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Targeted Support through Social Skills Instructional Groups Part 1: Social Skill Deficit Framework
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Transcript of Targeted Support through Social Skills Instructional Groups Part 1: Social Skill Deficit Framework
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Targeted Support through Social Skills Instructional Groups
Part 1: Social Skill Deficit Framework
Lori Newcomer, Ph.D.University of Missouri
Felicia D. Hagerstrom, JD.AEA 267 / Waterloo Community Schools
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• Social Skills Part 1 (9:15-10:30)– Social Skill Deficiency Framework– Assessment
• Social Skills Part 2 (10:55-12:10)– Planning groups and delivering intervention
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Primary prevention (universals) works when students…
• have multiple, nonaggressive coping repertoires for managing frustration and perceived personal threats
• are experienced and adept at acquiring adult approval and willing to be deferential to adult authority
• are able to regulate their anger along a continuum of intensity appropriate for the situation at hand.
• able to inhibit impulsive behavior in conformance to a stated rule or the general mores of socially acceptable behavior.
Larson 2005
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Social Skills vs. Social Competence
• Social skills are a specific group of behaviors that an individual exhibits in order to complete a social task
• Social tasks are things such as peer group entry, having a conversation, making friends, or playing a game with peers
• Social competence is an evaluative term (given certain criteria) that an individual performed a social task adequatelyGresham & Elliott (1991)
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How do we determine social competence?
……..the eye of the beholder
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A CULTURAL PERSPECTIVE
Felicia D. Hagerstrom, JD.PBIS District CoordinatorAEA 267 / Waterloo Community SchoolsWaterloo, [email protected]
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A cultural perspective
• Children from culturally diverse groups are likely to engage in
behaviors that are at variance with the culture of the school.
• By the year 2035 close to 50% of children in the United States
will come from racial and ethnic minority families, immigrant
families, or both (Rogers & Sirin, 2009)
• 9 out of every 10 teachers are white and from nonimmigrant
backgrounds. (Cartledge & Milburn, 1996)
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A cultural perspective
• Culture……provides standard for perceiving, believing, evaluating, communicating, and acting
(Triandis, 1996)
…is learned (not innate), shared (not specific to the individual), dynamic (not static), and incorporates values that dictate behavior
(Peoples & Bailey, 1991)
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A cultural perspective • Increasing diversity of students in schools underscore the
need to view social behaviors within the cultural context• Culture provides a framework through which to filter actions
as people negotiate their daily lives• Social behaviors of culturally and linguistically diverse
students need to be understood to distinguish differences and deficits (Irvine, 1990)
• Research suggests that students’ aptitudes intents or abilities can be misinterpreted due to differences in language use and communication style is a mismatch exists between home culture and school culture (Rogers – Sirin & Sirin, 2009)
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A Cultural Perspective
“Any educational or training system that ignores the history or perspective of its learners or does not attempt to adjust its teaching practices to benefit all of its learners is contributing to inequality of opportunity”
(Wlodkowski and Ginsberg (1995) (p. 26)
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A Cultural Perspective• Sense of self and space• Communication and language• Dress and appearance• Food and eating habits• Time and time consciousness• Relationships, family and friends• Values and norms• Beliefs and attitudes• Mental processes and learning style• Work habits and practices
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A cultural perspectiveRead this article
“Urban Teachers’ Professed Classroom Management Strategies Reflections of Culturally Responsive Teaching”Dave Brown West Chester University
Examples:- “Black children expect the authority figure to act like the authority figure”
(Delpit p.35)- African American “call response” (Gay 2000)- Ability to maintain side conversation (Brown, p.281) - Urban students resent a lack of decision making- Perception of authority (Delpit 1995)- Asian students laughter and smile (Gay 200)
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A Cultural Perspective
• Culture is a predominant force.• The dominant culture serves people in varying
degrees.• People have both personal identities and
group identities.• Diversity within cultures is vast and significant.• Individuals and groups have unique cultural
values and needs.
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A Cultural PerspectiveWhat can we do?
• Encourage staff to increase their familiarity with cultural differences in expressiveness, communications styles, role of authority, use of language
• Encourage staff to increase their familiarity with cultural specificity of their own behavior
• Teach behaviors that are socially relevant to culturally and linguistically diverse students.
• Acknowledge students cultural identity as a strength• Carefully review operational definitions of behavior violations• Disaggregate ODR data
(Tobin & Vincent, 2010)
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A Cultural PerspectiveQuestions for Reflection
• How does my own cultural background affect how I interact with children, adults and families in our school?
• How does the language and cultural background of our students and their families impact how they interact with our teachers, and our school?
• How does the cultural background of our staff affect how we interact with the students, adults and families in our schools?
• For Whom is the Path Most Clear?
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A cultural perspective
• Attend to– Cultural relevance of skills taught– Communication style of learner– Manner in which skills are presented– Affirm students and empower to achieve within
own subculture and mainstreamed school environment
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A PARENTAL PERSPECTIVE
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A parent perspective
• Research has demonstrated that parent participation can enhance the acquisition, generalization and maintenance of social skills (Hagger & Vaughn, 1995; Schloss, 1984)
• However, parents typically asked to support SS instruction, but are not invited to identify skills or participate in program development.
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A parent perspective
• Parents characterize social skills as (a) getting along and (b) exhibiting traits of character
• Essential skills parents identify include:– Proficiency in the ability to discern the motives of
others– Skills in communication– Empathy– Skills in interpreting social cues
(Kolb & Hanley-Maxwell, 2003)
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A parent perspective
• Priority: Self-Awareness– Ability to recognize personal emotion– A reflexive process that incorporates personal
efficacy, self-concept and self-esteem (Pool, 1997)– Students learn self-awareness by understanding,
controlling and expressing their thoughts and feelings (Taylor & Larson, 1999)
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A parent perspective
• Priority: Self-control / managing emotions– Self-regulation– Constructively resolve conflicts– Problem solving– Decision making– Managing emotions
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A parent perspective
• Empathy– Recognize the emotions of others– Effective communication and listening– Understand the feelings and perspectives of
others– Interpret nonverbal cues (facial expressions, tone
of voice, body language)
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A parent perspective
• Handling relationships– Get along with others– Establishing and maintaining relationships– Self-assertion– Relationship and friendship skills– Interpret the dynamics of social interactions– Discern motives of others– Understand nonverbal social cues.
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A parent perspective
• Assertion– Assertion: effectively meet one’s need through
expression while respecting the rights of others (Thompson, Bundy & Broncheau, 1995)
– Initiating conversation– Giving and receiving compliments– Responding appropriately to comments
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A parent perspective
• Peer Interaction Skills– Sharing– Listening– Complimenting– Helping – Encouraging peers
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A parent perspective
• Motivation and Self-efficacy– Skills to make positive changes– Skills to competently execute social interactions– Belief that goals can be obtained– Positive thinking, optimism, enthusiasm, self-
confidence
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Teacher Ranked Top 101. Listen to others2. Follow the steps3. Follow the rules4. Ignore distractions5. Ask for help6. Take turns when you talk7. Get along with others8. Stay calm with others9. Be responsible for your behavior10. Do nice things for others
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Stop and think…
• What significant differences exist between what parents want from social skills instruction and what teachers want.
• How can we involve parents in the development and generalization of social skills instruction.
• What additional challenges are presented at the secondary level?
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Another important question
• Have we identified what our goal is when we start a social skills group?– Social skills– Compliance training– Social/emotional learning– Problem-solving– Aggression replacement / anger management
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Basic Assumptions on Social Skills• primarily learned behaviors.• deficits can be acquisition (“Can’t do”) or
performance (“Won’t do”) problems. • are comprised of specific and discrete verbal and
nonverbal behaviors.• include both initiations and responses.• interactive by nature.• highly contextual.• deficits & competing problem behaviors can be
identified & treated.
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Classification of Social Skills
• Acquisition Deficits– Absence of knowledge for executing skill or failure to discriminate
which social behaviors are appropriate in specific situations (can’t do)
• Performance Deficits– Skill is present in repertoire, but student fails to perform at acceptable
levels (won’t do)
• Fluency Deficits– Lack of exposure to sufficient or skilled models of social behavior,
insufficient rehearsal/practice or low rates or inconsistent delivery of reinforcement of skilled performances
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Actions & Interventions
Social Skill Strengths: student knows and uses social skills consistently and appropriately
Reinforce to maintain desired social behaviorUse student as a model for other students
Performance Deficits Use behavior techniques to increase student practice and performance of desired social behavior
Frequency Deficits Provide extensive opportunities to practices across a wide range of exemplars
Acquisition Deficits Direct instruction of the desired social behavior
Competing Problem Behaviors Use behavior techniques to reduce interfering behaviorsCollect further information (e.g. FBA - direct observations, interviews, comprehensive assessment of problem behaviors).
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Competing Problem Behaviors
Interfering or competing problem behavior are combined to classify social skill deficits
• Internalizing or overcontrolled behaviors (e.g., anxiety, depression, social withdrawal)
• Externalizing or undercontrolled behavior patterns (e.g., aggression, disruption, impulsivity)
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Why Assessment?
• Screening and selection of students for social skills interventions
• Classification of specific types of social skills deficits
• Selection of targeted skills and competing problem behaviors for intervention
• Functional assessment• Evaluation of the effects of the intervention
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Social Skills Rating Scales
Look for:• Large and representative standardization
samples.• Adequate psychometric properties• User-friendly availability
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Screening ToolsNorm Referenced and Standardized
• SSIS (Social Skills Improvement System)– Elliott & Gresham, 2008 (Pearson, PsychCorp.)– Teacher, Parent, Student Rating Scales– Assesses 3 domains (a) social skills, (b) problem behaviors, (c)
academic competence• Walker-McConnell Scales of Social Competence and School
Adjustment (SSCSA)– Walker & McConnell, 1995 (Wadsworth Publishing)– Elementary subscales: (a)Teacher-preferred Social Skills, (b)
Peer-preferred social skills (c) School Adjustment– Adolescent subscales: (a) Empathy, (b) Self-control, (c) School
adjustment, (d) peer relations
Missouri Prevention CenterUniversity of Missouri
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Screening ToolsNorm Referenced and Standardized
• School Social Behavior Scales 2nd Ed. (SSBS2)– Merrell, 2002 (Brookes Publishing)– Ages 5 - 18– Measures 2 domains: (a) social competence, (b) antisocial
behavior. • Preschool and Kindergarten Behavior Scales (PKBS).
– Pro-ed– Two Scales: (a) social skills and (b) problem behavior– Ages 3 – 6– School and Home ratings– Social Skill subscales: Social Cooperation, Social
Interaction, and Social Independence; Problem Behavior subscales: Externalizing Problems and Internalizing Problems.
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Screening ToolsNorm Referenced and Standardized
• Systematic Screening for Behavior Disorders, 2nd Edition (SSBD)– Walker & Severson, 1992 (Sopris-West)– K-6– Multiple gating procedures
Missouri Prevention CenterUniversity of Missouri
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Targeting Specific Social Skills for Training
1. Determine specific social skill deficits2. Identify competing problem behaviors3. Evaluate social validity of targeted social skills
(significance, acceptability, importance)
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Linking Assessment Results to Intervention
Competing Problem Behavior Acquisition Deficits Performance
DeficitsFluency Deficits
Present•Aggression•Oppositional behavior•Violent behavior•Noncompliance•Threats to others•Bullying•Anxiety•Depression•Withdrawn•Impulsive
Absent
Social Skill DimensionBehavior Dimension
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Linking Assessment Results to Intervention
Competing Problem Behavior Acquisition Deficits Performance
DeficitsFluency Deficits
Present
Absent •Direct Instruction
•Modeling
•Behavior Rehearsal
•Coaching
Social Skill DimensionBehavior Dimension
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Linking Assessment Results to Intervention
Competing Problem Behavior Acquisition Deficits Performance
DeficitsFluency Deficits
Present: verbal and physical aggressionReductive procedures (e.g. reinforcement techniques, group contingencies, reprimands, time-out, response-cost, overcorrection)
•Direct Instruction
•Modeling
•Behavior Rehearsal
•Coaching
Absent
Social Skill DimensionBehavior Dimension
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Linking Assessment Results to Intervention
Competing Problem Behavior Acquisition Deficits Performance
DeficitsFluency Deficits
Present:
Absent •Manipulate antecedents and consequences
Intervene with:•Peer initiations•Contingent social reinforcement•Group contingencies
Social Skill DimensionBehavior Dimension
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Linking Assessment Results to Intervention
Competing Problem Behavior
Acquisition Deficits Performance Deficits Fluency
Deficits
Present: Presence of significant emotional response
•Manipulate antecedents and consequences
Teach self-control strategies; stimulus control training that teaches discrimination skills
Intervene with:•Peer initiations•Contingent social reinforcement•Group contingencies
Absent
Social Skill DimensionBehavior Dimension
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Taxonomy of Social SkillsFive Broad Dimensions• Peer relations (e.g., complimenting others, offering help,
inviting peers to play)• Self-management skills (e.g., controlling temper, following
rules, compromising)• Academic skills (e.g., completing work independently, listening
to teacher direction, producing acceptable quality work)• Compliance skills (e.g., following directions, following rules,
using free time appropriately)• Assertion skills ( e.g., initiating conversation, acknowledging
compliments, inviting peers to play) (Caldarella & Merrell, 1997)
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Now I understand social skills, how do I set up groups?
Social Skills Part 2 (10:55-12:10)Planning groups and delivering intervention
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Targeted Support through Social Skills Instructional Groups
Part 2: Planning & Teaching Social Skill Groups
Lori Newcomer, Ph.D.University of Missouri
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Social Skills vs. Social Competence
• Social skills are a specific group of behaviors that an individual exhibits in order to complete a social task
• Social tasks are things such as peer group entry, having a conversation, making friends, or playing a game with peers
• Social competence is an evaluative term (given certain criteria) that an individual performed a social task adequatelyGresham & Elliott (1991)
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Classification of Social Skills
• Acquisition Deficits– Absence of knowledge for executing skill or failure to discriminate
which social behaviors are appropriate in specific situations (can’t do)
• Performance Deficits– Skill is present in repertoire, but student fails to perform at acceptable
levels (won’t do)
• Fluency Deficits– Lack of exposure to sufficient or skilled models of social behavior,
insufficient rehearsal/practice or low rates or inconsistent delivery of reinforcement of skilled performances
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Actions & Interventions
Social Skill Strengths: student knows and uses social skills consistently and appropriately
Reinforce to maintain desired social behaviorUse student as a model for other students
Performance Deficits Use behavior techniques to increase student practice and performance of desired social behavior
Frequency Deficits Provide extensive opportunities to practices across a wide range of exemplars
Acquisition Deficits Direct instruction of the desired social behavior
Competing Problem Behaviors Use behavior techniques to reduce interfering behaviorsCollect further information (e.g. FBA - direct observations, interviews, comprehensive assessment of problem behaviors).
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Social Skill Programs
• First Step to Success – Grades 1-3; students with externalizing concerns – Walker et al., 2009– Screening, school intervention, parent training
• Incredible Years – Early elementary– Webster-Stratton, 2008– Parent, teacher & child programs
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Evidence Based Social Skill Programs
• Social Skills Improvement System (SSIS)– Early elementary; Upper elementary/middle– Elliot & Gresham, 2008– Screening (student/parent/teacher), integrity
measures, student booklets, video clips, skill step cue cards, parent communication forms
– Classwide Social Skills, Small Group
Missouri Prevention CenterUniversity of Missouri
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Evidence Based Social Skill Programs• Second Step
– Pre-K through middle school– Committee for Children– Self-regulation and problem solving. Pre-teach in small
group before teaching to whole class.• Skillstreaming
– Early Childhood – Adolescent– Goldstein & McGinnis, 2005– five skill groups: Classroom Survival Skills, Friendship-
Making Skills, Dealing with Feelings, Alternatives to Aggression, and Dealing with Stress
Missouri Prevention CenterUniversity of Missouri
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Evidence Based Social Skill Programs• Strong Teens
– Merrell, Carrizales, Feuerborn, Gueldner, Tran, 2007 (Brookes)
– Secondary– scripts, sample scenarios and examples, creative
activities, and "booster" lessons• Think First
– Larson, 2007 (Guilford)– Secondary– consequential thinking, attribution retraining,
problem solvingMissouri Prevention Center
University of Missouri
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Selecting & Grouping Students
• Consider– Experience of trainer– Work space– Time available– Interpersonal dynamics between students– Groups of 3 to 6, 2 x per week for 45 – 60 mins.– Two trainers
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Parental Permission
• Should not be first contact• Encourage participation in assessment• Involve parents in homework assignments
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Working with Student Groups
Provide and consistently follow ground rules for group interactions. • Attendance: Voluntary, but strongly recommended• Punctuality: A basic social skill that allows maximum amount of effective
interactions to occur.• Participation: One of the best predictors of success in the program• Confidentiality: Encourage all to respect the confidence of the group, but note it
cannot be guaranteed.• Take Turns Speaking and Be a Good Listener: Basic social skills, student often find
it difficult to refrain from interrupting.• Provide Corrective Feedback: Encourage students to share feelings with you and
others; stress the value of specific, constructive criticism or corrective feedback• Homework Assignments: Treat homework as an important activity; complete
homework in a timely and careful fashion.
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Training Sessions
• Most effective:– Focus on one skill intervention at a time
• Provide 3 or 4 adaptations of skill• How to “read” or evaluate varying social situations
– 3 to 6 students– Minimum 45 minutes – maximum 60 minutes– 2 or 3 x per week for 8 weeks– Booster sessions every 2 – 4 weeks
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Monitoring Student Progress
• Change in treatment setting• Change in related settings• Pre-treatment and Post-treatment ratings• Direct observation during role play• Brief periodic interviews with teachers
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ACQUISITION DEFICITSDirect Instruction
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BASIC SOCIAL SKILLS TRAINING MODEL PROMOTING SKILLS ACQUISITION
Modeling Coaching Behavioral Rehearsal Social Problem Solving
ENHANCING SKILL PERFORMANCE Peer Initiation Strategies Cuing and Prompting Reinforcement Based Strategies Group Oriented Contingency Systems Behavioral Contract School-Home Notes
REMOVING INTERFEREING PROBLEM BEHAVIORS Differential Reinforcement Techniques
o DRO o DRL o DRI
Response Cost Positive Practice Timeout Systematic Desensitization
FACILITATING GENERALIZATION Training Diversely
o Using sufficient stimulus exemplars o Using sufficient response exemplars
Teaching Relevant Behavior Teaching Functional Mediators
o Program Common Social Stimulus o Self-mediated Generalization
Elliott & Gresham, 1991
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Sample Session
Greet students and introduce session goal(s)5 mins.
Define the featured social skill3 mins.
Initiate “Tell” phase5 mins
Initiate “Show” phase10 mins.
Initiate “Do” phase with role-play15 mins.
Review and provide homework assignment5 mins.
Provide feedback about group’s performance and specify date/time for next session
2 mins.
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Instructional Approach
• Tell (coaching)• Show (modeling)• Do (role play)• Practice (behavioral rehearsal)• Monitor Progress (feedback)• Generalize (apply in multiple settings)
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Tell (coaching)
1. Provide learning objective for featured social skill
2. Introduce the skill by asking how it will be helpful to students and situations in which they could use the skill.
3. Define a specific skill.4. Discuss why the skill is important.5. Outline steps for performing the behavior.
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Show (modeling)
1. Model the behavior– Model positive behavior– Model negative behavior
2. Model discreetly each of the major steps for enacting the featured skill.
3. With student helper, direct a role play of a typical situation.
4. Lead a discussion of alternative behaviors to accomplish the social behavior objective.
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Do (behavior rehearsal)
1. Ask students to define the skill2. Ask students to state the steps required to
accomplish the skill3. Repeat critical steps for enacting the
behavior.4. Ask students to model the skill in role plays.5. Ask other students to provide feedback for
the student using the skill in the role plays
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Practice
• Have pairs practice the skill steps and provide each other with feedback.
• Encourage the skill in class sessions outside of these lessons.
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Monitor Progress
1. Ask students to think about how well they are progressing with the social skill.
2. Have students self-monitor their use of the skill.
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Generalize
1. Give homework assignments to use skills in other settings or with other students.
2. Communicate skill to parents, other teachers and school personnel who work with student. Provide scripts to precorrects and reinforce.
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GeneralizationRecruit a generalization support person• Observation and feedback• Issue friendly greetings• Use discreet, positive feedback• Offer descriptive feedback• Occasionally inquire about progress • Relay positive feedback from other staff
members
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GENERALIZATION
• Train Diversely– Using sufficient stimulus exemplars
• Vary situations and settings in sessions• Use different people, places, things, etc. in role-plays• Vary ways in which you teach the skill(e.g. modeling, coaching,
instruction, etc)– Using sufficient response exemplars
• Teach multiple ways to respond to the same social situation• Use brainstorming to generate with group ways in which a
person could respond to a given situation• Demonstrate how the students could use the same behavior in
different ways (e.g. using words, gestures, voice tone, volume. etc)
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Generalization
• Teach Relevant Behaviors– Teach behaviors that have a high probability of
being reinforced in other environments.– Brainstorm with the group additional behaviors
that may be relevant in a given social situation
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GeneralizationTeach Functional Mediators• Use common social stimuli
– Incorporate peers from generalization environment into training– Use behavioral contracts and home notes to involve parents
• Use self-mediated stimuli– Teach “self-talk” script:
• What is the problem?• What are some things I could do?• What is the best thing to do now?• What will happen if I do this?• OK, I’ll do it.• What happened when I did it?
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Generalization
• Teach students to self-monitor own behavior – Decide what they will record– Determine how they will record the behavior (e.g.
how often, how long, etc)– Determine how they will use the self-monitoring
data.• Use homework assignments to facilitate
generalization across settings.
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SOCIAL SKILLS CLUB
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Targeted Group Interventions Social Skills Club
• Elementary School– Enrollment 423– 60% free & reduced lunch– 50% minority
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Targeted Group InterventionsSocial Skills Club
Goals• Reduce office referrals by 25%• Increase ratio of positive interactions teachers
have with students• Reduce office referrals for students identified
as at risk through data tracking procedures
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Targeted Group InterventionsSocial Skills Club
Key Elements in Process• School-wide contingency based incentive
system• Implemented school-wide corrections
procedures for adults to use• Implemented social skills club
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Targeted Group InterventionsSocial Skills Club
Elements of Social Skills Club• Organization/Structure• Identification/Referral• Functional Assessment• Design of Generalization Support• Data Collection & Decision Making
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Targeted Group InterventionsSocial Skills Club
• Parent letters to extend “invitation”– Voluntary participation– Presented as prevention/support– Encouraged parent participation
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Targeted Group InterventionsSocial Skills Club
Instructors• Special Educator with fluency in social skill
instruction • General Educator• Access to technical assistance and resources
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Targeted Group InterventionsSocial Skills Club
Group Management• Two adults!• Club expectations linked to school-wide
expectations• Rules and expectations for group participation in
role play• Planned fun• Reinforcement system (Dancing Dolphins) linked
to school-wide system
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Targeted Group InterventionsSocial Skills Club
Curriculum & Delivery of Instruction• Collected and prepared materials from a variety of
sources.• One hour per week after school for one semester• Attention to pre-requisite skills for participating in
lessons.• Structured format: Teach, Model, Role play, Review,
Test & Homework
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Targeted Group InterventionsSocial Skills Club
Generalization• Posters of each lesson given to classroom
teachers to display in class and use as visual prompt.
• “Club” participants present weekly social skill lesson to from club to their class.
• Staff instructed on how to prompt and reinforce
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PERFORMANCE DEFICITS
Use behavior techniques to increase student practice and performance of desired social behavior
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Beyond Basic Social Skills Training
• Social Problem-Solving• Interpersonal Skills• Situational Perception• Anger / Aggression Control• Stress Management• Empathy
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Social Information Processing Model
1. Encoding of social cues in immediate environment2. Interpreting the meaning of those cues3. Identifying personal goals or outcomes4. Generating possible behavioral responses to the
interpreted cues5. Deciding on a response and evaluating its
potential outcome6. Engaging in selected behavior
Crick & Dodge, 1994
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Social Problem Solving
1. Provide general orientation to the problem.2. Define and formulate the problem by asking
questions.3. Generate alternative solutions by brainstorming.4. Specify consequences of each solution5. Specify requirements to implement solution
(e.g. who, what, when, where and how)6. Verify outcomes
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IDEAL
Identify the problemDescribe the optionsEvaluate the outcomesAct on itLearn from the lesson
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ENHANCING SKILL PERFORMANCE
Peer Initiation Strategies • Peers used to initiate and maintain social interactions
with socially isolated or withdrawn students• Recruit confederate peers for peer-initiation training of
social skills (students with peer status and self-confidence)
• Train peer confederates in social-initiation strategies.• Prepare peer confederates for initial rejection of initiation
attempts• Periodically conduct booster sessions to retrain peer
confederates to discuss unique problems they may be having in social situations
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ENHANCING SKILL PERFORMANCE
• Cuing and Prompting• Reinforcement Based Strategies• Group Oriented Contingency Systems
– Interdependent, Dependent, Independent• Behavioral Contract• School-Home Notes
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What the research has demonstrated:
• The most effective SST strategies are a combination of modeling, coaching and reinforcement procedures (Gresham, 1981; Hollinger, 1987)
• Evidence for the efficacy of cognitive-behavioral procedures (e.g., social problem-solving, self-instruction) is far weaker (Ager & Cole, 1991; Gresham, 1985)
• Better intervention effects occur with prolonged and intensive training.
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What the research has demonstrated:
• Effect sizes much lower for students with EBD and SLD.
• More effective for children described as withdrawn– Largest effect sizes on social interaction
• Least effective for children described as aggressive or unpopular.– Lower effect sizes on aggression and peer
acceptance• Average treatment time of 30 hours of
instruction (2.5-3.0 hrs x 10-12 weeks) produces lower effect sizes.
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Lori Newcomer, [email protected]