GAPBS Conference

Georgia

Association for Positive Behavior Support

Thursday, December 5, 2013

2:00 – 2:50 p.m.

Teaching the REAL Social Skills

Teaching the REAL Social Skills

So your students can be successful

in school!

Convincing you to listen to me -

Amy C. Zaring

Autism/Behavior Intervention Specialist

Fayette County Schools

zaring.amy@mail.fcboe.org

678-796-5691

Goals of Presentation

Be AWARE of all the social skills involved in school Be AWARE that behavior may indicate a social skill

deficit ACCEPT that social skills must be taught just like

any other skill. Take away five (5) ideas that you will think

about/use/apply to make you a better teacher – “a better person” would be a stretch!

When do we perceive that people have good “social skills”?

When they share space effectively; often non-

verbally.

So, what is it?

Social Skills

Social Pragmatic Skills

Social Cognition

Self-Management/Self Regulation

Social Thinking and Related Skills

Social and Emotional Development

Kindergarten - Grade 5

Domains of Development

Cognitive Attainment and Educational Achievement Health and Safety Social and Emotional Development Self-Sufficiency

Social and Emotional Development

Characteristics of Well Adjusted Children– Physical– Intellectual– Psychological– Social– Personal and Social Assets

Social and Emotional Development

5 Qualities Needed for Success– Patience– Self-Reliance– Responsibility– Relationships– Self-Control

Social Emphases

Enhancing Social Awareness Resisting Provocation Avoiding Provoking Others Reading and Interpreting Social Cues Experiencing Positive Peer Relations Demonstrating Empathy

Emotional Emphases

Acquiring Emotional Literacy– Identifying and Labeling Feelings– Expressing Feelings– Assessing Intensity of Feelings– Managing Feelings

Tolerating Frustration

Cognitive Emphases

– Reorienting Self-talk– Exercising Self-control– Manifesting Impulse Control– Engaging in Productive Problem Solving– Seeking Alternative Solutions to Interpersonal

Problems– Delaying Gratification

Social and Emotional Development

External Assets– Support – Empowerment– Boundaries and Expectations– Constructive Use of Time– Commitment to Learning– Positive Values– Social Competencies– Positive Identity

Acknowledgements

Dr. Kristin Moore Camille Smith Jacquelynne Eccles Dr. Marc Mannes

Lessons will be learned. . . .

How do typical kids learn social skills? How do kids with social cognition deficits learn?

– Missed lessons – deficits– Wrong lessons – maladaptive behavior

Then they are perceived as “bad” kids.

WE HAVE TO TEACH

THE SKILLS ! ! !

A lack of social skills leads to difficulties in school, peer rejection, academic failures, and depression!!!

What are the goals of social skills instruction?

increase functional social skills to be used in a variety of settings

provide a safe environment to practice newly learned skills

understand a variety of feelings communicate feelings develop ways to control feelings improve problem solving – predicting, understanding,

reading social situations

Other goals -

develop the ability to modulate behavior and emotional responses

learn social rules develop an understanding of main idea in language

and social situations and responding in an organized way with a focus on the main idea

reduce perseverations and preoccupations develop insight appropriately seek help

What social skills are required to participate in a classroom setting?

Awareness of the thoughts of others. Awareness of the hidden rules of the classroom. Ability to stay focused on the topic. Ability to manage self when bored so not to

distract others. Awareness of when is a good time to talk.

Social Skills in the Middle and High School General Education Setting

Lessons on working in groups Lessons on participating in discussions Lessons on interacting with teachers Skill of the week – use a “cue” that fits the subject

area Citizenship training Expand on County/School word of week or thought

for the day Individual conferences

Teach Abstract/Inferential

Clearly teach there are 2 forms of language: Literal and figurative

Teach kids HOW TO OBSERVE Teach kids to make “educated guesses” Teach kids to make connections with what

they see and what they hear – Emotions and words together– Keeping up in the classroom

Social skills instruction should include -

giving students the rationale – convincing them!!!! stress management self-esteem self-confidence listening skills coping with bullying, teasing, criticism recreational/leisure skills understanding family dynamics protecting ourselves advocating and seeking help developing positive character traits

But here is the question -

How can we tackle some of those

REAL

social skills in the special education and

general education settings –

and across a school?

Ideas on where to begin in schools:

Recognize the difference between how we assess students academically and deficits in social cognition. Measuring one domain may not reveal the other!

Realize that work to increase social awareness will also help within the classroom

Realize that smart kids can have significant social cognitive disabilities.

TEACH social skills!

Set behavioral standards, and help the student learn WHY and HOW his behavior falls within or outside of those standards.

Appreciate that kids with social cognitive deficits are bullied and teased by socially savvy students more than any adult can imagine. Establish a ZERO TOLERANCE policy for bullies in schools! DON’T tell kids that they just need to put up with it since all kids are teased! Develop a social thinking group on every campus to help teach students how to relate to others and how to cope with negative social relationships.

Appreciate that teaching ALL students about perspective taking is VALUABLE, even if not MEASUREABLE!

Creating a Positive School Climate

- A setting where people appreciate individuality and contributions

- All students know they are valued and respected members of the school community

Positive School Climate

Learn and use student’s names and know something about each one.

Use homeroom time to build a sense of community. Provide opportunities for conversation among students.

Provide unstructured time when students can practice social skills with peers and receive feedback.

Positive School Climate

Encourage journal writing to improve self-awareness.

Provide extracurricular activities that don’t require tryouts or auditions. Provide accommodations as needed.

Provide opportunities for the students to give feedback about their daily experience at school; take that input seriously.

Positive School Climate

Make a point of connecting informally with individual students having difficulties; the student will then feel notices and cared for; adult will also be more aware if the student needs a more formal intervention

Embedding Social Skills

Instruction in Inclusive Settings

Embedding - Assessment

Identify skill vs performance deficits

Key!!!!

Is it motivation?

Is it non-compliance?

Is it stress?

Or, are these things caused by a skills deficit?

Embedding - Assessment

Monitor behavior – take data! Select and prioritize replacement skills.

This one is harder than you think! Conduct reinforcement surveys. Make a plan; meet with the student(s).

Embedding - Instruction

Engage in daily morning meeting activities

that practice skills. Take advantage of teachable moments. Connect social behaviors to academic skills.

– waiting; turn-taking; listening to others; etc.

Embedding - Instruction

Teach social skills the same way you teach academics.

Teach social skills in context. Role play! Provide examples and non-examples.

Embedding - Maintenance

Use self-monitoring. Provide reinforcements. Provide prompts and cues. Provide feedback.

Embedding - Generalization

Involve other members of the school faculty. Involve parents!

The Hidden Curriculum

Unstated Rules in Social Situations

We are surrounded on a daily basis by such unstated rules or customs that make the world a confusing place. This is known as the hidden curriculum.

The hidden curriculum contains items that impact social interactions, school performance, and sometimes safety.

The Hidden Curriculum:

Reading the Hidden Curriculum of Body Language

Differs Across Age

Differs Across Gender

Differs Depending on Who You Are With

Cultures Each Have Their Own Hidden Curriculum

Where is the Impact? School Home Community Workplace Legal System

Examples of areas of “hidden curriculum” -

Bathroom Rules Clothing Friendships in the Classroom School Locker Room School Dances Bullying and Tattling Telling Jokes

The “4” Greatest Things to Know

Make them a part of what you naturally do in your classroom every day!

Live Out LoudDo-Overs

TEACH the Routines, Rules, and ProceduresCheck-Ins

Live Out Loud

As a teacher, model your thought process OUT LOUD whenever possible:

“I am feeling really stressed right now…..”

“I have this problem…..”

“Let me think what I need to do this….”

“We are going to the media center, but….”

Share the agenda/plans – state the obvious – “live out loud”

Simplify the language – “reading between the lines” – understanding abstract concepts like sarcasm – interpreting facial expressions or body language - Avoid: “cute” names, idioms, double meanings, teasing

“Do-Overs”

Would you like to do that over? Why don’t you try that again? Would you like to make a different choice?

TEACH

TEACH students what you want them to do! (We too often focus on what we don’t want them to do!)

Learning the “rules” of a situation and/or setting is a social skill – and learning how to function successfully in that teacher’s classroom is a part of social skills!

Rules– Make the rules clear– Post the rules– Remind the student of the rule(s)– Give a personal copy when necessary– Highlight the most significant rules

Procedures/Routines– Teach the procedures– Role-play the procedures– Give reminders about the procedures– Provide student with a checklist of routines –

morning routine, packing up routine, getting ready for lunch routine, at-the-locker routine

Check-ins!!!

Determine what “plan” or language will be used – a number or color scale – or student decided!

Ask “Where are you?” Student should respond. Teacher’s response based on student!

Proactive Component

Stress Management must be taught– Students can’t be expected to do something they haven’t

been taught

Developing lesson plans – teach specific stress management techniques and when to use them!– Deep Breathing– Count to Ten– Happy Book/Poster/Pictures– Relaxation Techniques – Use Scripts– Creative Visualization– Progressive Muscle Relaxation

When to teach -

When students are calm - Beginning of class End of class Practice before a test During morning work Role model why a good time to use

Stress Management Toolbox

Classroom Tool Box – have a visual representation. Each Student has a toolbox – a visual representation that can

be referred to. The “tools” are the stress management techniques the student

has learned. Students add to the tool box as they learn new strategies.

Creating Your Tool BoxBreak Systems

Taking a break! The student is going to end up missing instruction or leaving your classroom AFTER the behavior – why not teach taking a break BEFORE the behavior!

Table BreaksIn-room BreaksAway Breaks

TEACH the system – what is allowed, when, and for how long!

Table Breaks

should occur at early signs of frustration or escalation.

They involve short breaks that the student can do at his/her

desk or Examples include: head down on desk, turning his paper

over, pushing himself away from his desk, stretching arms & legs up and out (making sure not to touch anyone sitting next to him), standing up briefly and pushing on his desk (without moving desk).

Local or In-Room Breaks

breaks that the Student can take if he/she is feeling mildly stressed

needs to get up from his/her desk but does not require leaving the room

students should be taught what to do/what is allowed and for how long

Examples include: sharpen a pencil; get a tissue; stretch in the back of the room; go to designated spot

Away Breaks

Break will take longer; student’s behavior will become disruptive if doesn’t have a change

Examples include: -Wall push ups-Bathroom break-Drink of water-A few walks up and down the hallway-Errands (non reinforcing)-See the counselor or designated adult

Social Problem Solving

Have a class template for solving a problem – it should list pros and cons, the choice made.

Have a method or form for predicting what will be “faced” that day -

Understanding Perspective...

Considering the thoughts and emotions, motive, intentions, beliefs, prior experiences and personality of yourself and others around you.

Use literature to teach social skills – at all grade levels!

Four steps to Perspective Taking

I think about you. I think about WHY you are near me or talking

to me. What is your intent? I think about what you are thinking about me I monitor and regulate my behavior to keep

you thinking about me the way I want you to think about me!

Social Autopsies

Take apart a situation with a student who is upset by something that happened or confused by something that happened

Can be done through discussion when student is not upset

Goal is to help student understand what happened and PERSPECTIVE TAKING

Can be done in writing

Many, many examples of forms -

The autopsy allows for analyzing a social skills problem by dissecting social incidents. When a social error occurs, the student with AS works with an adult to (a) identify the social error or mistake, (b) determine who was harmed by the mistake, (c) decide how to correct the mistake, and (d) develop a plan to ensure that the mistake does not reoccur.

Debriefing

Briefer discussions that have the same goal as social autopsies

Pair with Check-ins

Finding Your Place

Students need to know where they fit in

and

they need to find some contentment in school.

Lunch Partners/Bunch

Choose specific students – think about the grouping! Decide how often. Should some students have “training?”

Start a “game” club or an extracurricular club. Give the student “jobs” across the school. Have the student help with morning

announcements.

Social Games

To promote social situations between children with disabilities and typical peers

Short activities – 10 to 15 minutes in length Structured activity – groups assigned prior to lesson Any activity that will promote interaction between peers

– Jump rope– Play catch– Duck, duck, goose– Toss bean bags– Handout

“SELF”

Self-Advocacy

Self-Esteem

Self-Confidence

Make sure the students knows his or her accommodations –

And knows how to ask for them!

Replace the function of the behavior –

If the function is “escape/avoidance”

are all the academic accommodations being provided?

If the function is “attention” –

Can we find other ways for the student to receive attention?

Have we provided student with an effective way of communicating to us?– Self-determination (choices/preferences)– Need to escape or be alone– Communicating “I need help.”

Provide opportunities for variable grading

All kids get tired of low grades all the time!

Give student a “time to shine.”

Catch him or her “being good.”

“Give it Up Strategy”

Choose an “item” that represents the class. Every student gets the “item.” Establish a goal to “give it up.” Make sure all students participate. Examples: pay a compliment, ask a question

of the teacher, ask a question of a peer, work without talking, smile!

Build Independence

Checklists –– Elementary – pictures or words – routines,

procedures, schedule, center order, etc.– Middle – words – routines, procedures,

reminders, class assignments, etc.– High – words or blank – what to do this period,

steps of a lab or project, etc.

Teach Abstract/Inferential:

Clearly teach there are 2 forms of language: Literal and figurative

Teach them HOW TO OBSERVE Teach them to make “educated guesses” Teach them to make connections with what

they see and what they hear – Emotions and words together– Keeping up in the classroom

Let class determine the parameters of assignment or the grading system.

“We could read all of this silently, out loud, or individually, and then discuss.”

“I think you need to do all these problems; how do you think you can show me what you know?”

Make sure students say pros/cons and discuss!

Negotiation

Provide student(s) with choices:Allow student to create the schedule.Allow student to create the checklist.

Allow a day when students can “swap jobs.” Playing games teaches negotiation

– choice of game, sharing, your turn, winning/losing

Across the Curriculum

Relate to government and history topics.

Hold debates.

Embed Opportunities for Choice

– Materials within an activity– Among different activities– Refuse an activity– People to be included or excluded– When the activity occurs– Type of writing tool (pen, colored pencil, marker) or

computer– Order of assignments– How to turn in your assignment– When you read aloud

Self-Monitoring

Self-monitoring empowers students!

What are the benefits of teaching students to self-manage?

Strategies can be differentiated Less invasive than teacher-managed

strategies Have higher levels of self-efficacy,

motivation, and school achievement Use of appropriate help-seeking behaviors to

learn how to do things independently Can use to manage a variety of behaviors

Teach students to monitor their own behavior –

Identify the target behavior.

Define the target or a replacement behavior.

Conference with the student.

Select the self-monitoring procedure – teach

the procedure to the student.

Teach students to monitor their own behavior –

Implement the self-monitoring.

Use specific verbal praise.

Monitor student progress.

Maintenance and follow-up.

Teach students to monitor their own behavior -

Index card for tally marks Form with multiple dates/tally marks. “+ or –” or “yes or no” or “smiley face” Small sheet of questions “Today I . . .” “Was I Doing My Work?” Time/Yes or No Rate your performance (1=NI, 2=OK, etc.) Student and teacher rate

Teach students to monitor their own behavior -

Number of times blurted out/raised hand. Number of times used appropriate words. On-task behavior/working on assignment. Work completion/problems finished. I followed directions. I remained cool and calm. I kept my hands to myself.

Peer-Mediated Social Skills Intervention Methods

Group or individual sessions Same-age peers (best) Trained peers (best) Peer academic tutoring Circle of Friends Peer proximity Peer initiating Peer prompting and reinforcing

Peer-Mediated Intervention

Peer Proximity– The peer model works and plays next to a

particular child to provide opportunities for observation of desired behaviors.

Peer Prompting and reinforcement– Peer model will prompt verbally, targeted student

will practice the skill (respond appropriately to the activity or play prompt), and peer model will provide reinforcement such as verbal praise or a high five.

Peer Initiation

Peer model is directed to initiate or request to be paired with the targeted child.

Resources

The following slides are the additional resources used for this presentation.

Winner, Michelle Garcia. Inside Out: What

Makes a Person With Social Cognition Deficits Tick? Published by the Author. California, 2000. Available at:

socialthinking.com

Winner, Michelle Garcia. (2007). Thinking About You Thinking About Me: Teaching Perspective Taking and Social Thinking to Persons with Social Cognitive Learning Challenges (2nd Edition). San Jose, CA: Think Social Publishing, Inc.

www.socialthinking.com

http://specialed.about.com

Embed Social Skills Instruction in Inclusive Settings. Nicole S. Fenty, Melissa A. Miller, and Andres Lempi. Intervention in School and Clinic 2008 43: 186.

Online version of article:

http://isc.sagepub.com/content/43/3/186

Dunn, Michelle A. S.O.S. Social Skills in Our Schools. Autism Asperger Publishing Co. Shawnee Mission, Kansas: 2006.

Preparing for Adult Life: Important Social Skills for High School Students. Christine D. Bremer, Sharon Mule, and John G. Smith. Impact. Volume 24, Number 1, Spring/Summer.

Myles, Brenda Smith, Melissa L. Trautman, and Ronda L. Schelvan.

The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Autism Asperger Publishing Co. Shawnee Mission, KS: 2004.

Increasing Prosocial Behaviors of Young Children With Disabilities in Inclusive Classrooms Using a Combination of Peer-Mediated Intervention and Social Narratives. Sanna Harjusola-Webb, Sophia Parke Hubbell, and Pena Bedesem. Beyond Behavior. Winter 2012, Volume 21, Issue 2.

Step-by-Step: Teaching Students to Self-Monitor. Rafferty, Lisa A. TEACHING Exceptional Children, Vol. 43, No. 2, pp. 50-58.

Designed for Teachers: How to Implement Self-Monitoring in the Classroom. Vanderbilt, Allison A. Beyond Behavior, Fall 2005.