universal social skills interventions: bringing research to the real world michael j. vance, m.a.,...

Universal Social Skills Interventions: Bringing Research to the Real World

Michael J. Vance, M.A., Elizabeth Godbold, M.A., B.C.B.A.,

Keri Menesses, M.A., Jessica Rodriguez, Jeffrey Chenier, M.A.,

Lisa Libster, M.A., Katherine Hunter, Sarah Landry, Emily Patty

Frank M. Gresham, Ph.D.

Louisiana State University

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• What are social skills?– Learned behaviors – Enable effective, positive interactions– Help avoid/escape unacceptable behaviors that

would result in negative interactions– Not social tasks or competence

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Why are social skills important? Academically Behaviorally Protective against

Poor problem solving Lack of empathy Bullying Peer rejection

Students with poor social skills are at risk for internalizing and externalizing behavioral disorders

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RTI

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Intensive

Selected

Universal

Classwide Intervention Program

• Universal Intervention• 3 Developmental Levels• Student and Teacher Materials• 6-step instructional approach

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Primary Prevention

• Goal of primary prevention to identify deficits that would likely be present in the future

• If there are deficits after elementary school, do they just disappear?

• Let’s identify them before they balloon into something worthwhile of a secondary intervention

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Primary Prevention

• Using this model, we are able to use data from the program to identify skill deficits and to recommend children to more selective interventions

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SSIS as Primary Prevention

• Intended to teach those with social skills deficits and to prevent problem behavior from occurring

• Not intended to fix problematic behavior that already exists, but will likely help

• Will also help identify those children who have deficits beyond the scope of the SSIS for intensified intervention

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Classwide Intervention Program

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Participants

• 2008-2009 school year• Four schools (2 District 1, 2 District 2)

– $500 compensation

• 3 classes each: Pk, K, 1, 2, 3, 4, 5• 22 teachers

– Received 3 hour training– $200 compensation

• Approx. 450 students

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Participants

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Number of Classrooms

District 1 District 2

1 2 3 4

Pk 3

K 3

1 3

2 3

3 4

4 3

5 1 2

Total 9 1 9 3

Participants

• Teacher Characteristics– 100% Female (22)– 91% B.A. or B.S. (20)– 46% Elementary certification/1-5 (10)– Avg. 7 years experience – Avg. 1 year at current school– Avg. 1 other grade taught previously

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Participants

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Pre Measures

• Performance Screening Guide• Teacher Rating of Targeted Student Concern• Teacher Perception of Intervention• Classwide Rating of Social Skills

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Other Measures

• Collected 3 weeks BL, TX, 3 weeks post– Daily conduct grades– Absences– Office referrals, suspensions, expulsions

• Collected during TX– Teacher ratings of each unit

• Duration• Effectiveness• Behavioral changes

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Method• Teachers implemented program

– October 6 - March 3

• Treatment integrity– Lesson specific integrity forms– 56% of lessons observed (357)– 26% IOA (164)

• Weekly feedback meetings– Discuss and graph integrity– Assess teacher thoughts on unit

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Post Measures

• Grade level feedback session*• Performance Screening Guide*• Teacher Rating of Targeted Student Concern• Teacher Perception of Intervention*• Classwide Rating of Social Skills

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Results

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Results

• Grade level feedback– Cultural relevance

• Varied by school

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Results

• Grade level feedback– General Suggestions

• Layout• Skill steps• Repetition• Videos

– Suggestions for younger grades• Songs, storybooks, younger video models

– Suggestions for older grades• Vary booklet activities and videos

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Results

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Lesson Observations

Average Mode Median Minimum - Maximum

Teacher Integrity 78% 100% (36) 81% 13% – 100%

Steps Completed 23 19 23 4 – 45

Steps in Manual 29 27 29 17 – 45

Actual Time 27:26 17:00 26:37 05:21 – 56:04

Estimated Time 23:00 23:00 23:00 18:00 – 30:00

note: only fully observed lessons are included

Results

Tier 2 Qualifiers Avg. PSG:PSB Rating Avg. IRP-15 Rating

Pre Post Change Pre Post Change Pre Post Change

All18.7% (84)

13% (59)

-5.7% (-25)

3.25 3.65a +0.40b 4.74 4.38 -.36

District 1

22% (40)

15% (26)

-7% (-14)

3.10 3.62a +0.52b 4.68 4.36 -.32

District 2

16%(44)

12%(33)

-4%(-11)

3.39a 3.68a +0.29b 4.79 4.41 -.38

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note: to qualify for Tier 2, students had to receive a 1 or 2 rating on the PSG

a Significantly higher (p<0.05) compared to math and reading ratings at pre or post (pre, post)

b Significantly higher (p<0.05) from pre to post

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Year Two

04/10/23 LOUISIANA STATE UNIVERSITY 23

Intensive

Selected

Universal

Tier 2: Selected Interventions

PSG Qualifiers Acquisition Performance Didn’t Qualify

56 13 37 6

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Tier 2: Selected Interventions

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Tier 2: Selected Interventions

• Acquisition Interventions– Goal to teach students more about social skills – Similar to Tier 1 interventions– 20 weeks– Two lessons a week

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Tier 2: Selected Interventions

• Acquisition Interventions– Small group interventions– Currently running three across three schools– ~four-five students– Meet two times a week 30-45 minutes

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Tier 2: Selected Interventions

• Performance Interventions– Goal to make appropriate social skills more

reinforcing to students– Aims to increase pro-social behaviors in the

classroom

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Tier 2: Selected Interventions

• Performance Interventions– Teacher Consultation– Teacher/Graduate Student run interventions– Frequent feedback

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Tier 2: Selected Interventions

• Performance Interventions– Check in check out– Positive peer reporting– Peer tutoring– Self Monitoring– Response Cost

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Limitations and Future Directions

• Students moving in and out of a class• Having to wait for Tier 3• Lack of some teacher buy in at second tier

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Questions?

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