New Directions in Social Skills Training Interventions to Promote Self-Regulation and

Social Collaboration Skills

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Karen L. BiermanTIES Summer Institute, May, 2011The Pennsylvania State University

Overview

Roots of social skills coaching modelsRoots of social skills coaching models Fast Track Friendship GroupFast Track Friendship Group Possible mechanisms of change:Possible mechanisms of change:

Innovations in the logic modelsInnovations in the logic models Future directionsFuture directions

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Origins of the Coaching Model ofSocial Skill Training

Late 1970’sLate 1970’s: Emerging interest in peer relations and social : Emerging interest in peer relations and social competence as a protective factorcompetence as a protective factor

Use of modeling and contingent reinforcement programs to Use of modeling and contingent reinforcement programs to address social withdrawal and increase rate of interactionaddress social withdrawal and increase rate of interaction

Early 1980’sEarly 1980’s: Emerging interest in sociometric classification systems : Emerging interest in sociometric classification systems to identify risk to identify risk

Recognition that most chronically rejected children lack the Recognition that most chronically rejected children lack the social skills to make and sustain friendships.social skills to make and sustain friendships.

INT29

“Coaching” Models of SSTCognitive-behavioral blends

Basic idea was that social skills can be Basic idea was that social skills can be taught in a manner similar to other complex taught in a manner similar to other complex performance skills (e.g. riding a bike)performance skills (e.g. riding a bike)

With instruction and modeling, practice and With instruction and modeling, practice and feedback, and more practicefeedback, and more practice

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Principles of Competency TrainingPrinciples of Competency Training

1.1. Teach skill conceptsTeach skill concepts

2.2. Provide guided opportunities for skill practiceProvide guided opportunities for skill practice

3.3. Supply performance feedback to support self monitoring and skill Supply performance feedback to support self monitoring and skill refinementrefinement

4.4. Program for generalizationProgram for generalization

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Coaching Studies of the 1980sCoaching Studies of the 1980s

Short-term randomized trials demonstrated that Short-term randomized trials demonstrated that coaching promoted new skills and improved social coaching promoted new skills and improved social behaviorbehavior

Improving sociometric status was more difficultImproving sociometric status was more difficult

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Lessons Learned Social skills are organized as protocols or scripts Social skills are organized as protocols or scripts

of behavior, and are not taught well as discrete of behavior, and are not taught well as discrete pieces of behavior: therefore, target molar forms pieces of behavior: therefore, target molar forms or organizational approaches.or organizational approaches.

““Real-life” practice is essential: therefore, peer Real-life” practice is essential: therefore, peer inclusion is needed (of some kind).inclusion is needed (of some kind).

Peer reputations and contingent responses do not Peer reputations and contingent responses do not “automatically” change; social behavior is highly “automatically” change; social behavior is highly habitual.habitual.

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Universal SEL Programs of the 1980s

Community psychology was promoting the Community psychology was promoting the use of social problem-solving models use of social problem-solving models around the same time….around the same time….

Originally very instructive & cognitive, Originally very instructive & cognitive, these models were moving toward more these models were moving toward more behavioral rehearsal…behavioral rehearsal…

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Embedded Coaching of the 1990s

““Sociometrics correlates” approach led to changes Sociometrics correlates” approach led to changes in children targeted for intervention and expansions in children targeted for intervention and expansions of the logic models guiding interventionsof the logic models guiding interventions

““Cross-fertilization” of universal (SEL) and Cross-fertilization” of universal (SEL) and selective/indicated (coaching) programs occurredselective/indicated (coaching) programs occurred

Prominent role of externalizing behavior problems Prominent role of externalizing behavior problems among rejected children contributed to a shift of among rejected children contributed to a shift of focus to multi-faceted interventionsfocus to multi-faceted interventions

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Multi-faceted programs for externalizing problems..

Encouraged the integration of cognitive-behavioral strategies Encouraged the integration of cognitive-behavioral strategies focused on precursors of externalizing behaviors (hostile focused on precursors of externalizing behaviors (hostile attributions, anger management) into coaching curriculaattributions, anger management) into coaching curricula

Increased attention to the management of interpersonal Increased attention to the management of interpersonal contingencies in natural environments as a generalization contingencies in natural environments as a generalization strategy.strategy.

Change the centrality of focus from promoting social Change the centrality of focus from promoting social competence to reducing behavior problems.competence to reducing behavior problems.

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Expanded Focus on Expanded Focus on Multiple Skill DeficitsMultiple Skill Deficits

Affective regulationAffective regulation: Difficulty regulating anger in interpersonal situations when : Difficulty regulating anger in interpersonal situations when frustrated or provoked; frustrated or provoked; Difficulty understanding and reacting empathically Difficulty understanding and reacting empathically to the feelings of others.to the feelings of others.

Biased social cognitionsBiased social cognitions: Interpersonal distrust and a tendency to infer hostile : Interpersonal distrust and a tendency to infer hostile motives in conflict situations; difficulties generating proactive (non-motives in conflict situations; difficulties generating proactive (non-aggressive) solutions to interpersonal problems.aggressive) solutions to interpersonal problems.

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Skill Performance Variesas a Function of:

Skill knowledge (coaching models)Skill knowledge (coaching models) Stress reactivity: insecurity/threat Stress reactivity: insecurity/threat

(temperament & attachment models)(temperament & attachment models) Cognitive appraisalsCognitive appraisals

(past experience/information processing (past experience/information processing biases; causal inferences)biases; causal inferences)

Automatized (overlearned) habitsAutomatized (overlearned) habits Interpersonal contingenciesInterpersonal contingencies

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Coaching in Friendship SkillsCoaching in Friendship Skills:: Focus on prosocial, communication, and fair play skills Focus on prosocial, communication, and fair play skills Peer partners; sequenced super-ordinate goalsPeer partners; sequenced super-ordinate goals

Coaching in Coping Skills: Coaching in Coping Skills: Self-control , anger-coping, conflict resolutionSelf-control , anger-coping, conflict resolution

Integration of SEL Skills:Integration of SEL Skills: Emotional awareness, social problem-solving dialogueEmotional awareness, social problem-solving dialogue Contingency management: Contingency management:

Teacher consultation for classroom managementTeacher consultation for classroom managementParent management trainingParent management training

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Fast Track Friendship Group Model:Fast Track Friendship Group Model:

A Blended ApproachA Blended Approach

Fast TrackPATHS: Friendship Group Alignment

Friendship and play skills Friendship and play skills Positive community values and social orderPositive community values and social order

Emotion knowledgeEmotion knowledge Capacity to identify and label emotional statesCapacity to identify and label emotional states Feelings of empathy and compassion for othersFeelings of empathy and compassion for others

Intentional inhibitory controlIntentional inhibitory control Ability to calm down when emotionally arousedAbility to calm down when emotionally aroused

Social problem-solving dialogueSocial problem-solving dialogue Ability to consider other perspectives and plan aheadAbility to consider other perspectives and plan ahead Willingness to negotiateWillingness to negotiate

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Fast TrackThree Inter-twined Components

Classroom – universalClassroom – universal

Friendship Group – intensive trainingFriendship Group – intensive training

Peer Pairing – classroom generalization, Peer Pairing – classroom generalization, and peer reputation repairand peer reputation repair

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PATHS: Focus on Social Inclusion -Sharing, Caring, Friendships

PATHS: Focus on Emotion KnowledgeBasic FeelingsBasic Feelings Comfortable/UncomfortableComfortable/Uncomfortable HappyHappy SadSad MadMad ScaredScaredIntermediate FeelingsIntermediate Feelings FrustratedFrustrated ProudProud ExcitedExcited TiredTiredAdvanced FeelingsAdvanced Feelings LoveLove WorriedWorried DisappointedDisappointed JealousJealous FuriousFurious GuiltyGuilty

Friendship Group:

Practice in Social Problem-Solving

18From : The PATHS Curriculum (Greenberg & Kusche)

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•the provision of positive support to increase comfort the provision of positive support to increase comfort in in social interaction and reduce anxietysocial interaction and reduce anxiety

•emotion coaching to foster emotional awareness, emotion coaching to foster emotional awareness, empathy, and emotion regulationempathy, and emotion regulation

•induction strategies to support self-regulation effortsinduction strategies to support self-regulation efforts

• use of social problem-solving dialogue to support use of social problem-solving dialogue to support interpersonal negotiation and conflict managementinterpersonal negotiation and conflict management.

Theoretically-derived Therapeutic Processes

Creating a Positive Learning Community

Warm, positive, and supportive adult-child relationships

Setting expectations for desirable behavior & relationships

Establishing routines that support self-regulation

Frequent use of specific praise, explanation, physical affection, joint attention

Emotion Coaching

Talking about feelings: Talking about feelings: Make frequent use of emotion Make frequent use of emotion labels, as you describe your own feelings and labels, as you describe your own feelings and encourage children to describe and discuss their encourage children to describe and discuss their feelings.feelings.

Reflecting feelings: Reflecting feelings: Use feeling labels to describe a Use feeling labels to describe a child’s experience.  child’s experience.  

Reframing feelings: Reframing feelings: When children are upset and angry, When children are upset and angry, de-escalate emotional arousal and re-orient threat de-escalate emotional arousal and re-orient threat appraisals with a calm demeanor and the selective use of appraisals with a calm demeanor and the selective use of a feeling label. a feeling label.

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Induction Strategies: Gentle Guidance

Giving clear information about desired behaviors Giving clear information about desired behaviors by praising other by praising other children who are exhibiting those behaviors or stating positive children who are exhibiting those behaviors or stating positive hopes and expectations.hopes and expectations.

Giving feedback regarding the negative impact of problem Giving feedback regarding the negative impact of problem behaviors behaviors by using I-statements or eliciting feedback from peers. by using I-statements or eliciting feedback from peers.

Focusing on consequences that matter for the child Focusing on consequences that matter for the child by describing by describing the impact of the child’s behavior on social rewards and peer the impact of the child’s behavior on social rewards and peer reactions. reactions.

  

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More Induction Giving choices and offering constructive behavioral Giving choices and offering constructive behavioral

alternatives alternatives by providing choices that indicate by providing choices that indicate appropriate behavioral options or redirecting children appropriate behavioral options or redirecting children into positive rolesinto positive roles

Responding to power struggles with de-escalation Responding to power struggles with de-escalation strategies strategies by using a soft, neutral tone and expressing by using a soft, neutral tone and expressing disappointment or concerns about the child’s disappointment or concerns about the child’s difficulties, and staying on the child’s side to facilitate difficulties, and staying on the child’s side to facilitate

coping and problem-solving effortscoping and problem-solving efforts. .

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End of Grade 1 INTERVENTION EFFECTSPromoting Social-cognitive and Cognitive Skills (Journal of Consulting and Clinical Psychology, 1999)

OUTG3-4

Target Skill Effect size

Emotion Recognition .54

Emotion Coping .25

Social Problem-solving .33

Aggressive Retaliation .23

Observed Positive Peer Interaction .27

Peer Social Preference .28

Reducing Aggressive BehaviorINTERVENTION EFFECTS (Journal of Consulting and Clinical Psychology, 1999b)

OUTG3-4

Context & Grade Effect size

Grade 1:

Observer rating @ home .34

Observer rating @ school .31

Grade 3:

Parent rating (PDR) .15

Teacher rating (TOCA) .19

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Fixed effects Teacher ratinga Observer ratingsa Peer nominationsb

Level 1: Child

Sex −.092(.143) −.218(.143) −.577(.156)*

Race .220(.143) .388(.191) .248(.120)

Preintervention teacher .255(.046)* −.046(.070) .059(.070)

Friendship group processes

 Positive behavior −.261(.061)* −.183(.074) −.042(.052)

 Negative behavior .119(.096) .094(.093) .109(.088)

 Escalation by peers .222(.099) .086(.093) .204(.104)

Level 2: Group characteristics

Percentage of females −.655(.271) −.190(.296) −.616(.237)

Friendship group processes

 Positive behavior −.094(.063) .073(.083) −.016(.046)

 Negative behavior .074(.071) −.012(.078) .116(.053)

Development Neuroscience: Implications for Promoting Self-regulation

Focus on developmental processes that promote the “neural architecture” of goal-oriented learning & adaptive problem-solving

EF development is delayed by poverty and appears malleable during early childhood

Social competence training would benefit from incorporation of models of regulatory skill development

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Early disadvantage & adversity delays social-emotional readiness for school.

Poor impulse controlPoor impulse control

((acting before thinking, acting before thinking,

difficulty waiting for turndifficulty waiting for turn))

Emotion dysregulationEmotion dysregulation

(irritability, negative reactivity)(irritability, negative reactivity)

Disruptive-oppositionalDisruptive-oppositional (poor social skills)(poor social skills)

At school entry, 17 – 21% have behavior At school entry, 17 – 21% have behavior

problems that warrant mental health referrals problems that warrant mental health referrals

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Early disadvantage & adversity delays cognitive readiness for school

Attention skillsAttention skills(Sustaining attention, following instructions)(Sustaining attention, following instructions)

Language skillsLanguage skills

(Vocabulary, grammatical understanding)(Vocabulary, grammatical understanding)

Memory skillsMemory skills

(Working memory, memory)(Working memory, memory)

Delays in emergent literacy &Delays in emergent literacy &

math skillsmath skills

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Executive Regulatory Control

Regulative (Inhibitory Control)

Inhibit and modulate attention and behavior

Executive (Working Memory; Attention Set-shifting)

Motivated, goal-oriented learning; problem-solving

Social-emotional (Effective Action in Context)

Emotion regulation and social collaboration

What Impedes EF Development?# 1 The Role of Stress

Insecurity and stress exposure delay executive Insecurity and stress exposure delay executive function and self-regulatory skill developmentfunction and self-regulatory skill development Insufficient or insensitive caregivingInsufficient or insensitive caregiving Inconsistent or punitive discipline practicesInconsistent or punitive discipline practices Crowding, family disorganizationCrowding, family disorganization

– Under conditions of threat, self-protection is Under conditions of threat, self-protection is prioritized; vigilance and reactivity are more prioritized; vigilance and reactivity are more valuable than goal-oriented explorationvaluable than goal-oriented exploration

Implication for Intervention

Focus on making social interactions less Focus on making social interactions less threateningthreatening

(less fear of exclusion, domination)(less fear of exclusion, domination) More predictableMore predictable More controllable via non-domination More controllable via non-domination

strategiesstrategies

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What Impedes EF Development?# 2 The Role of Exploratory Learning

and Joint Attention

Increase opportunities for social exploration and Increase opportunities for social exploration and discovery, capacity to learn from experiencediscovery, capacity to learn from experience

Stay in the “proximal zone” of learning: Increase Stay in the “proximal zone” of learning: Increase intentional over-ride of automatic responses intentional over-ride of automatic responses (provide novel guidelines; frame it as a challenge, (provide novel guidelines; frame it as a challenge, and support intentional coping.)and support intentional coping.)

Use adult processes to focus attention on key cues Use adult processes to focus attention on key cues for learningfor learning

Implication for Intervention

Need to organize social experiences in a Need to organize social experiences in a way that allows for the learning/discovery way that allows for the learning/discovery of prototypical social scripts of prototypical social scripts

Need to maximize attention to social cues Need to maximize attention to social cues and cause-effect social exchangesand cause-effect social exchanges

Need to minimize directivesNeed to minimize directives

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What Impedes EF Development?# 3 The Lack of Sufficient Play Experience

Play is nature’s training ground for EF Play is nature’s training ground for EF development and social competencedevelopment and social competence

In optimal conditions, play skills develop In optimal conditions, play skills develop hierarchically, from simpler to more hierarchically, from simpler to more complex formscomplex forms

This does not occur when you are delayed This does not occur when you are delayed in social development, due to exclusionin social development, due to exclusion

Implication for Intervention

Need to organize social experiences in a Need to organize social experiences in a developmental heirarchy developmental heirarchy

Need to provide enough experience at lower Need to provide enough experience at lower levels of social complexity to master the levels of social complexity to master the foundational skills needed for higher-order foundational skills needed for higher-order social functioningsocial functioning

Need to attend more to the nature of Need to attend more to the nature of practice activities in intervention sessionspractice activities in intervention sessions

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Tools of the MindFocuses on Engaged Learning and Dramatic Play

(Photo from ToM web-site: http://www.mscd.edu/extendedcampus/toolsofthemind/)

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ToM includes play planning, extended dramatic play, and games that promote motor control.

ToM reduces large group activitie and increases engaged learning with peer partnering.

ToM Uses Play Planning (Photo from ToM web-site: http://www.mscd.edu/extendedcampus/toolsofthemind/)

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JenniferAt the beginning of the year (September), Jennifer is able to draw a picture of herself and tell the teacher what center she wants to play in (dramatic play). Teachers use a color-coded system to help children remember what center they will go to; the children then use that same color marker to make their plans.

                                                                                                                                                                                                        

By March, Alexander is hearing beginning sounds in all of his words.

                                                                                                                                                                                                        

 

Practice Impulse Control in Social Games & Collaborative Activities

Working memory games Working memory games Granny’s SuitcaseGranny’s Suitcase

Inhibitory control gamesInhibitory control games Simon SaysSimon Says Don’t Ring the BellDon’t Ring the Bell

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Guiding Principle for Friendship Group: Strengthen Executive Control Skills with Practice

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Aware Aware Awkward Awkward AutomaticAutomatic

Like other cognitive skills, practice plays a critical role.

The key is to motivate effortful investment in sufficient practice.

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Figure 2: FRIENDS Coaching Intervention Processes

Developmental Hierarchy of Play Forms & Activities

Parallel Play Affiliation Imitation

Cooperative Play Reciprocal Exchange

Negotiation Coordinated Play Role Coordination

Intentional Play Plans Sustained Dramatic Play

Targeted Social- Emotional Skills Prosocial Orientation Emotional Understanding Inhibitory Control Social Problem-Solving

Coaching Processes that “Scaffold” Self-regulation Positive support & joint attention Emotion coaching Induction strategies Problem-solving dialogue Play review

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Systems Challenges & Regulatory Demands Intervention Focused here (ToM) Paths here

Extraversion/Surgency Positive anticipation Impulsivity Activity Level Sensation Seeking

Executive Functions Inhibitory Control Working Memory Attention Set-Shifting

Collaboration Challenges Affiliation Imitation Reciprocal Exchange Negotiation Role Coordination Intentional (Planned) Play Sustained Dramatic Play

Proximal Outcomes: School Readiness Social Competence

Learning Engagement

Distal Outcome: Reduced ADHD Symptom Severity Diagnosed Clinical Cases Referrals for Clinical Services/Special Ed. service referrals

Distal Outcome: Improved School Adjustment Academic Achievement Positive Peer Relations Positive Teacher-Child Relations

Reactivity Motor Arousability

Emotionality Orienting

Skill Deficits vs. Performance Deficits

Changing skill knowledge is easyChanging skill knowledge is easy Changing performance is challengingChanging performance is challenging We are falling short in our models of We are falling short in our models of

performance trainingperformance training We are falling short in our capacity to change We are falling short in our capacity to change

social contingencies in natural environmentssocial contingencies in natural environments ..

Heterogeneity in Factors Contributing to Child Social Performance

Children vary in the degree to which Children vary in the degree to which regulatory deficits underlie their social regulatory deficits underlie their social behavior problemsbehavior problems

Children vary in the degree to which other Children vary in the degree to which other factors affect their behaviorfactors affect their behavior

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Unexplored Issues:Impact of Group Size & Composition

The larger the group size, the more The larger the group size, the more challenging to manage therapeutic processchallenging to manage therapeutic process

The greater the “density” of children with The greater the “density” of children with acting-out behavior problems, the more acting-out behavior problems, the more challenging to manage therapeutic processchallenging to manage therapeutic process

Complementary, rather than similar, social Complementary, rather than similar, social profiles may enhance learning opportunitiesprofiles may enhance learning opportunities

Unexplored Issues:Intervention Timing, Intensity, Length?

Value of early intervention? Value of early intervention? (Neurodevelopmental model, age 3-7)(Neurodevelopmental model, age 3-7)

Vs. Complexity of social interaction and Vs. Complexity of social interaction and peer reputation in elementary vs. middle vs. peer reputation in elementary vs. middle vs. high schoolhigh school

What is the level of distributed practice What is the level of distributed practice needed to gain skills?needed to gain skills?

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Take Home Points

Intervention platforms for broad impact are Intervention platforms for broad impact are usefuluseful

Multi-component programs (going larger) Multi-component programs (going larger) are usefulare useful

In addition, focused attention to the In addition, focused attention to the mechanisms of change that give power to mechanisms of change that give power to each component may also strengthen each component may also strengthen impact.impact.

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Acknowledgments

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Colleagues:Mark GreenbergCelene DomitrovichCynthia Huang-PollockRob NixLisa Gatzke-KoppScott GestJanet WelshClancy BlairSukhdeep GillDamon JonesEmilie SmithTom FarmerKeith Nelson

Funders:Interagency School Readiness ConsortiumNICHDNIMHPA. Dept. of Health