Social Skills:Social Skills:The Hidden Ingredient to The Hidden Ingredient to

SuccessSuccess

Outcome for this Session is to Understand:

•What social skills are•Benefits of teaching social skills•How social skills instruction ties into PBIS and RtI•Steps to teaching social skills•How to collect data and make decisions based on your campus needs

Incorrect AssumptionsIncorrect Assumptions

Social skills are observed and Social skills are observed and learned learned informallyinformally

Pull out groups with the counselor Pull out groups with the counselor will will fixfix the student so the classroom the student so the classroom teacher does not need to be teacher does not need to be involvedinvolved..

Understanding These Understanding These Beliefs Will Yield the Beliefs Will Yield the

Most BenefitMost Benefit Behavior is learnedBehavior is learned Behavior is teachableBehavior is teachable Behavior is changeableBehavior is changeable Behavior occurrences are affected by the Behavior occurrences are affected by the

environmentenvironment Behavior is more likely sustained if it is Behavior is more likely sustained if it is

effective, efficient, relevant, and durableeffective, efficient, relevant, and durable ““Inappropriate” social skills meet a student Inappropriate” social skills meet a student

need and until we teach an “appropriate” need and until we teach an “appropriate” replacement skill they will continue to use replacement skill they will continue to use the inappropriate behaviorthe inappropriate behavior

Characteristics of Characteristics of social skills deficits:social skills deficits:

Unable to attend to class/taskUnable to attend to class/task Has negative interactions with peersHas negative interactions with peers

Lacks sensitivity toward othersLacks sensitivity toward others Has poor self-image (worthless)Has poor self-image (worthless)

High levels of frustration or stressHigh levels of frustration or stress

Types of Social Skills Types of Social Skills Deficits:Deficits:

Skill DeficitsSkill Deficits Problem: the student does not have the skill in his/her Problem: the student does not have the skill in his/her

behavioral repertoirebehavioral repertoire Method: direct instruction, model, and observation (ex. Method: direct instruction, model, and observation (ex.

Queen)Queen)

Performance DeficitsPerformance Deficits Problem: the student has the behavior but does not use Problem: the student has the behavior but does not use

it due to lack of enforcementit due to lack of enforcement Method: manipulate antecedents through peer initiationMethod: manipulate antecedents through peer initiation

Self Control DeficitsSelf Control Deficits Problem: the student lacks the control necessary to Problem: the student lacks the control necessary to

inhibit inappropriate behaviorsinhibit inappropriate behaviors Method: behavior modification techniquesMethod: behavior modification techniques

Effective SchoolsEffective Schools

Move Beyond PunishmentMove Beyond Punishment Teach, monitor, and reward appropriate Teach, monitor, and reward appropriate

behaviors before relying on punishmentbehaviors before relying on punishment Effective LeadershipEffective Leadership

Work smarter not harder Work smarter not harder Actively involvedActively involved Clear directionClear direction

PBIS is aPBIS is a

Social Skills instruction is a key element of the PBIS framework

Classroom

PBISPractices

Non-classroom Family

Student

Schoo

l-

wide

Social skills are setting specificSocial skills are setting specific

RtISocial skills

instruction is guided by RtI

Social skills instruction is guided

by RtI

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Continuum of social skills intensity

Continuum of social skills intensity

RtI/ PBISContinuum of Support for

ALL students and ALL skills

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interact.

Ind. play

Label behavior…not people

Address social skills strengths & challenges

Address social skills strengths & challenges

RtI Applications RtI Applications (Sugai, 2007)(Sugai, 2007)

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special educator,

reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, ODR, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents,

precision teaching, attendance

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

Teach Social Skills like Teach Social Skills like Academic SkillsAcademic Skills

DEFINE(Simply)DEFINE(Simply)

MODELMODEL

PRACTICE(In Settings)PRACTICE

(In Settings)

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE(Continuously)

MONITOR &ACKNOWLEDGE(Continuously)

Implementation PlanImplementation Plan

Form a team (PBIS or sub-committee)Form a team (PBIS or sub-committee) Establish the need, priorities, and Establish the need, priorities, and

commitmentcommitment Draft a mission/ purpose statementDraft a mission/ purpose statement Develop working structures (scheduling, Develop working structures (scheduling,

groupings, curriculum, management)groupings, curriculum, management) Develop maintenance structures Develop maintenance structures

(sustainability, fidelity and effectiveness)(sustainability, fidelity and effectiveness)

WORKING SMARTERInitiative,Project,

Committee

Purpose Outcome TargetGroup

StaffInvolved

Evaluation

AttendanceCommittee

Increase student attendance

Percentage increase in daily attendance

Total student body and high absence students

Mr. EarlyMs. NeverlateMr. OntimeMs. Prompt

Total attendance ratesHigh absent students rates

CharacterEducation

Improve student behavior

No measurable outcome defined

Total study body

Social Skill Teaching Social Skill Teaching PhasesPhases

White & Haring, 1980White & Haring, 1980

Steps of Teaching Steps of Teaching SkillstreamingSkillstreaming

1.1. Define the SkillDefine the Skill2.2. Model the SkillModel the Skill3.3. Establish Student Skill NeedEstablish Student Skill Need4.4. Select Role-PlayerSelect Role-Player5.5. Set Up the Role-PlaySet Up the Role-Play6.6. Conduct the Role-PlayConduct the Role-Play7.7. Provide Performance FeedbackProvide Performance Feedback8.8. Assign Skill HomeworkAssign Skill Homework

Step 1: Define the SkillStep 1: Define the Skill

Teacher explains the skill Teacher explains the skill that will be taught through that will be taught through questioning and discussionquestioning and discussionThis is brief—no long This is brief—no long lectures!lectures!

Step 2: Model the SkillStep 2: Model the Skill

Learning by ImitationLearning by Imitation Observational LearningObservational Learning

Learn by observing others—mostly Learn by observing others—mostly peerspeers

Step 3: Establish Student Step 3: Establish Student Skill NeedSkill Need

Identify each student’s Identify each student’s currentcurrent and and future need for the skillfuture need for the skill

An open group discussion is needed An open group discussion is needed to establish relevant and realistic to establish relevant and realistic role-playsrole-plays

Steps 4-6: Select, Set-Up, Steps 4-6: Select, Set-Up, and Conduct Role-Playand Conduct Role-Play

Norms, roles, and Norms, roles, and responsibilities must be responsibilities must be establishedestablished

Structure Role Plays for Structure Role Plays for SuccessSuccess

Explain expectationsExplain expectations Review goalReview goal Start with lower level skills and work upStart with lower level skills and work up Stress one skill at a timeStress one skill at a time Do not allow one student to take up all the Do not allow one student to take up all the

timetime Allow for down time- saturation Allow for down time- saturation Not everyone feels comfortableNot everyone feels comfortable

Allow for some spectator behaviorAllow for some spectator behavior Don’t force them to speakDon’t force them to speak

Teacher Roles and Teacher Roles and ResponsibilitiesResponsibilities

Model active listeningModel active listening Model effective ways of communicating Model effective ways of communicating

whenever possible (Use “I” statements)whenever possible (Use “I” statements) Help group members clarifyHelp group members clarify

Reflect- mirror responsesReflect- mirror responses Paraphrase- restate responsesParaphrase- restate responses Question- further clarificationQuestion- further clarification Share experiencesShare experiences

Point out similarities/differencesPoint out similarities/differences Praise and reinforce the smallest behaviorPraise and reinforce the smallest behavior Have funHave fun

RelaxRelax!!

Step 7: Provide Step 7: Provide Performance FeedbackPerformance Feedback

Provide reinforcement only after Provide reinforcement only after role-plays that follow the behavioral role-plays that follow the behavioral stepssteps

Reinforce everyone involved in the Reinforce everyone involved in the role-playrole-play

If role-play deviates from behavioral If role-play deviates from behavioral steps, reinforce “trying,” but re-steps, reinforce “trying,” but re-teach the stepsteach the steps

Step 8: Assign Skill Step 8: Assign Skill HomeworkHomework

Try steps in real life settingsTry steps in real life settings Start with school environmentStart with school environment Start with relatively simple Start with relatively simple

assignments (lower stress situations)assignments (lower stress situations) Teacher and student decide when, Teacher and student decide when,

how, and with whomhow, and with whom

Keys to GeneralizationKeys to Generalization

Involve Involve othersothers Use Use examplesexamples from instructional from instructional

universeuniverse Teach Teach generalgeneral case and skill case and skill

variationsvariations Teach Teach self-managementself-management strategies strategies Teach Teach withinwithin and and acrossacross settings settings

Data Collection Steps for Social Skills

Instruction

Classroom Survival Skills:-Listening-Asking for Help-Saying Thank You-Following Instructions-Completing Assignments-Asking a Question-Ignoring Distractions-Making Corrections-Setting a Goal

Friendship-Making Skills:-Introducing Yourself-Beginning a Conversation-Ending a Conversation-Joining In-Asking a Favor-Giving a Compliment-Accepting a Compliment-Sharing-Apologizing

Skills for Dealing with Feelings:-Knowing Your Feelings-Expressing Your Feelings-Recognizing Another's Feelings-Expressing Concern for Another-Dealing with Your Anger-Dealing with Another's Anger-Expressing Affection-Dealing with Fear

Skill Alternatives to Aggression:-Using Self-Control-Responding to Teasing-Avoiding Trouble-Staying Out of Fights-Problem Solving-Accepting Consequences-Dealing with an Accusation

Skills for Dealing with Stress:-Being Honest-Dealing with Losing-Dealing with Being Left Out-Being a Good Sport-Accepting No-Saying No-Reacting to Failure-Dealing with Group Pressure

School-wide Social Skills Data Collection Tool

Teacher's Name _______________________________ Grade Level _____________

StudentsClassroom Survival

Skills

Friendship-Making Skills

Skills for Dealing with Feelings

Skill Alternatives to Aggression

Skills for Dealing with Stress

Total for each column

Step 1: Write the names of your students in the first column. Refer to the skills listed on the right and check off any skill sets that the student displays significant deficits compared to their peers. Count the total number of students for each skill set and write it at the bottom of each column.

School Summary

Staff Names

Classroom Survival Skills

Friendship-Making Skills

Skills for Dealing with Feelings

Skill Alternatives to Aggression

Skills for Dealing with

Stress

Total for each column

Step 2: Fill in the left column with the staff names (grouped by grade level) and total the number of students that were recommended for each skill set.

Classroom

Survival SkillsFriendship-

Making Skills

Skills for Dealing with

Feelings

Skill Alternatives to

Aggression

Skills for Dealing with

StressCampus Totals

School-wide SkillsStep 3: Transfer the total number of students who were requested for each group to this page.

Write your total school population here. X 20%=

Brainstorm as many avenues as possible for teaching social skills at a school-wide level.

Step 4: If more than 20% of your campus or a particular grade level needs a certain skill set, you will want to teach those skills school-wide or per grade-level. What skill set(s) does your data show need to be taught school-wide?

Step 5: Identify skill sets that are needed at your campus that will not be addressed school-wide or through an existing social skills program.

Brainstorm all of your resources/ staff for small group social skills instruction.

Create small groups based on the skill needing more intensive social skills instruction.

Skill

School-Wide or

Small Group

When Who/ How

How will progress be monitored?

How will the campus reinforce the skills taught?

Step 6: Create a calendar for teaching the skills.