teaching conversation and self-management skills … · teaching conversation and self-management...
TRANSCRIPT
Teaching Conversation and Self-Management Skills to
Adolescents with Internalizing Behavior Disorders
Brigham Young UniversityAPBS Boston 2015
K. Richard YoungTina J. Bohannon
Lynnette ChristensenAndrew A. Griffin
Emotional Behavioral Disorders (EBD)
Students at risk for or exhibiting: Externalizing behaviors Internalizing behaviors Comorbid
Externalizing Behavior
Behavior problems: Outwardly directed Behavioral excesses Considered inappropriate
(Walker & Severson, 2014)
Examples of Externalizing Behaviors
Displaying aggression Arguing Bullying Defying the teacher Not complying with teacher
instructions and school rules Disturbing others
(Walker & Severson, 2014)
Typical Outcomes for Externalizing Behaviors Results in office referrals
Interventions in Tier 3 settings
Interventions are punishment oriented
Rejection by peers and adults
Internalizing Behaviors
Behavior problems Directed inwardly Represent problems with self Self-imposed Involves behavioral deficits Patterns of social avoidance
(Walker & Severson, 2014)
Examples of Internalizing Behaviors
Having low or restricted activity levels Not talking with other children Being shy, timid, and/or unassertive Avoiding or withdrawing from social
situations Being unresponsive to social initiations by
others Preferring to spend time alone Somatic complaints
(Walker & Severson, 2014)
Typical Outcomes for Internalizing Behaviors
Less likely to be noticed
Not referred for discipline or interventions
Rejection by peers and adults
Exhibit depression, anxiety, social withdrawal, and/or somatic problems
(Gage, 2013; Lane, et al., 2008)
Problems created by EBD Lack of ability to initiate, facilitate, and
maintain meaningful relationships
Poor academic performance
Lower graduation rates
Lower post-school success
Lower post-secondary enrollment
Increased risk of violent behavior
Higher arrest rates
Importance of Prevention & Early Intervention
“Half of all lifetime cases of mental, emotional, and behavioral disorders start by age 14, and three-fourths of disorders start by age 24. In addition, first symptoms typically occur two to four years before progressing to diagnosable disorders.”
(Beardslee, Chien, & Bell, 2011)
IDEA (2004)Two out five criteria in the definition of Emotional Disturbance are associated with social competence:
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
Evidence-Based Interventions
Social Skill Training Conversation Skills
Self-Management Self-Monitoring Self-Evaluation Self-Reinforcement
Research Outcomes of Social Skill Interventions
Effective for students with externalizing and/or internalizing behavior disorders
Strengthen school attachment
Improve school climate
Reduce social aggression
Encourage students to report threats
Self-Management Interventions Several meta-analyses examined self-management
techniques In all, 252 studies were reviewed that documented the
effectiveness teaching self-management skills to students with EBD.
These studies showed self-management techniques Improve academic outcomes Aid acquisition of critical social skills Increase on-task behavior Improve attitudes(Durlak, 2011; Mooney et al., 2005; Reid et al., 2005; Smith & Sugai 2000; Pierson & Glaeser, 2005; Wehmeyer, 2003; Peterson, L. D. et al. 1999; Kamps, 1994).
Definition of Self-Management
Self-Management refers to strategies that a student uses to alter his/her behavior, frequently to make it less aversive to others and to replace it with behavior that is more likely to be more productive.
(Young, West, Smith, & Morgan 1991)
Benefits of Self-Management Students modify their own behaviors
Student controls part of their behavior program
Can be successful for students with or without disabilities
Can be used with social and academic behaviors, attendance, etc.
Can be used across diverse settings
Easy to implement
Versatility of Self-Management
Self-management procedures may be used separately or in combinations to manage one’s behavior: Self-awareness Self-monitoring Self-evaluation Self-instruction Self-reinforcement
Importance of Self-Management Key to social competence
Integral part of school success and future accomplishment in life
Helps in the acquisition and maintenance of positive social behavior
Promotes generalization of behavior from teaching environments to other environments
Can be used as a secondary or tertiary intervention
Adaptable to a variety of settings and behaviors
Feasible to implement
Effective
Advantages of Self-Management
Purpose of the Study
Improve the conversational skills of three high school students with internalizing symptoms
Examine the effectiveness of social skills training in the acquisition of conversation skills and the use of self-evaluation in assisting students in generalizing the skills to other settings
Methods
ParticipantsSpecial Education Participants
Exhibited the following internalizing behaviors: Shyness Social withdrawal Loneliness Depression
Resulting in poor and infrequent peer conversations
Participants
Age Grade Gender ClassificationTime in Special
Education 15 10 Male Learning
DisabilityTwo periods
per day14 9 Female Emotional
Behavioral Disorders
All day
14 10 Male Learning Disability
Two periods per day
Participants (continued)
Peer Conversants 3 regular education students Selected by their teacher from speech
or debate classes as good conversationalists
Excused from class for 10 minutes a day to participate in assessments
Trained to make no initiations, maintain eye contact, and limit responses to ≤ 20 seconds
Instructional Setting
Small classroom
Equipped with 4 chairs and a table arranged in a semi-circle
Special education teacher provided social skills instruction
Assessment Setting
Instructional setting modified for assessment Video equipment added to the room 1 peer conversant with one special
education student Teacher prompts beginning of a 5
minute conversation Teacher turns on video equipment Teacher leaves room
Generalization Setting
Classroom with 16 desks and two tables with chairs at back of room
After academic instruction students received 10 minutes of free time
No peer conversants were present, only classmates
Students could study or read at their desks or visit with their peers at the tables in the back of the room
ProceduresDependent Variable Percent of intervals engaged in
appropriate conversation Defined as interaction skills Eye contact Appropriate volume Appropriate distance Not interrupting
Procedures
Conversation skills defined as: Starting a conversation Dealing with unresponsiveness Keeping the conversation going Ending the conversation
Procedures
Independent Variables
Positive Reinforcement
Conversation Skills Instruction
Self-Evaluation
Data CollectionBehavioral Observation
3 Observers - practiced until 80% reliable 10-second interval recording Inter-observer agreement: 97% (range
88%-100%)
2 Settings Daily contrived session (instructional setting
with videotape) Generalization setting
Experimental Design
Multiple Baseline Across Participants.
After stable baseline responding is achieved, the independent variable is applied to one of the participants while baseline conditions remain in effect for the other participants.
After meaningful change is noted in the behavior of the first participant, the independent variable is applied in a sequential fashion to the other participants.
Experimental control is demonstrated when, and only when, the independent variable is applied.
Results
0
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33
Sam
Baseline Reinf. Social Skills Training Self-Evaluation
0
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100
1 3 5 7 9 11 13 15 17 19 21 23 25
Ashley
Baseline Reinf. Social Skills Training Self-Evaluation
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Jake
Reinf.Self-
EvaluationSocial Skills TrainingBaseline
Perc
ent o
f Tim
e Di
spla
ying
App
ropr
iate
Beh
avio
r
Sessions
Instructional/Assessment Setting
0
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100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
Sam
0
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1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
Ashley
Self-Evaluation
Baseline Reinf. Social Skills Training
5-Month Follow-up
0
20
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80
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31
Jake
Baseline 5-Month Follow-up
Reinf. Social Skills Training
Self-Evaluation
Generalization Setting
Baseline Reinf.
Social Skills Training
Self-Evaluation
5-Month Follow-up
Perc
ent o
f Tim
e Di
spla
ying
App
ropr
iate
Beh
avio
r
Sessions
Discussion
Additional Readings
EBD-Externalizing
Brumariu, L. E., & Kerns, K. A. (2010). Parent–child attachment and internalizing symptoms in childhood and adolescence: A review of empirical findings and future directions. Development and psychopathology, 22(01), 177-203.
Wike, T. L., & Fraser, M. W. (2009). School shootings: Making sense of the senseless. Aggression and Violent Behavior, 14(3), 162-169.
EBD-General
Amos, J. (2008). Dropouts, diplomas, and dollars: U.S. high schools and the nation’s economy.
Gable, R. A., Tonelson, S. W., Sheth, M., Wilson, C., & Park, K. L. (2012). Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers. Education & Treatment of Children (West Virginia University Press), 35(4).
Kauffman, J., & Landrum, T. (2006). Characteristics of Emotional and Behavioral Disorders of Children and Youth (No ed., Vol. 9, pp. 375-382). Columbus, Ohio: Pearson Education.
Additional Readings (Cont.)
EBD-General(cont.)
Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43-62.
Lo, Y. Y., Mustian, A. L., Brophy, A., & White, R. B. (2011). Peer-mediated social skill instruction for African American males with or at risk for mild disabilities. Exceptionality, 19(3), 191-209.
McCall, Z. A. (2011). Predictors of postschool outcomes for students with emotional or behavioral disabilities: Race/ethnicity, family income, gender, and student and family engagement.(Unpublished Doctoral Dissertation) University of Kansas, Lawrence, Kansas.
Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64.
Sklad, M., Diekstra, R., Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?. Psychology in the Schools, 49(9), 892-909.
Smith, B. W., & Sugai, G. (2000). A self-management functional assessment-based behavior support plan for a middle school student with EBD. Journal of Positive Behavior Interventions, 2(4), 208-217.
Sprague, J., & Nishioka, V. (2012). Skills for Success: A Systems Approach to DelinquencyPrevention and School Success. Keeping Kids In School and Out of Courts, 55.
Additional Readings (Cont.)EBD General(cont.)
Sprague, J. R., & Walker, H. M. (2005). Safe and healthy schools: Practical prevention strategies. Guilford Press.
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early postschool outcomes of youth with disabilities: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43-62.
Wu, C. Y., Lo, Y. Y., Feng, H., & Lo, Y. (2010). Social skills training for Taiwanese students at risk for emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 18(3), 162-177.
Additional Readings(cont.)EBD-Internalizing
Brumariu, L. E., & Kerns, K. A. (2010). Parent–child attachment and internalizing symptoms in childhood and adolescence: A review of empirical findings and future directions. Development and psychopathology, 22(01), 177-203.
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of general psychiatry, 59(3), 225-231.
Gage, N. A. (2013). Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis. Education and Treatment of Children, 36(4), 127-145.
Gresham, F., & Kerns, L. (2004). Internalizing Behavior Problems in Children and Adolescents.Handbook of Research in Emotional and Behavioral Disorders.
Marchant, M. R., Solano, B. R., Fisher, A. K., Caldarella, P., Young, K. R., & Renshaw, T. L. (2007).Modifying socially withdrawn behavior: A playground intervention for students with
internalizing behaviors. Psychology in the Schools,44(8), 779-794.
McClintick-Greene, H. A. (2012). College bound: examining the adequacy of high school transition planning for youth with internalizing disorders.
Additional Reading(cont.)
EBD-Internalzing(cont.)
Morris, R., Shah, K., & Morris, Y. (2002). Internalizing Behavior Disorders. Children with or at Risk for Emotional and Behavioral Disorders, 223-241.
Rubin, K. H., & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50(4), 506-534.
Additional Readings(Cont.)
Self-Management
Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14(3), 203-221.
Peterson, L. D., Young, K. R., West R. P., & Peterson, M. H. (1999). Effects of student self-management on generalization of student performance to regular classrooms. Education and Treatment of Children, 22, 357-372.
Peterson, L., Young, K.R., Salzberg, C.S., & West, R.P. (2006). Using self-management procedures to improve classroom social skills in multiple general education settings. Education and treatment of Children. 29(1), 1-21.
Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361-377.
Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. Journal of Developmental and Physical Disabilities, 15(1), 79-91.