Teaching Social Skills: Green, Yellow, and Red Zone Adaptations Bruce Stiller; Anne Tomlanovich; Kim Reinhardt

Teaching Social Skills: Green, Yellow, and Red Zone Adaptations

Teaching Social Skills: Green, Yellow, and Red Zone Adaptations

Bruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim Reinhardt

Behavior Must Be Taught

Behavior Must Be Taught

Behavior should be taught -- the same way we teach academic skills

Identify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teaching the skill

Behavior should be taught -- the same way we teach academic skills

Identify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teaching the skill

Basic Format for Teaching Social Skills

Basic Format for Teaching Social Skills

Skills are identified. Examples: Empathy; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills

Lesson Plan Formats Social Stories/Discussion to generate

thought/interest Role Play to teach/practice new skills or

“replacement behaviors” Video; vignettes; cartoons; other

technology

Skills are identified. Examples: Empathy; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills

Lesson Plan Formats Social Stories/Discussion to generate

thought/interest Role Play to teach/practice new skills or

“replacement behaviors” Video; vignettes; cartoons; other

technology

Primary Prevention:School-/Classroom-

Second Step; Michigan Model; etc.

Small GroupsSkill Building Groups -- Anger Management;

Friendship Skills; Mean Girls; etc.

Tertiary Prevention:Specific Replacement

Behaviors taught/reinforced as part

of BSP

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT for Social Skills

Establish Instructional Control

Establish Instructional Control

Establish group rules and a prosocial norm during the first class meeting

Use and model research validated behavior management strategies

Establish group rules and a prosocial norm during the first class meeting

Use and model research validated behavior management strategies

Basic Management Strategies

Basic Management Strategies

Expectations/routines are explicit; positively stated

Expectations/routines practiced to mastery Students receive high rates of positive

feedback - once approximately every 5-10 minutes

Ratio of positive to corrective feedback is 4:1 Frequent review of expectations -- especially

following a bad day Routines are efficient Instruction flows at a good pace. There is a

minimum of “dead air”

Expectations/routines are explicit; positively stated

Expectations/routines practiced to mastery Students receive high rates of positive

feedback - once approximately every 5-10 minutes

Ratio of positive to corrective feedback is 4:1 Frequent review of expectations -- especially

following a bad day Routines are efficient Instruction flows at a good pace. There is a

minimum of “dead air”

Making it FunMaking it Fun

Preview the lessons -- choose lessons/role plays that are meaningful for you students. Modify as appropriate

Pacing -- keep it moving fast during the discussion phase

Preview the lessons -- choose lessons/role plays that are meaningful for you students. Modify as appropriate

Pacing -- keep it moving fast during the discussion phase

Role PlayingRole Playing

Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing

Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context

Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays

Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing

Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context

Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays


Student Role Plays -- Teacher plays perpetrator; students take turns playing the recipient

Students may not play the perpetrator in front of the class

Student Role Plays -- Teacher plays perpetrator; students take turns playing the recipient

Students may not play the perpetrator in front of the class


Model the Positive Example first.

Model the Most Common Problem Behaviors

Have the students practice the

positive behavior to mastery

Model the Positive Example first.

Model the Most Common Problem Behaviors

Have the students practice the

positive behavior to mastery


Feedback: Provide behavior specific positive feedback

Students may provide positive feedback only. Precorrect

Feedback: Only the teacher may provide constructive, corrective feedback

Practice to Mastery

Feedback: Provide behavior specific positive feedback

Students may provide positive feedback only. Precorrect

Feedback: Only the teacher may provide constructive, corrective feedback

Practice to Mastery

Social Skills GroupsSocial Skills Groups

Yellow Zone InterventionYellow Zone Intervention

Why Social Skills?Why Social Skills?

Targeted intervention for students struggling with social aspects of school

Groups arise from current needs of students

Targeted intervention for students struggling with social aspects of school

Groups arise from current needs of students

LogisticsLogistics

Groups run 8 to 10 weeks Membership Depending on the group, you will

need: Large, open space Props Co-leader

Groups run 8 to 10 weeks Membership Depending on the group, you will

need: Large, open space Props Co-leader

Group Topics & FormatsGroup Topics & Formats

Direct Instruction Social Skills: perspective taking, friendship skills, conflict resolution, etc

Useful for students on the spectrum, others who benefit from straight-forward instruction

Tools: T-Charts, board games, structured activities

Direct Instruction Social Skills: perspective taking, friendship skills, conflict resolution, etc

Useful for students on the spectrum, others who benefit from straight-forward instruction

Tools: T-Charts, board games, structured activities


Experiential Social Skills: teamwork, problem-solving, anger management

Useful for students who have trouble managing emotions, feel disempowered, who are shy, need to build friendships

Tools: Raccoon Circles, art supplies, other props

Experiential Social Skills: teamwork, problem-solving, anger management

Useful for students who have trouble managing emotions, feel disempowered, who are shy, need to build friendships

Tools: Raccoon Circles, art supplies, other props


Targeted Social Skills: groups created to address relational aggression, bullying, or some other social problem that is negatively impacting school environment

Targeted Social Skills: groups created to address relational aggression, bullying, or some other social problem that is negatively impacting school environment

MEAN GIRLSMEAN GIRLS

How many of you have dealt with relational aggression, or “Mean Girl Behavior”, in your school in the last year? How about in the last month? Week?

RA is a common issue in elementary, middle and high schools

How many of you have dealt with relational aggression, or “Mean Girl Behavior”, in your school in the last year? How about in the last month? Week?

RA is a common issue in elementary, middle and high schools

BackgroundBackground

Nine 8th grade girls were destroying school climate

2 to 3 incidents per day, no end in sight

Decision: swift and intense intervention designed to immediately address the issue

Nine 8th grade girls were destroying school climate

2 to 3 incidents per day, no end in sight

Decision: swift and intense intervention designed to immediately address the issue

Scope & SequenceScope & Sequence

10 meetings Twice per week for 2 weeks, then

once a week Two counselors, one administrator Activities: moved from general

level to very personal level

10 meetings Twice per week for 2 weeks, then

once a week Two counselors, one administrator Activities: moved from general

level to very personal level

Hopes, Fears & Who’s Not Here

Hopes, Fears & Who’s Not Here

Run by administrator with counselor present

Very direct presentation of the problem and need for change

Permission slip Activity: making connections

Run by administrator with counselor present

Very direct presentation of the problem and need for change

Permission slip Activity: making connections

Building TrustBuilding Trust

Ground Rules Pass the Cup “I” Statements Friendship Survey

Ground Rules Pass the Cup “I” Statements Friendship Survey

QuickTime™ and ampeg4 decompressor

are needed to see this picture.

Digging InDigging In

“Mean Girls” cafeteria map What does this group value? Is this group open or hard to join? Who is in charge of this group? Why? Does everyone in this group dress the

same? Have the same interests?

“Mean Girls” cafeteria map What does this group value? Is this group open or hard to join? Who is in charge of this group? Why? Does everyone in this group dress the

same? Have the same interests?

Getting PersonalGetting Personal

Queen Bees & Wannabes Map their own group and answer

questions Conflict resolution and role plays

Queen Bees & Wannabes Map their own group and answer

questions Conflict resolution and role plays

How do we make behavior change in “real world” settings?

How do we make behavior change in “real world” settings?

Staff Support - asked to encourage positive behavior, interrupt negative behavior

Parent Support In group - address directly conflicts

that happened since our last meeting Direction/Correction from group

leaders

Staff Support - asked to encourage positive behavior, interrupt negative behavior

Parent Support In group - address directly conflicts

that happened since our last meeting Direction/Correction from group

leaders

School Success Student Pre/Post Assessment

Name:________________________________________________________

Always Frequently Sometimes Rarely 1. I follow the school expectations.

4 3 2 1

2. I listen and focus in class.

4 3 2 1

3. I am prepared to learn each day.

4 3 2 1

4. I complete and turn in my work on time.

4 3 2 1

5. I come to school on time each day.

4 3 2 1

6. I finish and turn in my homework when itÕs due.

4 3 2 1

7. I like school.

4 3 2 1

8. What are your strengths?_____________________________________________________ _____________________________________________________________ 9. What skills do you need to help you be more successful in school? _____________________________________________________________ _____________________________________________________________

Official Use Only Absent ____/Tardy____ ORF____ ODR____/Minors____

Did you meet your goals? ____Yes ____No

Red Zone InterventionRed Zone Intervention

For students who are not responsive to a targeted group intervention (a social skills group) add a Behavior Support Plan to the targeted intervention

A key feature of the BSP is the teaching of replacement behaviors

Replacement behaviors must be prompted and reinforced in the natural setting in order for transfer to occur

For students who are not responsive to a targeted group intervention (a social skills group) add a Behavior Support Plan to the targeted intervention

A key feature of the BSP is the teaching of replacement behaviors

Replacement behaviors must be prompted and reinforced in the natural setting in order for transfer to occur

Intervention Categories for a Behavior Support Plan

Intervention Categories for a Behavior Support Plan

Prevention: Prevent the problem behavior from being triggered

Teaching: Teach specific replacement behaviors that will allow the student to access the reinforcement appropriately

Reinforcement: Deliver social, activity, or tangible reinforcers contingent upon the desired behavior.

Extinction: Ensure problem behavior is not reinforced.

Safety: Steps to ensure student/staff safety, if needed

Prevention: Prevent the problem behavior from being triggered

Teaching: Teach specific replacement behaviors that will allow the student to access the reinforcement appropriately

Reinforcement: Deliver social, activity, or tangible reinforcers contingent upon the desired behavior.

Extinction: Ensure problem behavior is not reinforced.

Safety: Steps to ensure student/staff safety, if needed

Identify the “Replacement” Behavior

Identify the “Replacement” Behavior

An appropriate Replacement Behavior: Serves the same function as the problem

behavior The replacement behavior is a member of the

same response class as the problem behavior

Is as, or more efficient than the problem behavior physical effort, schedule of reinforcement,

time to reinforcement

Is socially acceptable

An appropriate Replacement Behavior: Serves the same function as the problem

behavior The replacement behavior is a member of the

same response class as the problem behavior

Is as, or more efficient than the problem behavior physical effort, schedule of reinforcement,

time to reinforcement

Is socially acceptable

Basic Format for Teaching Social Skills/Replacement Behaviors

Basic Format for Teaching Social Skills/Replacement Behaviors

Identify the problem behavior Identify an appropriate replacement behavior Differentiate the replacement behavior from the

most common errors Model the replacement behavior Practice to Mastery Prompt the correct behavior Reinforce correct responses Errors: Re-teach; prompt; reinforce Implement consequences if the student will not

attempt the correct response

Identify the problem behavior Identify an appropriate replacement behavior Differentiate the replacement behavior from the

most common errors Model the replacement behavior Practice to Mastery Prompt the correct behavior Reinforce correct responses Errors: Re-teach; prompt; reinforce Implement consequences if the student will not

attempt the correct response

HA Competing Behavior Pathways

HA Competing Behavior Pathways

What it looks like What it feels like I can try to:

555

Super upset! Go to safe room immediately

444

Mad/Upset Ta ke a break

333

Frustrated Irritated

Take deep breaths Take a minute to calm

down Take a sensory break

222

Confused Challenged

Ask for help

Use sensory to ols

111

Okay Keep going Tell myself Ņgood

jobÓ

My Feelings Scale Name: _______ ___ ____

Rating Looks Like Feels Like I Can Try To:

5

Out of control, screaming, hitting, scratching, running or spinning a lot, kicking, on the floor, not listening, crying

Get to a saf e place, move away fr om other students,

4

Out of my seat and moving around, not listening, very upset, really bored, doing tr icks, spinning, loud voice, crying

Take a longer break, ask to go to the sensory area, take deep breaths, go to a saf e place

3

Need to get out of my seat, unhappy, angry, sad, very frustrated, bored, raising my voice, start ing to cry

Ask to take a break, ask to read a book, ask to go to the sensory area, count to ten, deep breaths

2

Squirmy, a little upset or fr ustrated, kind of listening, moving in my seat

Ask to take a break, in a bean bag chair or reading ares

1

Calm body, quiet voice, in my seat, listening, comfortable, happy

Keep it up!

VF/ 2009

Which of the Following are Appropriate Replacement

Behaviors?


Behaviors? Jason is nine and cries when asked to do

difficult tasks. The crying is maintained by avoiding or escaping the tasks.

Possible Replacement Behaviors: More rewards for doing tasks Asking for a break from tasks Asking to do something other than the

tasks Requesting adult attention Asking to have soda after tasks are

done

Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.



done


Behaviors?


Behaviors? Jason is nine and cries when asked to do

difficult tasks. The crying is maintained by avoiding or escaping the tasks.



done

Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.



done


Behaviors?


Behaviors? Leslie is 12, has severe intellectual

disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the

teacher move to sit by another student engage in stereotypies

Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.




Behaviors?


Behaviors? Leslie is 12, has severe intellectual

disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.



Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.



Student Name: Jason S. Date: 5/1/05

BEHAVI OR SUPPORT PLAN: COMPETING BEHAV IOR PATHWAY

ConsequencePeers back off -- discontinueteasing

AntecedentTeasing orother negativepeerinteractions

Setting EventOverweight --contributes tooverreactions/lackof confidence

Alternative Behavior"This is insulting. Iwant it to stop"

Problem BehaviorDisruptive --throwing things;loud; noncompliant

Desired BehaviorInitiates positive

interactions with peers-- joins in activities ofmutual interest; etc.

ConsequencePositive attentionfrom peers

FunctionEscapeunwantedpeer att.

Behavior Support PlanJason S.

Behavior Support PlanJason S.

Setting Event Strategies (make the problem behavior irrelevant)

Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.

Behavior Teaching Strategies (make the problem behavior inefficient)Teach student a replacement behavior that accomplishes the same thingthe problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior:“this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.

Reinforcement Strategies (make the replacement behavior more rewarding)Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.

Setting Event Strategies (make the problem behavior irrelevant)

Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.

Behavior Teaching Strategies (make the problem behavior inefficient)Teach student a replacement behavior that accomplishes the same thingthe problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior:“this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.

Reinforcement Strategies (make the replacement behavior more rewarding)Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.

Social Skills ResourcesSocial Skills Resources Second Steps -- Committee for Children 1-800-634-4449

www.secondstep.org/ (elementary/middle) Steps to Respect -- Committee for Children 1-800-634-4449

www.cfchildren.org/ (elementary/middle) Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm

(middle) Tools for Teaching Social Skills in School -- Hensley, Dillon,

Pratt, Ford, & Burke 2005, Boys Town Press $29.95 (elementary) The Incredible 5 point scale -- Kari Dunn Buron and Mitzi Curtis

(elementary/middle) “Why Try” www.whytry.org (middle/high) Salvaging Sisterhood by Julia Taylor (4 thru high school) The Stop and Think Program -- Howard Knoff, Ph.D 2001

Sopris West Superflex … A Superhero Social Thinking Curriculum --

Stepanie Madrigal and Michelle Garcia Winner

Second Steps -- Committee for Children 1-800-634-4449 www.secondstep.org/ (elementary/middle)

Steps to Respect -- Committee for Children 1-800-634-4449 www.cfchildren.org/ (elementary/middle)

Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm (middle)

Tools for Teaching Social Skills in School -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95 (elementary)

The Incredible 5 point scale -- Kari Dunn Buron and Mitzi Curtis (elementary/middle)

“Why Try” www.whytry.org (middle/high) Salvaging Sisterhood by Julia Taylor (4 thru high school) The Stop and Think Program -- Howard Knoff, Ph.D 2001

Sopris West Superflex … A Superhero Social Thinking Curriculum --

Stepanie Madrigal and Michelle Garcia Winner

http://www.secondstep.org/

http://www.cfchildren.org/

http://www.stanfield.com/conflict/htm

http://www.whytry.org/

http://www.secondstep.org/

http://www.cfchildren.org/

http://www.stanfield.com/conflict/htm

http://www.whytry.org/

Behavior Rating Form Student: __ _______________

Behavior Dat

e

0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

Du rati o n (en ter # of m i n ut es Stu de nt i s MIA)

In te nsity 0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

0 1 2 3 4

Intensity Ratings: 0 = Student is calm; on task 1 = arguing, whining; quietly noncompliant 2 = yelling; rolling on floor; tearing up papers; tossing papers at people 3 = spitting; kicking doors or walls; tipping over furniture; climbing on furniture; swearing

4 = throwing objects (pencils; rocks) at or near people; kicking people; destroying equipment; making threats; leaving without permission

Behavior Support Plan Weekly Assessment Student:______________ Teacher: _____________ Week: ___________________

To what level did we implement the plan we proposed? Low Moderate High 1 2 3 4 Comments:

To what degree is the plan having a positive impact on the studentÕs behavior? Low Moderate High 1 2 3 4 Comments:

To what degree is the plan having a positive impact on the academic achievement? Low Moderate High 1 2 3 4 Comments:

Documents

Teaching Social Skills: Green, Yellow, and Red Zone Adaptations Bruce Stiller; Anne Tomlanovich; Kim Reinhardt