rti and behavior: a pbis approach to social skills acquisition rebekah bickford, m.s. caroline...
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RTI and Behavior:A PBIS Approach to Social
Skills Acquisition
Rebekah Bickford, M.S.Caroline Wallace
© 2010
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The 3-tier modelCore social skills instructionAssessment of social skillsSocial skills instruction at Tiers 2 and 3The relationship between academic and
social-emotional successSystemic supports for tiered social skills
instructionExamples of social skills instruction
Overview
Bickford & Wallace, 2010
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GeneralAcademic Instruction
& Assessment
SupplementaryAcademic
Instruction& Assessment
IntensifiedInstruction
& Assessment
DATA
DATA
DATA
DATA
SPECI
AL
EDUCATI
ON
15% 15%
80% 80%
5%
Positive Behavioral
Interventions & Supports
SupplementarySocial Skills Instruction
& Assessment
Con
tinu
um o
f Aca
dem
ic
Inte
rven
tion
s
Continuum
of Behavior
Interventions
Bickford & Wallace, 2010
(Brown-Chidsey, 2010)
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Bickford & Wallace, 2010
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Foundations of the 3-tier model
Evidence-based instruction
Instructional intensity is the keyGroupingTimeAssessmentFormat
Reviewed frequentlyDetermines movement
between tiersBickford & Wallace,
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Students are exposed to thousands of social interactions with peers & adults
We need to examine the social behavior standards expected or set by adults in the environments in which children function
Students receive (2) types of tests
Academic
Social Bickford & Wallace, 2010
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By grade 5, students will have spent a minimum of 5400 hours in school
(Gresham, 2001)
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Percentage of Time Adolescents Spend in Different SettingsCsikszentmihalyi & Larson, 1984
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Social Skills Defined
Socially acceptable, learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses.
Gresham & Elliot (1984)
Types of social skills:
Survival skills Interpersonal skills Problem-solving skills Conflict resolution skills
Excerpt from Stop & Think
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Prevalence of Problem Behaviors in Young Children
• 10% for all children
• As high as 25% for low-income children
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(Schonkoff & Phillips, 2000;Webster-Stratton, Reid, &
Hammond, 2001)
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3 Elements of Social Interaction
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Who Needs Social Skills Instruction?
Core: All studentsTier 2: Small groupsTier 3: IndividualsInternalizing and
externalizingChildren with social
skills deficits due to environment
Children with social skills deficits due to biology
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Conceptualizing Social Skills Problems
Understand the function behind the behavior
Common origins of deficits: Acquisition
Performance
Fluency
Competing skill deficits or behaviors
Other considerations: Maintenance
Generalization
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Core Social Skill Instruction
• Primary prevention
• Identify deficits that may be present or develop in the future.
• Use data to identify those students who need additional, direct instruction.
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Social Skills Assessment
Assessment provides knowledge:
Who needs instruction and for what skill? Is it a skill or performance deficit? Are students making adequate progress? Are objectives met or are additional supports
needed? Types of assessment:
Indirect methods Direct methods
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When assessing, remember to:
Focus on observable behavior Focus on antecedent & consequent events Assess frequently
Correctly identifying & operationally defining a behavior is the #1 key to success
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Indications of Social Skills Deficits
Socially withdrawnAvoids answering in class or speaking in publicAvoids asking questions or initiating conversationsLacks social problem-solving skills
Gives up rather than negotiate social situations
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Transition to T2 and T3Intensifying the instruction
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Consider:
Direct instruction
Student specific
More frequent instruction
Supports:Adding prompts
Provide language
Provide appropriate escape options
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Social Skill Instruction
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How do you know I have a social skills deficit? Maybe you haven’t taught me social skills.
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8 Steps of Social Skills Instruction1. Introduction and problem definition
2. Identification of solutions
3. Modeling
4. Rehearsal and role playing
5. Performance feedback
6. Removal of problem behaviors
7. Self-instruction and self-evaluation
8. Training for generalization and maintenanceBickford & Wallace,
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1. Introduction and Problem DefinitionAn adult led, collaborative process:
Group leader presents examples of problem situations to the students
Leader assists the students in defining the problem.
Leader aids the students in exploration and generation of possible solutions.
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2. Identification of Solutions
An active discussion about what social skills are needed in order to enact the proposed solutions
Group leader assists students in reviewing the specific steps required (e.g., one by one)
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3. Modeling
Group leader models the new social skill to the group
Two components are included: Cognitive and verbal rehearsal
Students observe both the external skill itself, as well as the internal self-instructional process
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4. Rehearsal and Role Playing
Guided practice:
Students are guided through the steps required to perform the social skill
Each student will take a turn at each of the different steps
Students work together giving prompts and support
Often performed under contrived role-play scenarios
Students are guided to real life situations to ensure generalization
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5. Performance Feedback
Feedback is immediate and specific
Reinforcement is given for correctly modeled responses
Corrective feedback and additional modeling is given to deficiencies
Additional practice is given until the behavior is enacted correctly
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6. Removal of Problem Behaviors
It is important to be cognizant of behavior issues that may arise
Consider a discussion of rules and behavioral expectations
Consider an additional positive-reinforcement-based behavioral plan
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7. Self-Instruction & Self-Evaluation
The ultimate goal is to help students develop skills for successful social interactions
Students need to feel empowered to rely upon internal strategies
During training sessions: Students use “think-aloud” strategies while enacting
skills
There is a gradual shift from overt instruction and appraisal to self instruction and appraisal
Direct instruction on how to perform a self-evaluation is given
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8. Training for Generalization and Maintenance
Training and activities must mirror natural social situations as much as possible
Options include: Homework assignments that link in parents, community,
etc.
Teachers and parents should collaborate on the common language and expectations
Monitor homework Encourage practice of skills Provide reinforcing and corrective feedback
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Academic Success and Social-Emotional SuccessTwo possible pathways to severe
problems behavior:
• Social Behavior Deficit Pathway • May develop adverse academic
achievement
• Academic Skill Deficit Pathway• May develop externalizing or
internalizing behavior problems(Kellam et al., 1998; Reid & Patterson, 1991; Morrison,
Furlong & Morrison, 1997; Sheridan, Hungelmann & Maughan, 1999)
Bickford & Wallace, 2010
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Goss, 2010)
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Systems Supports for Social Skills Instruction
A whole-school model is best There must be administrative support that validates how
instruction benefits all students as well as school culture
A collaborative mindset is needed: RTI/PBIS means shared work
There must be a plan for handling changes in group membership between the tiers (progress monitoring & assessment)
Consider involving parents and community
Avoid a “one size fits all” model
Focus on positivesBickford & Wallace,
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Examples of Social Skills Instruction
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Walker Social Skills Programs
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Strong Kids Program
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Textbook Options
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Textbook Options
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Multi-media Strategies
Non-verbal communication Video modeling
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Resources & References
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Resources: Social Skills
First Step to Success https://firststeptosuccess.sri.com/
Accepts (K-6) http://www.proedinc.com/customer/productView.aspx?ID
=625
Access (MS-HS) http://www.proedinc.com/customer/ProductView.aspx?ID
=615
Stop & Think Social Skills Program http://www.projectachieve.info/productsandresources/the
stopthinksocialskillsprogramschool.html
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Resources: Social-Emotional Learning
Primary Mental Health Project http://www.sharingsuccess.org/code/eptw/profiles/48.htm
l
Second Step http://www.cfchildren.org/programs/ssp/overview/
Skill Streaming http://www.researchpress.com/product/item/4950/
Strong Kids Curriculum http://strongkids.uoregon.edu/
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References
Brown-Chidsey, R. (2010). Personal communication.
Gresham, F. M. (2002). Assessment of social skills in children and adolescents. In D. H. Saklofske, J. J. W. Andrews, H. L. Janzen & G. D. Phye (Eds.), Handbook of Psychoeducational Assessment: A Practical Handbook. Maryland Heights, MO: Academic Press.
Merrell, K. W. (2008). Helping students overcome depression and anxiety. New York: The Guilford Press.
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