social skillsvalentineschool.org/ourpages/auto/2012/8/14... · 8/14/2012 · 8/15/12 8 self...
TRANSCRIPT
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SOCIAL SKILLS PRACTICAL STRATEGIES FOR THE SCHOOL ENVIRONMENT
San Marino Unified School District
Originally Presented to Santa Monica/ Malibu Unified School District
Presented by: Andrea Escobar, Rachel Gaynon, and Allison Jones
Overview
Discussion Questions Defining social skills Why are social skills important? Different types of social skills Strategies to build and improve social skills
Discussion Questions
When you think of a student that you work with that lacks appropriate social behaviors?
What skills in particular would you like to see him/her display?
Why do you think some students lack the social skills needed to interact appropriately with others in the school setting?
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Social Skills Defined
The set of skills people use to interact and communicate with one another
Verbal and nonverbal cues that we depend on to navigate our way through all of our social interactions
Social deficits are commonly seen in children with disabilities
(NASP, 2002)
Types of Social Skills
COMMUNICATION Takes turns in conversations Makes eye contact when talking
COOPERATION/COMPLIANCE Follows your directions Follows classroom rules
ASSERTION Asks for help from adults Questions rules that may be unfair
EMPATHY Understands/relates to the emotions of
others Connects with others
ENGAGEMENT Makes friends easily Invites others to join in activities
SELF-CONTROL Makes a compromise during a conflict Stays calm when teased
(NASP, 2002)
Why Build Social Skills?
Consequences of well-developed social skills Positive/Safe school environment Child resilience in the face of future
crisis Students who seep appropriate and
safe avenues for aggression and frustration
Children who take personal responsibility for promoting school safety
Necessary for making and keeping friends
Can help avoid social isolation Important for success in:
School Community activities Vocational settings
(NASP, 2002)
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Why Build Social Skills? (Continued)
Consequences of poor social skills Difficulties in interpersonal
relationships with parents and peers
Evoke highly negative responses for others that lead to high levels of peer rejection Peer rejection has been linked to
school violence Show signs of depression,
aggression, and anxiety Poor academic performance as
an indirect consequence High incidence of involvement in
the criminal justice system as adults.
(NASP, 2002)
Variables that Influence Social Skills
Identifying Social Deficits
Difficulty performing a skill: Due to lack of
knowledge Acquisition deficit
Consistency despite knowledge Performance deficit
To a sufficient degree or level of strength Fluency Deficit
(NASP, 2002)
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Communication What it Looks Like
Verbal Communication Asking appropriate questions Making appropriate
comments Taking turns Acknowledging change of
topic Expressing feelings
Nonverbal Communication Facial expressions Gestures Eye contact Body Language Tone or pitch of voice
(NASP, 2002)
Communication How to Respond
Engage students in conversation whenever possible Make them aware of their
nonverbal behavior. Use social scripts
These provide pre-taught language for specific situations.
Practice, practice, practice! The more a student
practices, the more confident they will feel in social situations.
(NASP, 2002)
Communication How to Respond (Continued)
(NASP, 2002)
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Cooperation/Compliance What it Looks Like
Primary noncompliance Due to a lack of interest in
the task at hand The result of a lack of
energy
Secondary noncompliance Chronic, learned response
to repeated failure Avoidant behaviors to
escape.
(Greenbaum, 2001)
Cooperation/Compliance How to Respond
Place preferred item on table. Teacher instructs student to take
item Provide feedback
including labeling that the student listened/followed directions
Provide prompting Fade prompting as necessary
Issue directions likely to be followed in different environments
Progressively instructions should become more challenging Emphasize the student is being a
good listener as feedback.
(Greenbaum, 2001)
Cooperation/Compliance How to Respond (Continued)
Set up individualized reinforcement system
Create a compliance hierarchy list
Prepare student to begin the program
“Hook the student in” and reinforce whenever appropriate.
Gradually introduce the remaining tasks on the hierarchy over several sessions
(Greenbaum, 2001)
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Assertion What it Looks Like
Defined: Self-expression through which one stands up for his or her own human rights without violating the basic human rights of others Student does not ask for
help Questions the rules Speaking up forcefully May not be acceptable or
caring response Assertion is not always
appropriate.
(Greenbaum, 2001)
Assertion How to Respond
Target the behavior, cognitive, and/or emotional components of the assertion
Teach the student What to say
How to say it
Role play
Model appropriate behavior
Assign homework of increasingly difficult social tasks and praise progress when appropriate
Homework can include Problem solving
Self-Observe to achieve perspective
Challenge the negative thoughts
(Greenbaum, 2001)
Empathy What it Looks Like
Empathy defined: the ability to understand and relate to the emotions another person feels. If students are able to
understand emotions of others, they act appropriately.
Students with social difficulties may not be able to read emotions or understand how to react.
Students with social difficulties are often unaware they share emotional states with others
(Greenbaum, 2001)
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Empathy How to Respond
Label feelings for the students
Model empathy Let the student know you
have felt that way too Talk about their feelings Encourage the student to
see things from another person’s perspective
Reinforce empathetic behavior
(Greenbaum, 2001)
Engagement What it Looks Like
Difficulty with initiating and maintaining interactions.
Becoming socially withdrawn
Does not establish lasting, meaningful friendships
(Greenbaum, 2001)
Engagement How to Respond
Phase 1: Build interest and engagement
Phase 2: Enhance interest and engagement
Phase 3: Group of peers
(Greenbaum, 2001)
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Self Control What it Looks Like
Distractibility, impulsivity, hyperactivity Problems focusing and maintaining
attention Passive learners Discouragement; low self-esteem Fear of Failure Learned helplessness Easily frustrated Poor time management and organization Procrastination Poor study skills Poor planning Poor listening skills Loses important papers Late to class Denial
(Greenbaum, 2001)
Self Control How to Respond
Provide a learning environment conducive to self management Provide structure and predictability Reward students for effort and
progress Organize the physical environment to
remove distractions Teach learning and thinking strategies
Teach and model positive self talk and visualization "Do as I do."
Reinforcement and contracting Integrate self-control skills and
strategies in everything you teach.
(Greenbaum, 2001)
Thank you! Any questions?