ec socialskills elliott
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Social Skills DevelopmentSocial Skills Developmentin Early Childhoodin Early Childhood
Enabling Learning, Growing FriendsStephen N. Elliott, PhDStephen N. Elliott, PhD
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Stephen N. Elliott, PhDMickelson Foundation Professor of Education
&
Social and Family Dynamics
Director, Learning Sciences Institute
Arizona State University
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Learning is a Very Social Event
for Most Students & Teachers!
1. Children learn many behaviors from observing other children oradults.
2. Children can teach each other important skills.3. Learning is improved when opportunities to respond are
increased.
4. Learning is improved when time-on-task is increased.
5. Learning is improved when feedback about effort & products isprovided in a timely manner.
6. Learning is improved when reinforcement is provided.
7. Academic performance & classroom behavior are highlyinterrelated.
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Social Skills, Problem Behaviors, andAcademic Functioning are Interrelated
Problem
BehaviorsSocial
Skills
Academic
Functioning
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Guiding Questions
1. Who needs social skills instruction?
2. What are the most important social skills to teach?
3. How can you effectively teach social skills topreschoolers?
4. What is the most efficient way to monitor outcomes ofyour social skills instruction?
5. What if my instruction is ineffective at improving achilds social behavior?
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Definition of Social Skills or
Prosocial BehaviorsSocially acceptable learned behaviors that enable an
individual to interact effectively with others and to
avoid or escape negative social interactions withothers (Gresham & Elliott, 1990).
Major categories of social skills (CCAREES)
Communication Cooperation Assertion Responsibility
Empathy Engagement Self-Control
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Examples of Social Skills COMMUNICATION
ENGAGEMENT
Takes turns in conversations - Makes friends easily Makes eye contact when talking - Invites others to join in activities
COOPERATION
SELF-CONTROL
Follows your directions - Makes a compromise during aconflict
Follows classroom rules - Stays calm when teased
ASSERTION
Asks for help from adults Questions rules that may be unfair
RESPONSIBILITY Respects the property of others Takes responsibility for own actions
EMPATHY Forgives others Feels bad when others are sad
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Social Skills: The Foundation
for Academic Success! Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo
(2000) found that prosocial skills (cooperating, helping,
sharing, and consoling) in 3rd grade was a betterpredictor of 8th grade academic achievement than 3rdgrade academic achievement.
Malecki & Elliott (2002) reported similar findings forsocial skills and problem behaviors for an elementarysample, with social skills significantly predicting end-of-year achievement test performance on a highstakes test.
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Social Skills: Key Academic Enablers
Social skills (i.e., interpersonalskills in the figure) play a keyrole in facilitating a students
achievement in reading andmathematics by directlyinfluencing motivation, which inturn influences engagement andstudy skills (DiPerna & Elliott,
2000).
Students who are sociallyskilled spend more time on taskand more time helping others.
As a result, learning time goesup, classroom problem behaviorgoes down, and achievementincreases.
Prior ReadingAchievement
InterpersonalSkills
Motivation
Study Skills
Engagement
ReadingAchievement
0.48
0.34
0.62
0.82
0.02
0.29
.34
0.60
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The Top 10 School Social Skills! Listens to Others
Follows Directions
Follows Classroom Rules
Ignores Peer Distractions
Asks for Help
Takes Turns in Conversations Cooperates With Others
Controls Temper in Conflict
Situations Acts Responsibly With Others
Shows Kindness to Others
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Definition of Competing
Problem BehaviorsCompeting problem behaviors are those behaviors that
compete with or block either the acquisition or
performance of socially skilled behaviors. Thesecompeting problem behaviors my be externalizing,internalizing, bullying, hyperactivity/inattention, orautism spectrum (Gresham & Elliott, 2008).
Major categories of competing problem behaviors Externalizing Bullying
Hyperactivity/Inattention Internalizing Autism Spectrum
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Variables that Influence Social Skills
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Tools to Support Sound Assessment and
Effective Intervention with Preschoolers
Univers
alTargeted
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Comprehensive, Multi-Tiered Model for
Improving Students Social Behavior
SSIS
ClasswideIntervention
Program
SSIS RatingScales
& Other
Assessments
SSIS InterventionGuide
(Small Groups)Intervention
IndividualInterventions
(Resource: SSISIntervention Guide)
SSIS
Performance
ScreeningGuides
UniversalIntervention
Universal
Screening
(Tier 1)
SSIS
Perform
ance
Screeni
ng
Guides
Selected
Assessment
(Tier 2) SelectedIntervention
TargetedIntervention
Exit
Exit
Exit
Diagnostic
& Functional
Behavioral
Assessments
Special
Education
Referral
SSIS RatingScales
& Other
Assessments
Targeted
Assessment
(Tier 3)
SPEDPlacement
Exit
Exit
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Classwide/Universal AssessmentThe SSiS Performance Screening Guides:
Three levels: Preschool, Elementary, Secondary Four key areas assessed by Teacher:
Prosocial Behavior, Motivation to Learn Reading Skills, and Math Skills
Easy to use and time efficient Focus on keystone classroom behaviors and skills Quickly screen a whole class or an entire school Monitor progress
Provide documentation on all students, not just thoseneeding instruction or intervention
In 25-30 minutes, a teacher can quickly and effectively screen 25students.
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Criterion-Referenced Judgments Using
Performance Level Descriptors Each set of descriptors summarize
several weeks of teachers'observations and interactions withstudents.
The more frequent a studentexhibits a behavior or the morecompetently the skills areexpressed, the higher the level ofperformance for the descriptor.
Teachers compare each student tothe behavioral criteria as opposedto comparing students to eachother as commonly done withnorm-referenced assessments.
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Classwide Intervention Program
Designed for use by general education teachersin mainstream classrooms.
Provides teachers with an easy-to-use,effective, and efficient way to teach 10 of themost important social skills.
Blends instructional best practices and provenintervention methods to teach social skills.
Three developmental levels:
Preschool/ Kindergarten
Early Elementary
Upper Elementary/Middle
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SSIS Intervention Guide
Designed for school psychologists and othereducational specialists providing targetedinterventions
Guides intervention planning for keystonebehaviors from SSIS Rating Scalesassessment results
Easy-to-implement instructional modelfacilitates intervention planning
Builds on the SSIS Classwide InterventionProgram by including modified versions of theTop 10 Social Skills and selected resources
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CIP Resources on CD
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Instructional Approach
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Materials for Teaching Social Skills
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Video Clips Provide Positive & Negative
Models of Social Behavior
26 video clips to
facilitate discussion &
modeling of skills
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Students Monitor Their Own ProgressStudents
evaluatetheir
progress
during
eachlesson
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Social Skills Practice in Varied Settings
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Letters & Notes to Encourage
Parental Involvement
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Resources to Monitor Student Progress
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Teaching the Top Ten
SkillsListening to others
Unit 1: Lesson 1
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Weekly Lessons Overview Lesson #1
1. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor
6. Generalize
Lesson #2
1. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor6. Generalize
Lesson #31. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor6. Generalize 7. Review Weeks work and progress
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Parts of a Lesson: Tell
TELL: Coaching
Teacher leads, students follow in booklet1. Provide learning objective
2. Introduce skill via questions
3. Define skill and stress key words4. Discuss skill importance
5. Outline steps to perform skill
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Parts of a Lesson: ShowSHOW: Modeling
Teacher leads, shows video clips, students use bookletsand role-plays1. Students work in booklet
2. Show and discuss positive video clip and discuss3. Show and discuss negative video clip and discuss
4. Positive example role play
5. Negative example role play
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Parts of a Lesson: DoDO: Review and role play: teacher leads, students
follow along in booklet and role play1. Students define skill
2. Students state skill steps
3. Students state skill importance4. Review steps
5. Group role-play and feedback
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Parts of a Lesson: Monitor Progress
MONITOR PROGRESS: Having students selfassess:
1. Ask students to think about how well theyare progressing with the social skill
2. Ask students to complete the How Am I
Doing activity in their booklet
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Parts of a Lesson: Practice
PRACTICE: Behavioral rehearsal in class
Student activities in booklet, practice with classmates,reinforce exhibition of skill1. Review and apply skill in booklet activities
2. Students practice skill steps with classmates3. Encourage practice outside of class
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Parts of a Lesson: Generalize
Generalize: Applying Learning in Multiple Settings
Teacher initiates, students complete activity outside of class
1. Give Homework assignment to use skill in other settings or
with other students
2. Have students share their booklets with a parent, friend,other adult, or sibling to communicate information about the
social skill they are learning
3. Have students complete the Practice activity in theirbooklets
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An Integrated System for
Social Skills Improvement Performance Screening Guide
Teacher Assessment of Student Assesses Prosocial Behavior, Motivation to Learn, Reading Skills, Math Skills
Classwide Intervention Program 10 Classroom units & supporting materials for Top Ten Social Skills 7 Prosocial behavioral areas covered
Rating Scales Assessment of Student Social Skills, Problem Behaviors & Academic
Competence Teacher, parent & student forms for comprehensive picture across school,
home and community settings
Provide standard scores with percentile ranks
Intervention Guide Tied to Rating Scales; Offers intervention and remediation strategies
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Thank you!
Stephen N. Ell iott, PhD
Learning Sciences Institute
Arizona State University
Tempe, AZ
steve_elliott@asu.edu
Find more information on the Social
Skills family of assessment andintervention tools atwww.psychcorp.com
Theory-driven,
Research-based
mailto:steve_elliott@vanderbilt.edumailto:steve_elliott@vanderbilt.edu
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