3/25/2013

QuQuaality Elity Edduuccaattional Pional Prraaccticetices fos forr StudenStudenttss with Higher Functiowith Higher Functionniningg LevLevels of Autism Spectruels of Autism Spectrumm DisorderDisorder A fivA fivee-part webinar-part webinar seriesseries hostedhosted byby thethe PennsyPennsyllvvania Trainingania Training and Technicaland Technical AssistanceAssistance NetNetwwororkk

Session 3: Social Skills Instruction (March 27, 2013)

Instructor: William L. Heward, Ed.D., BCBA-D

The Ohio State University

Important! • To receive credit for this webinar series you must:

1. Watch the entire webinar and complete the survey monkey for each session. The survey monkey link for today’s session:

• https://www.surveymonkey.com/s/session2autismwebinar

1. Enter the validation code for each session on survey monkey.

• The validation code will be announced 3 times at the conclusion of today’s session. You are responsible for writing it down and entering it on the survey.

April 3, 2013 is the deadline for completing the survey with the validation code.

Outline

What are social skills?

Which ones are most important to teach?

What teaching practices are most effective?

Collaborative learning: a 2-for-1 approach to social skills training

1

Source Teaching he Soc al Sk lls by K. Burke Pren ce Ha eTeach. © 2009 by Pearson Educat on.

Source Teaching he Soc al Sk lls by K. Burke Pren ce Ha eTeach. © 2009 by Pearson Educat on.

3/25/2013

: t i i . ti ll

i

: t i i . ti ll

i

Taking Part:Introducing Social Skills to Children

Cartledge, G., & Kleefeld, J. (2009). Taking part: Introducing social skills to children (2nd ed.). Champaign, IL: Research Press.

The Walker Social Skills Curriculum

Walker, H. M., McConnell, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1988). The Walker Social skills curriculum. Austin, TX: PRO-ED.

2

3/25/2013

#6 - You can’t teach everything a student with autism needs to learn

Attempting to treat all of a student’s learning needs at once invites failure. Neither the student nor his/her teacher(s) can devote the time and resources needed for so many behavior changes.

Sometimes “thinking small” takes us the farthest.

Which ones are most important?

Narrow the field of potential SS target behaviors by first judging the relevance of each TB candidate, then prioritizing the most relevant ones.

Judging the Relevance & Prioritizing Potential Target Behavior

Source: Cooper, Heron, & Heward (2007), Applied Behavior Analysis, 2nd ed. (pp. 54, 57). Pearson Education.

What teaching practices are most effective?

Modeling Reinforcement Correcting errors Environmental supports (e.g., response prompts and scripts) Transferring stimulus control (fading response prompts and scripts) ASR, ASR, & more ASR (structured SS lessons & embedded opportunities in daily activities) Programming for generalization and maintenance

3

3/25/2013

Video courtesy Rethink Autism. http://www.rethinkautism.com/Video courtesy Rethink Autism. http://www.rethinkautism.com/

Embed into daily activitiesEmbed into daily activities

Video courtesy Rethink Autism. http://www.rethinkautism.com/Video courtesy Rethink Autism. http://www.rethinkautism.com/

Embed scripts into daily activitiesEmbed scripts into daily activities

Video courtesy Rethink Autism. http://www.rethinkautism.com/Video courtesy Rethink Autism. http://www.rethinkautism.com/

Embed into fun activitiesEmbed into fun activities

4

3/25/2013

Source: Robinson Spohn, J. R., Timko, T. C., & Sainato, D. M. (1999). Increasing the social interactions of preschool children with disabilities during mealtimes: The effects of an interactive placemat game. Education and Treatment of Children, 22, 1–18.

Collaborative Learning Groups: 2 for 1?

Having students work in groups can be effective way to promote academic and social skills

CLGs often fail because:

unclear expectations for students

too little ASR directly related to targeted learning outcomes

no systematic consequences for participating and/or producing a product

too much down time and off-task behavior

Numbered HeadsNumbered Heads TTogether:ogether: 3rd3rd GradeGrade

SourSource:ce: ExceptiExceptionalonal CChhiillddrren:en: An IntrAn Introductioductionon to Specito Speciaall EducatiEducationon ((99th ed.)th ed.) byby WW.. L.L. HHeewwaarrdd. ©. © 20092009 byby PearPearsonson EducatiEducation.on.

5

3/25/2013

Numbered Heads Together

• Maheady, L., Michielli-Pendl, J., Harper, G. F., & Mallette, B. (2006). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15, 24-38.

• Maheady, L., Michielli-Pendl, J., Mallette, B., & Harper, G. F. (2002). A collaborative research project to improve the academic performance of a diverse sixth grade science class. Teacher Education and Special Education, 25, 55-70.

Classwide Peer Tutoring

Peer tutoring & students with autism and developmental disabilities

• Cooke, N. L., Heron, T. E., Heward, W. L., & Test, D. W. (1982). Integrating a down's syndrome child in a classwide peer tutoring system: A case report. Mental Retardation, 20, 22-25.

• Kamps, D., Locke, P., Delquadri, J., & Hall, R. V. (1989). Increasing academic skills of students with autism using fifth grade peers as tutors. Education & Treatment of Children, 12(1), 38-51.

• Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61.

• Kamps, D., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross- aged peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9, 97-115.

6

3/25/2013

CCoo

mmpp

rreh

en

sie

he

nsi

on

qo

n q

ue

sti

ue

stio

ns

on

s a

nsw

an

swee

rred

co

re

d c

orrr

eect

lct

lyy

So

ciS

oci

al

al ii

nnte

rte

raact

ict

ion

so

ns

du

rd

uriinn

ggffrr

ee

pl

ee

pla

ya

y

KKaammpps,s, D.D. M.M.,, BBaarrbbeettatta,, PP.. M.M.,, LLeeonaonarrdd,, BB.. RR..,, && DeDelqualquadrdri,i, JJ.. ((1994)1994).. JJournal ofournal of ApplieApplied Bed Behavhaviorior AnalyAnalyssis,is, 27,27, 49-49-61.61.

Four Evidence-Based CWPT Models*

Juniper Gardens Children’s Center - University of Kansas (Greenwood, Delquadri, & Carta, 1997) Peer Assisted Learning Strategies (Pals) -Vanderbilt University (Fuchs, Fuchs, Mathes, & Simmons, 1996) Classwide Student Tutoring Teams - SUNY at Fredonia (Maheady, Sacca, & Harper, 1987) The OSU CWPT Model - The Ohio State University (Heward, Heron, & Cooke, 1982).

* Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading and Writing Quarterly, 22, 65-89.

Common Elements of CWPT Clearly defined learning objectives

Individualized content/items.

High rates of active student responding (ASR)

Praise for correct responses

Systematic error correction

Direct and frequent measurement of student performance

7

3/25/2013

CWPT: The OSU Model

Source: Exceptional Children: An Introduction to Special Education (9th ed.)by W. L. Heward. © 2009 by Pearson Education.

Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Education.

CWPT Task Cards

Source: Total Tutoring for General and Special Educators [Instructor’s Manual] by

T. E. Heron & W. L. Heward (2000). Columbus, OH: The Ohio State University.

8

3/25/2013

CWPT Task Cards: Geometry

CWPT Task Cards: Geography

CWPT Task Cards: Science

9

3/25/2013

CWPT: How To • Greenwood, C., Delquadri, J., & Carta, J. (1997). Together we can! ClassWide

Peer Tutoring to improve basic academic skills. Longmont, CO: Sopris West.

• Maheady, L., Harper, G. F., Sacca, M. K., & Mallette, B. (1991). Classwide student tutoring teams: Instructor’s manual and videotape package. Fredonia, NY: School of Education, SUNY Fredonia.

• Miller, A. D., Barbetta, P. M., & Heron, T. E. (1994). START tutoring: Designing, training, implementing, adapting, and evaluating tutoring programs for school and home settings. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 265-282). Monterey, CA: Brooks/Cole.

• Simpson, R. L. (1992). Tips for practitioners: Peer tutoring and students with autism. Focus on Autistic Behavior, 7(4), 16-18.

• Special Connections Website. (2005). Instructional tools related to peer tutoring. University of Kansas http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=cwpt /teachertools

GrGreenweenwood,ood, CC.,., DDeellqquadruadrii,, J., &J., & CCaarrtta, J. (a, J. (1997)1997).. TTogetherogether wwee can!can! ClassWClassWideide Peer TPeer Tuutoring totoring to ImImprove Basicprove Basic AcademAcademicic SkillsSkills. Long. Longmmont, Cont, CO:O: SoprSopriiss WWeest.st.

Maheady, L., Harper, G. F., Sacca, M. K., & Mallette, B. (1991). Classwide student tutoring teams: Instructor’s manual and videotape package. Fredonia, NY: School of Education, SUNY Fredonia.

10

3/25/2013

Peer Tutoring Handout

When and how to request help/attention from teachers and peers is a critical social skill in the classroom

Recruiting Sequence Source: Courtesy of Ya-Yu Lo (University of North Carolina at Charlotte)

11

3/25/2013

Research has shown that teaching students with disabilities when and how to recruit teacher attention and assistance for their academic work results in ..

teachers giving more praise and feedback to those students students completing more academic work and doing it with higher accuracy

CCrraafft,t, M.M. AA..,, AAllbeberr,, SS.. RR..,, && HeHewwaarrdd,, WW.. LL.. ((1998)1998).. JJournalournal of Applieof Applied Bed Behavhaviorior AnalyAnalyssis,is, 31,31, 399-399-415.415.

PercentagPercentage ofe of spellingspelling wwoorksheetrksheet ititemems coms comppleted andleted and comcomppleted correctlyleted correctly durduriinngg baselbaseliine and gne and genereneralaliizzatiationon prprogogrraammmmiinngg//mmaaiintenancentenance condicondititionsons

CCrraafft,t, M.M. AA..,, AAllbeberr,, SS.. RR..,, && HeHewwaarrdd,, WW.. LL.. ((1998)1998).. JJournalournal of Applieof Applied Bed Behavhaviorior AnalyAnalyssis,is, 31,31, 399-399-415.415.

Who ShouldWho Should Be TaughtBe Taught toto Recruit?Recruit?

Withdrawn Willamena is very timid and seldom asks the teacher anything. She’s so well-behaved that her teachers sometimes forget she’s even in the room.

In-a-Hurry Harry is usually half done before his teacher has finished explaining the task and is often first one finished. But Harrydoesn’t hear much praise because his work is filled with careless errors.

12

3/25/2013

Who ShouldWho Should Be TaughtBe Taught toto Recruit?Recruit?

Shouting Shelly has finished her work and wants her teacher to look at it--right now! Shelly gets her teacher’s attention, and disrupts most of her classmates in the process, by shouting across the room.

Pestering Pete raises his hand, waits quietly, and then he politely asks his teacher, “Have I done this right?” Fine style but Pete repeats this routine a dozen or more times in a 20-min period.

Training Students to Recruit Assistance/Attention from Others

1. Select target behaviors

2. Teach self-assessment

3. Teach appropriate recruiting

4. Promote generalization and maintenance

Step 1: Select Target Behaviors

Choose behaviors that will be reinforced by teachers (e.g., sitting up straight, looking and smiling at the teacher, writing neatly and legibly, working quietly, cleaning up at transition time)

Start with skills the student can already perform with some accuracy and consistency.

13

3/25/2013

Step 2: Teach Self-assessment

Students should self-assess their work before cueing their teacher’s attention.

First, students should ask themselves, “Is my work complete?”

Next, they can self-assess accuracy by: Answer keys - self-scoring

Checklists - individualized checklists components of skill

Spot checks - check two or three items

Eyeballing - scan for unfinished blanks or frequent errors

Step 3: Teach Appropriate Recruiting When (timing): after completing and self-checking work

Role play positive and negative examples to help students identify appropriate and inappropriate times to recruit

How (form): hand raise, signal flag, bring work to teacher

Prepare students for the fact that their recruiting bids will not always result in teacher attention.

Have students role play putting their hands down and trying again in a few minutes.

Step 3: Teach Appropriate Recruiting

Response to Teacher’s Feedback: make eye contact, smile, and say “Thank you”

Not every effort to recruit will result in teacher praise; some efforts may even produce criticism or a reprimand.

Prepare students by role-playing polite and affirmative responses.

How Often: - don’t turn a Withdrawn Willamena into to a Pestering Pete

Frequency will vary as a function of teacher style

Ask teachers when, how, and with what frequency they prefer students to recruit help and attention.

A recommended recruiting rate is 1 to 3 during a 20- to 30-min. period.

Have students role play putting their hands down and trying again in a few minutes.

14

3/25/2013

Step 4: Promote Generalization and Maintenance

Simulate generalization setting during training.

Practice the full range of likely situations the student will encounter.

Use intermittent reinforcement during training.

Remind the student to recruit in the regular classroom.

Provide a physical prompt to the student can use in the generalization setting.

Cue card for recruiting peer assistance

Source: Wolford, T., Alber, S. R., & Heward, W. L. (2001). Teaching middle school students with learning disabilities to recruit peer assistance during cooperative learning group activities. Learning Disabilities Research & Practice, 16, 161-173.

Recruiting mnemonic

Complete your work

Look it over for mistakes

Ask yourself if the teacher is available

Signal the teacher and ask her to look at your work

Say “Thank you”

Source: Alber, S. R., & Heward, W. L. (1997). Recruit it or lose it! Training students to recruit positive teacher attention. Intervention in School and Clinic, 32, 275-282.

15

3/25/2013

Step 4: Promote Generalization and Maintenance of Recruiting (con’t)

Teach students to self-record their recruiting.

Provide delayed rewards for recruiting.

Ask the classroom teacher to praise the student’s recruitment efforts.

Recruiting Handout

Important! • To receive credit for this webinar series you must:

1. Watch the entire webinar and complete the survey monkey for each session. The survey monkey link for today’s session:

• https://www.surveymonkey.com/s/session3autismwebinar

1. Enter the validation code for each session on survey monkey.

• The validation code will be announced 3 times while this slide is projected. You are responsible for writing it down and entering it on the survey.

April 3, 2013 is the deadline for completing the survey with the validation code.

16

3/25/2013

Questions and feedback regarding this webinar may be emailed to:

billheward@pattan.net

Thank you!

17