Social Skills Instruction & Practices

Social Skills Instruction & Practices

Maura Roberts, Matthew Link & Christine Piripavel

Centennial School of Lehigh University

Core Beliefs at CentennialCore Beliefs at Centennial

Students w/ED need social skills to succeed in school, the community and at home.– learn empathy, impulse control & anger

management. Successful social skills instruction is similar to

successful academic instruction Direct instruction and a model-lead-test approach

helps promote generalization and maintenance of social skills

Reasons Children Fail to Act Pro-SociallyReasons Children Fail to Act Pro-Socially

Lack of modeling Lack of practice Desired behavior inhibited by emotional

responses Inappropriate beliefs about aggression

80%

The Social Skills at Centennial School

Primary Prevention (School-wide) Building Wide interventions

Early Intervention: (Classroom Level) Classroom interventions and Mini lessons. Provide proven structured and targeted social skills support to students placed at-risk

Intensive Intervention: (Individual Level) Instructional planning and error correction

15%

5%

Adapted from: Dwyer, K. & Osher, D. (2000) Safeguarding Our Children: An Action Guide. Washington DC: U.S. Departments of Education and Justice, American Institutes for Research. (page 3)

Social Skills Training Building-WideSocial Skills Training Building-Wide

Be There-Be Ready

Be Responsible

Be respectfulKeep Hands &

Feet to Self

Follow Directions

Take Five

Social Skills Training Building-Wide Social Skills Training Building-Wide

Daily Point Sheets

– Record percentages by goal

– “2” = meets expectations

– “1”= close to expectations

– “0” = not able to perform behavior

Student: __________________________ Date:_______________________ Step/Day:________

Centennial School Daily Point Sheet / High School Progress Report

**Behavioral Goals

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d. 1

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Rec

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RM

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d. 3

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Total Points

Total

%

*Bonus Point Totals

1. Be There, Be Ready

2. Be Responsible

3. Be Respectful

4. Personal Space

5. Follow Directions

6. Complete Homework

7. Maintain Neat & Organized Notebook

Behavioral Outburst(s) # Mark DBR (D) or Incident (I) for each

BO’s=

Avg%=

*Bonus=

Time Owed TO= % #Tickets=

Word of the Day* +10 BONUS POINTS , 1 TIME PER DAY

Bonus=

***Bonus/Self Management Points (Steps 4 & Transition)

Points= /

Bonus=

Teacher Initials

Total Points=

KEY: 2 1 0 N/M Meets Expectations Close to Expectations Below Expectations Not Measured/observed during period NOTES: 1. To “Earn Day” Student Must Earn % in EACH Goal Area: 18/22 = 80% 19/22 = 85% 20/22 = 90% corresponding to Step System Procedures & Criteria ( Steps 1 & 2) (Step 3) (Steps 4 & Transition) 2. Bonus Points end of day per goal: Award + 10 Bonus Points for 100% OR all 2’s & Award + 5 Bonus Points for meeting Step criteria 3. Award+ 2 Bonus Points for Each Ticket = write total value not total # of tickets, Award +10 Bonus points for Word of the Day Usage

OVER

Total Points=___________________ Points spent=-__________ Points spent=-__________ Total left=______________________

Behavioral SlogansBehavioral Slogans

Be There, Be Ready Be Responsible Be Respectful Personal Space Follow Directions Complete Homework

Slogans DefinedSlogans Defined

Be There, Be Ready:

– Be on time, have materials, use bathroom during transition Be Responsible:

– Accept teacher feedback, take time when frustrated Be Respectful:

– Raise hand, use appropriate language Personal Space:

– Keep hands and feet to self, ask permission to touch items Follow Directions:

– Respond after first prompt Complete Homework:

– Accurately and on time,

Providing FeedbackProviding Feedback Points are administered at the end of each period.

Feedback is given privately to each student and the rationale for awarding points is explained to the student.

Feedback is given through positive statements.

– “You earned one point for being respectful” instead of “You lost a point for calling out ”

Bonus points are awarded in moderation for behaviors above and beyond just meeting expectation.

Teachers should strive for consistency among one another in administering points.

Point Cards as Decision ToolsPoint Cards as Decision Tools

Efficient way to collect data

Each day is recorded into a Daily Data Sheet (DDS)

Used to track movement through step system

Helps to determine when a change in behavior plan is needed

Social Skills Training Building-WideSocial Skills Training Building-Wide

Take Time– Encouraged to identify

and state emotion or physical symptom Self-Management Problem Solving Anger and Frustration

Take Time ProceduresTake Time Procedures

Needs to be taught Two points of determination

– Use when feel student will benefit

– Student handle responsibly Physical space or mental time Approximately 3 minutes in length Goal is for the student to calm down

Requesting Take TimeRequesting Take Time

“ I feel _____________,

(emotion of feeling)

I need to take time,

May I go _______ for ________.” (place) (amount of time)

Classroom LevelClassroom Level

Reinforce

Social Skills

curricula

Model &Error Correction

Academic Instruction

Classroom Expectation

Classroom ExpectationsClassroom Expectations

Treat teachers staff and other students respectfully

Use polite language Participate in class activities Follow school and classroom rules Exercise care when using school property

Academic InstructionAcademic Instruction

Survey Level Assessment

Weekly Progress Monitoring

Designing Academic Interventions

Goal: Active

Engagement

Modeling and Error CorrectionModeling and Error Correction

Modeling Coaching and Cueing Storytelling Group Discussion Role Play Facilitation Transfer of Learning/Transfer of Training

Examples of Social Skills CurriculaExamples of Social Skills Curricula

Social Skills on the Job – A Transition to the Workplace by AGS

Second Step – A Violence Prevention Curriculum (Research-based)– Preschool / Kindergarten – Grade 9– www.cfchildren.org / (800) 634-4449

CIRCLES (1983) by Marklyn P. Champagne & Leslie Walker-Hirsch– Developmental / Cognitively Challenged– Color-coded and teaches boundaries– Discriminate degrees of intimacy– Adapt behaviors accordingly

Steps To SuccessSteps To Success

Five step system to guide middle and high school students through Centennial behavior management program.

Positive process for monitoring growth and progress as students move from a highly structured to less structured instructional environments.

Concrete monitoring tool for students and staff

Special ConsiderationsSpecial Considerations

Step system procedures should be implemented consistently by all staff.

System does not allow for faculty or staff to develop special program or contracts without first holding an IEP meeting or staffing.

Point sheet is primary tool for recording and monitoring students behavioral performance.

Step OneStep One

Purpose is to orient students and their parents to the academic and behavioral expectations of the Steps to Success program.

Students remain on Step One for 10 school days.

Since Step One is an orientation step, there is no firm percentage criteria.

Step TwoStep Two

Purpose of Step Two is to teach students academic and social behaviors that are considered critical for success in school.

Students remain on Step Two for a minimum of 40 school days before they may petition to the next step.

Students are expected to meet certain criteria on Step Two:– Achieve greater or equal to 80% in each goal area.– Identify and begin using anger management strategy with staff prompts– Initiate age-appropriate interactions with staff and peers– Access school privileges appropriately

Step ThreeStep Three

Purpose of Step Three is to provide opportunities for repeated practice of critical academic and social behaviors learned on Step Two in the school and community.

Student begin to utilize taking time, problem solving, and making positive choices without staff prompts.

Step Three ContinuedStep Three Continued

Students remain on Step Three for a minimum of 40 school days before petitioning to the next step.

Students may choose to petition to Step Four or the Transition Step.

Step Three ContinuedStep Three Continued

Students are expected to meet certain criteria on Step Three:– Achieve greater than equal to 85% in each goal

area– Maintain a ‘D’ or greater in all classes– Employ an anger management strategy

consistently– Initiate age-appropriate interactions with staff

and peers– Access school privileges appropriately

Step FourStep Four

Purpose is to allow students to continue in there educational placement at Centennial if the IEP team determines it is the most appropriate setting. The decision to remain at Centennial is re-examined periodically by the IEP team.

Students remain on Step Four until they are ready to move to Transition Step, graduate, or age out of the school setting.

Step Four ContinuedStep Four Continued

Students are expected to meet certain criteria on Step Four:– Maintain a minimum of 90% in each goal area– Maintain a minimum of ‘C’ in all courses– Employ an anger management strategy

independently and consistently– Self-manage appropriately and accurately

Transition Step Transition Step

Purpose is to allow students to begin to practice critical skills in the less restrictive environment (e.g. vocational setting, home school, community) with assistance from Centennial Staff and other natural supports.

There is no set number of days for the transition set. Length of time is student dependent.

Transition Step ContinuedTransition Step Continued

Students are expected to meet certain criteria on the Transition Step:– Maintain a minimum of 90% in each goal area– Maintain a minimum of ‘C’ in all courses– Employ an anger management strategy

independently and consistently– Self-manage appropriately and accurately

Social Skills Training at the Individual Level

Social Skills Training at the Individual Level

IEP

BIP

Point Card

FBA

Bringing it all together…Bringing it all together…

Transfer of Learning - 3 Point Model

1. Imagine the Day

2. Reinforce Skills Taught

3. Reflect Back on the DayEvaluationWork?Not Work?

Three Step Process / ClosureThree Step Process / Closure

1. Apply to other Academic Areas

2. Involve Families

3. Create School-wide Activities that Reinforce Skills and Concepts

Conclusion…Conclusion…

“Learning is something students do,

NOT something done to students.”

Alfie Kohn

Contact InformationContact Information

Maura Roberts (mlr6@lehigh.edu)

Matthew Link (mjl7@lehigh.edu)

Centennial School of Lehigh University

2196 Avenue C, LVIP I

Bethlehem, PA 18017

(610)-266-6500