts Slide 75 Conversation Tree Concept from Thinking About
You Thinking About Me, Michelle G. Winner
http://speechladyliz.blogspot.com/2012/03/conversation-tree.html
Slide 76 CONCEPT: There are different levels of relationships
between people Slide 77 Concept adapted from Michelle Garcia
Winner, Social Thinking Slide 78 RESOURCES: Fictional stories
Non-fiction (friendship guides) Slide 79 STRATEGY/ACTIVITY: Use
movie and TV clips as a platform for discussing relationships,
non-verbal communication, the nuances of social situations, and
other topics. EXAMPLES: Big Bang Theory http://www.youtube.com
/watch?v=k0xgjUhEG3U Napoleon Dynamite Slide 80 SOCIAL INSTRUCTION:
LOGISTICS Slide 81 Considerations When Forming Groups Age, maturity
level Shared areas of interest Relationships between members
(friends, negative influences on each other, enemies, bully/target)
Same teacher, similar schedules, other scheduling concerns Shared
social goals and objectives Perspective-taking and social thinking
ability Slide 82 When to Teach One-on-One Student needs more
intensive or more individualized instruction You have attempted to
include the student in a group, but he/she took too much time and
energy to manage Student is resistant to being part of a group and
impedes group learning The ultimate goal is to work them back into
a group If schedule does not allow for one-on-one, pair two
resistant social communicators together REMEMBER: A group can
consist of one adult and one student. The student is still required
to think about another person and be social. Slide 83 Using Typical
Peers Typical peers can be utilized in instructional social groups
or other programs such as Circle of Friends, Lunch Bunch, etc.
Typical peers can be other students in special education (who do
not have behavior problems and a higher level of skill in social
communication) Typical peers are helpful for: Modeling expected
behavior and explaining concepts Grounding and calming the group
Helping with generalization outside of group Sharing successes
(observations of student outside of group) Encouraging resistant
communicators to participate and understand how their negative
behavior affects others NOTE: The dynamic between typical peers and
social group members can change as they get older Slide 84
Curriculum and Lesson Planning Beneficial for teacher and students
to have a clear intent for the social group. Based on information
from assessments and students IEPs, teacher must determine: broad
goals for the group skills that need to be taught how to teach
those skills (lessons and activities) general sequence of lessons,
short-term and/or long-term Slide 85 Slide 86 Structure of a
30-minute lesson 1) Review schedule and Check-in Students identify
how they are feeling (5 Point Scale) Discuss personal
problems/solutions (or plan to follow-up later, if needed) 2)
Review of last time, accountability for homework 3) Lesson/Activity
4) Reinforcement/Fun (5 minutes) Slide 87 Building in Reinforcement
1) Use last 5 minutes for snack, special interest activity, etc.
Could be earned contingent on group or individual behavior OR
Regular part of schedule; if the group is off- task, they cut into
their fun time (natural consequence) 2) Group earns points, stars,
green sticks, etc., that build up to a future party or fun activity
(to do during social group time) Slide 88 Ways to Promote
Generalization Communicate with parents, teachers and other school
staff about concepts taught Coaching/prompting in other school
contexts Adults Typical peers from social group Co-teach Teach
social lessons to an entire class Set weekly social goals,
challenges, or homework for students, with accountability and
reinforcement for completion Problem-solve and role-play situations
from students real lives Video-record student in other contexts and
have them self-evaluate Create opportunities for practice in other
contexts Slide 89 Components of Meaningful Social Groups Both
social cognition and social skills are addressed Behavioral
expectations are explicit and taught Opportunities to practice A
variety of teaching modalities are utilized Concrete/visual
supports are used to help students latch onto abstract concepts
Students feel safe, trust one another Instructor is creative and
flexible Fun and laughter!
