Embedding Social Skills Instruction into a Multitiered System
Embedding Social Skills Instruction into a Multi-tiered System of Supports Webinar Sherry Schoenberg, Julie Erdelyi & Rebecca Lallier November 6, 2013
Webinar Logistics • Orient to Webinar Screen • 2 Ways to Interact: – Raise your hand using the icon on your screen – Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.
Agenda • Best practices in teaching social skills within multi-tiered systems of support • Introduction to Social Cognition • Intro to Second Step Curriculum Within a Multi-tiered Framework
Why is Teaching of Social Skills Important? Research Links SEL to Higher Student Success • 23% gain in SE skills • 9% gain in attitudes about self/others/school • 9% gain in pro-social behavior • 11% gain on academic performance via standardized tests (math and reading) And Reduced Risks for Failure • 9% difference in problem behaviors • 10% difference in emotional distress Source: Durlak, J. A. , Weissberg, R. P. , Dymnicki, A. B. , Taylor, R. D. , and Schellinger, K. (2011). The Impact of Enhancing Students ’ Social and Emotional Learning: A Meta-Analysis of School. Based Universal Interventions. Child Development, 82, 405 -432.
Social Skills Basics • Social skills curriculum must match the specific need. • An ideal curriculum does not exist. • Basic set of “Preferred Teaching Practices” exists. • Initially, learning how to teach social skills takes time and energy. 5
Social skills curriculum must match the specific need 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
There is not one ideal curriculum! Types of Social Skills Issues Actions & Interventions Social Skill Strengths: student knows and uses social skills consistently and appropriately üReinforce to maintain desired social behavior üUse student as a model for others Performance üUse behavior techniques to increase student practice and performance of desired social behavior Frequency üProvide extensive opportunities to practice across a wide range of exemplars Acquisition üDirect instruction of the desired social behavior Competing Problem Behaviors üUse behavior techniques to reduce interfering behaviors üCollect further information (FBA)
Preferred Teaching Practices • • • Tell (coaching) Show (modeling) Do (role play) Practice (behavioral rehearsal) Monitor Progress (feedback) Generalize (apply in multiple settings) 10
Social Skills Instruction at the Universal Level • Generally taught by classroom teacher • Considered part of the curriculum • Built into the weekly schedule • Often starts with the teaching of school-wide expectations and progresses to issues of concern based on data i. e. , bullying, harassment, other risk behaviors • Acknowledgement system should be linked to demonstration of skills covered in social skills instruction
Social Skills Instruction at the Targeted Level • Pre-corrections, prompts and acknowledgments linked to universal social skill instruction with greater frequency • Linked to a school’s check in/check out strategies • Social skills group pre-teach skills introduced in the universal curriculum and provides extra opportunities for practice and feedback • Targeted lessons presented as game-based instruction can ameliorate behavior challenges in the small group
Social Skills Instruction at the Intensive Level • Link with functional assessment and behavior planning • Create individualized plans within the context of the Universal (school-wide) social skills instruction. • Integrate what the student does well • Evidence of generalization should include school, home and community
Implementation Process Sustained Implementation Full Implementation Initial Implementation Pre-Implementation
Teaching Social Understanding to Promote Positive School Culture Julie Erdelyi, M. A. Program Manager , Communication Services at the Stern Center for Language and Learning 15
Enter: Social COGNITION • Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions. • We know that social cognitive challenges impact a students ability to access the core curriculum. 16
Skill vs. Cognition: Greeting • Skill – Look at the person – Wave and/or say “HI” – Reinforce the sequence • Cognition – Think about who is around you & decide who you want to be friendly to. – Decide how to best greet the person based on expectation and prior knowledge. – Say “Hi” (verbal or nonverbal) in whatever way is expected 17
A Big Assumption • We assume that social knowledge is in place and that students are able to use social cognition to regulate their behavior in a group. 18
Concepts that Support Universal Application • Important Universal Concepts – The Incredible 5 Point Scale – Hidden Curriculum 19
Monitoring My Anxiety Level A Rating Scale for Sam 5 4 3 2 1 Forget it. My self control is zero. I need an advocate. It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry. I’m okay. But I would like somebody nearby to support me. I’m cool. No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else.
The scale can also serve as a quiet, unobtrusive reminder to the student to self monitor behavior. 21
Vocabulary • • • • Listening with your eyes and brain. Brain in/Brain out Body in/Body out Too much/Too little/Just right Thinking bubble/Talking bubble Smart Guess/Wacky Guess People files Social Fake ‘Thinking about you’ vs. ‘Just me’ person “I do”, “We do” Listen, Care, Change Predict, Care, Change Giving and receiving information 22
Define School-wide Expectations for Social Behavior • Identify 3 -5 expectations in short statements. • Use positive statements (what to do, not what to avoid doing) • Make them memorable! 23
Define School-wide Expectations for Social Behavior – Be respectful – Be responsible – Be safe – Be kind – Be a friend – Be-there-be-ready – Hands and feet to self – Respect self, others, property – Follow directions of adults 24
References • Buron, K. & Curtis, M. (2003). The Incredible 5 -Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company. www. 5 pointscale. com • Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www. socialthinking. com • Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www. thegraycenter. org. • Moreau, M. R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: Mind. Wing Concepts, Inc. • Schmidt-Mertes, Gretchen. M. Ed. , 2008 -2011 Puget Sound Autism Aspergers Support Associates Gretchenschmidt-mertes@psaasa. org 25
Questions/Comments?
Dothan Brook School: Social Skills within MTSS Rebecca Lallier, M. Ed. 27
Social Skills within MTSS • Social skills are explicitly taught to ALL students through school-wide, classroom, and counseling lessons. UNIVERSAL • Students with behavioral and/or emotional challenges and/or lagging skills receive additional social skills instruction in a small group setting. TARGETED • Students whose needs are not met through the above receive 1: 1 social skills instruction. INTENSIVE
Social Skills Curricula at DBS All used at universal, targeted, & intensive • Second Step • Think Social and Superflex & the Team of Unthinkables (adapted) • The Zones of Regulation (adapted) • The Incredible Flexible You (Kindergarten) • DBS Counseling Curriculum
Why Second Step? • easy to teach • engaging for students • shared language • wealth of supportive resources available • easily usable for all three tiers • aligned to Common Core and American School Counselor Association Mindsets & Behaviors
Second Step Research Develops: • Self regulation skills • Social-emotional competencies • School connectedness Prevents: • Problem behaviors • Peer rejection • Impulsivity • Low academic achievement
Second Step Posters K & G 1 Puppets Lesson Cards Listening Rules and Skills for Learning Cards DVD Online Resources Unit Cards Song CD Teaching Materials Binder
Second Step Program Skills and Topics K-3 4 -5 • Skills for learning and empathy • Empathy • Emotion management • Friendship skills and problem solving • Emotion management • Problem solving
Skills for Learning • • • Listening Focusing attention Following directions Using self-talk Being Assertive
Emotion Management • Staying in Control ➢Steps for Staying in Control (All grades) ➢Focus on anger and checking assumptions (grade 7) ➢De-escalating tense situations (grade 8) 37
Early Learning - Grade 3 Lessons
Grades 4 & 5 Lessons
Classroom Posters
DBS Universal Second Step • Second Step, Pre. K-5 – Built into master schedule – Simultaneous (Tuesdays 8: 15 -8: 45/9: 00) – ALL staff assigned to classrooms to co-teach (other than nurse, secretary, custodian, food service) – Following Through lessons incorporated into morning meeting and taught by classroom teachers (5 minute activity Wed, Thurs, Fri, Mon) – Home links - “homework” for families
Targeted Second Step • Second Step – Weekly pre-teaching by counselors, special educators, and SLP – Co-taught as needed!!! – students do not miss academics or related arts • built into the master schedule (2013 & 2014) during enrichment block • Grade-level group time selected by teachers (2015)
Targeted Kindergarten Group
Impact of Targeted Second Step • Increased success in classroom Second Step lessons (Teachers LOVE this!) • Recent FBA – the ONLY instructional classroom setting where the behavior does not occur is during the classroom Second Step lessons!
Impact of Targeted, continued • Better understanding and generalization of skills • More opportunity to tie the skills to students’ particular circumstances & behavioral needs. • Increased problem-solving skills
Students Respond: “How does pre-teaching help you? ” “You understand the lessons [in the classroom]. If others don’t understand you can explain it to them. ” “I remember what we did. I answer questions. I know the answers. ”
More Words of Wisdom “It makes it easier for me. I won’t have to think about it as long. Otherwise they would be asking the next question by the time I thought of the answer. “I know what I’m going to say so I don’t get stressed and mad. ”
Intensive Second Step • During individual counseling sessions – Digital tools & art activities - role plays and “teaching others” • 1: 1 reinforcement with Otter Club (Targeted) para • Most are getting Second Step social skills training within a targeted group as well as in the classroom
Impact of Intensive • Depends on the friend! – Significant behavior changes for some • Moving to targeted supports only – Increased opportunity to practice and problemsolve around specific situations – Reduced feelings of shame – Vision of self as “expert” helper to others
Impact of Universal Second Step 89. 5% of DBS staff agree that Second Step adds to the DBS PBIS program (2014 -15)
For All Tiers Fidelity, fidelity! If it’s not working, make sure everyone is: • implementing with fidelity • using good teaching skills • prepping the lessons • delivering lessons and follow up activities with enthusiasm • using the language with students
Questions/Comments?
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