Effectively Teaching Social Skills: A Pathway Towards Social and … · 7/21/2013 7 WAREA 2013 Four...
Transcript of Effectively Teaching Social Skills: A Pathway Towards Social and … · 7/21/2013 7 WAREA 2013 Four...
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Effectively Teaching Social Skills: A Pathway Towards Social and Academic Success
PRESENTED BY
NATALIE DOBBINS, M.ED & KAREN FINIGAN, M.ED.
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Objectives1. Participants will understand the importance of teaching social skills to increase social and academic success for their students.
2. Participants will recognize the critical components of evidenced based social skills curriculums and will be able to identify and implement them in their programs.
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Why Social Skills?
What are some of the primary reasons students are referred to our specialized program/classrooms?
What social skills to do ALL kids need?
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Why Social Skills?Key Re-ED PrinciplesCompetence makes a difference;
Self-control can be learned;
The group is important to young people; it can be a major source of instruction in growing up.”
- Nicholas Hobbs
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Three Reasons Student’s Struggle to Implement a Social or Academic Skill (Horner, Sugai, & Gresham, 2001)
They know it but have not been reinforced enough to use it fluently
They know it conceptually, but can’t apply it in context or “real life”
They just don’t know how to do it, but often don’t want anyone to really know that
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An Important Difference(Gresham, Sugai & Horner, 2001)
Social Skills-Behaviors that are taught, learned, and performed in an interpersonal context
Social Competence-Ability to make judgements or evaluations of these behaviors within and across
settings
Students may have problems in one or both areas- assessment can tell you what is needed
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Children with Behavior Problems Often…
Haven’t been successful in groups before
Systematically have been removed from the groups in their lives
Have difficulty reading social cues/facial expressions of their own peer group
Haven’t experienced a sense of affiliation in a family, community or classroom
Have deficits in expressive and/or receptive language that interfere with their ability to successfully communicate and interact with others
Have deficits in self-control, cooperating, problem solving, helping, sharing, making good decisions, and accepting the word “No”
Valore, T. (1991); Getty, L. & Summy, S. (2006)
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When Problems
Occur
When they can’t express what they
need or are experiencing When they don’t
have the skills to adapt to norms and
expectations of others
When they have to manage their
emotions, feelings
When they can’t negotiate their structures and
routines
When they don’t understand what
is expected or what to do
When they can’t do the
“work” required
In social interactions with
others
Why Social Skills?Social and emotional competence and the learning environments that support their development have been shown to enhance academic performance in various direct and indirect ways (Zins, Weissberg, Wang, & Walberg, 2005).
A meta-analysis of 300 studies found that social and emotional learning programs significantly improve students' academic performance (Durlak, 2005).
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Changing Our Perspectives
We naturally view academic and social problems differently
Academics is “our job”
Social behavior is “their job”
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A Comparison of Approachesto Academic and Social Problems
When a child makes an academic mistake
we assume:Trying to be correctError an accidentHas learned the wrong wayHas been taught the wrong way
Based upon work by Geoff Colvin, 1988
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A Comparison of Approachesto Academic and Social Problems
So when a child makes an academic mistake we try to:
Diagnose the problem/misrule
Provide assistance
Re-teach
Adjust methods
Provide ongoing reinforcement
Provide more practice
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A Comparison of Approachesto Academic and Social Problems
BUT when a child makes a social mistake,
we assume:Child is not trying
Error was deliberate
Child refuses to cooperate
Child knows what to do (because s/he has been told often enough!)
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A Comparison of Approachesto Academic and Social Problems
So when a child makes a social mistake,
we often:Provide negative consequences
Remove from normal contexts
Provide more negative consequences (punishment)
Assume child will learn “lesson” and behave in the future
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Teachers who do not incorporate social skills and problem solving into their curriculum…
Jones, V. & Jones, L. (2001) Comprehensive Classroom Management.
Boston: Allyn & Bacon.
Spend more time dealing with individual
problem behavior
Try to “control” acting out students, escalating
problem behaviors
Expend so much energy that they are draining themselves physically
and emotionally
Are less effective with children with problem
behavior
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Comparison of Procedures to Remediate Chronic Academic and Behavior Problems (Colvin, 1988)
Chronic Academic ProblemIdentify error pattern or misrule
Identify the rule
Modify examples and presentation to provide clearer focus on the rules and less opportunity for practicing the misrule
Provide differential feedback so that the more accurate responses are strongly reinforced
Shape context towards target context, provide review and integrate skill with other skills
Chronic Behavior ProblemIdentify functional relationship between behavior and environment (the why/pay off)
Identify acceptable and unacceptable behaviors
Modify environment/task to support practice of expected behaviors and remove stimuli that are likely to trigger the inappropriate behaviors
Provide positive reinforcement and supportive feedback so student begins to experience success
Move towards normalized context for practice and support of new skills. Increasing the level of challenge gradually
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What are the critical components of evidenced based social skills curriculums
and how will be able to identify and implement them in our programs?
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Four Key Elements of Social Skills Instruction
1. Definitions of Social Skills
2. Assessment of Need
3. Instructional Strategies
4. Generalization of Skills
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1. Definition of Social Skills
Direct and planned instruction designed to teach specificsocial behavior that, when displayed by the student, resultsin positive judgments of social competence from peers and adults. (Fuller, Lewis & Sugai, 1995).
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2. All Instruction begins with Assessment
Social Skills assessments are used to screen the general social competence of individual students
Assessment strategies are used to collect information about the nature of a student’s social skills problem
Social skills assessments are conducted to assist in selecting and modifying curriculum and design and delivery of instruction
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Types of AssessmentsTeacher Ratings
Ratings By Parents & Caregivers
Self-Ratings
Behavioral Interviews
Behavioral Role Plays
Direct Observation
Student Surveys
Build this, (obtaining this data), into initial referral process, functional assessment AND part of measuring annual goals/objectives
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3. Effective Instruction
Non interactive lecture-oriented programs have minimal impact, whereas interactive programs that enhance the development of interpersonal skills have greater impact.
Tobler, N.S.(2000). Lessons Learned.
Journal of Primary Prevention
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The Approach and Components of Social Skills Instruction are Fundamentally the Same as Academic Instruction(Sugai & Lewis, 1996)
Teacher-counselors must be efficient in:
(a) designing instruction
(b) presenting instruction
(c) arranging instruction
(d) arranging opportunities to practice
(e) assessing and evaluating
(f) providing feedback
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Comparison of Procedures to Remediate Chronic Academic and Behavior Problems (Colvin, 1988)
Chronic Academic ProblemIdentify error pattern or misrule
Identify the rule
Modify examples and presentation to provide clearer focus on the rules and less opportunity for practicing the misrule
Provide differential feedback so that the more accurate responses are strongly reinforced
Shape context towards target context, provide review and integrate skill with other skills
Chronic Behavior ProblemIdentify functional relationship between behavior and environment (the why/pay off)
Identify acceptable and unacceptable behaviors
Modify environment/task to support practice of expected behaviors and remove stimuli that are likely to trigger the inappropriate behaviors
Provide positive reinforcement and supportive feedback so student begins to experience success
Move towards normalized context for practice and support of new skills. Increasing the level of challenge gradually
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Acquisition-Absence of knowledge of a skill or inability to discriminate which skill is
appropriate in specific situations
(need instruction, feedback, and support).
Performance-The skill exists in the student’s repertoire but they fail to perform them at
necessary times
(need prompts, feedback, and practice).
Fluency-Lack exposure to skilled models, insufficient rehearsal or practice, or low rates
or inconsistent delivery of reinforcement for performance of the skill
(need practice, feedback, and confidence).
Differential Diagnosis and Social Skill Performance(Gresham, Sugai & Horner, 2001)
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Skills Beyond Instruction
Conversely, multiyear, multi-component interventions are more likely to foster enduring benefits.
When classroom instruction is combined with efforts to create environmental support and reinforcement from others (e.g. schools implementing positive behavior supports) there is an increased likelihood that students will adopt positive social and health practices.
This is the emphasis of the positive behavior support movement in schools (www.pbis.org and www.uwbrc.org)
Osher, D., Dwyer, K., and Jackson S. (2002). Safe, Supportive, and Successful Schools
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4. Generalization
“Generalization will be enhanced when students see the relevance of using targeted skills in every day life.”
(Goldstein & McGinnis 1997; Hazel, Schumaker, Sherman, & Sheldon-Wildgen, 1982; Walker et. al, 1988)
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Strategies to Encourage Generalization
Select Relevant Samples◦ Make sure transition class will allow for new skills to be used
◦ Be aware of environmental/ethical issues involved in new skills
Involve Relevant Others in Training◦ Peer group
◦ Staff
Train in the Natural Environment◦ Take children to settings to observe the skill being used
◦ Teachable moments throughout the day in and out of school
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Examples of Generalizing Strategies•Incorporate replacement behaviors on point sheets
•Hand out immediate tangible reinforcements
•Weekly Classroom skill theme, class votes on student
•Display verbal skills on wall in classroom
•Bring the skill to “new skills” when using conflict-cycle
•Quarterly Awards acknowledging achievement
•Peer Mentoring for those who have mastered skill
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Strategies to Encourage Generalization at an Individual Level (Maag & Katsiyannis, 1998)
Generalization also requires identifying and teaching students a prosocial replacement behavior.
If a student finds a replacement behavior that gets him/her what s/he wants, he or she is more likely to use the behavior outside the training setting.
Positive replacement behaviors ensure that the child will have greater social acceptability.
Recognize that behavior has a FUNCTION and replacement behaviors can meet that function in a positive way.
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Function: Obtain (e.g., attention, object, activity)REPLACEMENT SKILLS
Follow schedule
Participate in routine
Self-management
Request help
Teach delay of reinforcement
Request attention/time with staff
Choice
Ask for time with a desired adult/peer
Ask for a turn
Ask for item
Center for Evidence Based Practice: Young Children with Challenging Behavior
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Individualized Replacement Skill to “Obtain”
Asking For Help
1. Take a deep breath
2. Read the directions of the assignment ask myself- do I understand?
If I do, I try a few
If I don’t
3. I tell myself it is ok, that I can ask for help and learn to do it. The teacher will
come as soon as she can.
4. Raise my hand and wait for the teacher. If she can’t come right away she will
tell me and I will take a deep breath and practice my pep talk until she gets
there.
5. When the teacher comes I will listen carefully and try for a little while.
6. If I need more help, go to step 1
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Function: Escape (e.g., activity, demands, social interaction)
REPLACEMENT SKILLSRequest break
Set work goals
Request help
Follow schedule
Participate in routine
Choice
Self-management
Say “No thanks”
Say “I would rather do something else”
Center for Evidence Based Practice: Young Children with Challenging Behavior
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Taking a Break When Cued By an Adult
1. Take a deep breath
2. Go to the area the teacher says (Quiet Corner in room or Buddy Chair across
the hall).
3. My mouth is closed and my body in control
4. I tell myself that it is OK, I can get back on track. I can calm down and make
good choices for myself.
5. Keep breathing and doing my pep talk until I feel calm.
6. Make a plan to get back on track
7. Return to class when the teacher says so & tell her my plan
Individualized Replacement Skill to “Escape”
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Remember when Implementing…(Sugai & Lewis, 1996)
1. Social Skills are learned behaviors that can be taught.
We are social beings that are literally “wired” to connect.
Some social learning is indirect, learned through watching actions of others and at other times it is learned through direct instruction.
2. Behavior Management Problems are Social Skills ProblemsBehavior problems are learning errors and social skills instruction is an essential feature of a behavior intervention plan.
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Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996)
3. Social Skills are Necessary Prerequisites for Academic Skills
Social and Academic competence are closely related
Students who have not learned the prerequisite skills to benefit from teacher-directed instruction, independent study or cooperative learning activities are likely to experience academic and social failure
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Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996)
4. The Initial Steps in Setting up a Social Skills Curriculum are Time and Energy Consuming (but worth it)!
Competent Social Skills Teacher/Counselors must :
learn about assessing and teaching social skills
practice what they have learned
receive regular feedback on their attempts
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Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996)
5. The Ideal Curriculum Does Not Exist
One curriculum can not accommodate the full range of social skill problems and settings that student and teachers are likely to experience. Yet there are a number of programs that have been demonstrated as effective, which serve as good starting points.
Children and youth will more likely use a skill if it is personally meaningful and is effective for them. Address cultural and gender issues appropriately.
Daily instruction and use of social skills embedded throughout academic instruction is the most effective.
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Cultural and Gender Issues in Social Skills Instruction (Cartledge, Singh, & Gibson, 2008)
Become culturally competent (your own and your students)
Be aware of gender issues and biases
Respect and acknowledge students’ culture and experiences throughout instruction
Teach social code switching (school expectations vs. other aspects of life/community)
Use culturally specific concepts and materials to add meaning and relevance
Use supplementary materials (films, books, posters, language) that reflect diverse cultures and gender perspectives
Involve/include parents and family members
Objectives1. Participants will understand the importance of teaching social skills to increase social and academic success for their students.
2. Participants will recognize the critical components of evidenced based social skills curriculums and will be able to identify and implement them in their programs.
WAREA 2013