rti and behavior: a pbis approach to social skills acquisition rebekah bickford, m.s. caroline...

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

3

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


(Brown-Chidsey, 2010)


4(Merrell, 2008)

Foundations of the 3-tier model

Evidence-based instruction

Instructional intensity is the keyGroupingTimeAssessmentFormat

Reviewed frequentlyDetermines movement

between tiersBickford & Wallace,

20105

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

6

By grade 5, students will have spent a minimum of 5400 hours in school

(Gresham, 2001)

Percentage of Time Adolescents Spend in Different SettingsCsikszentmihalyi & Larson, 1984

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


8

Prevalence of Problem Behaviors in Young Children

• 10% for all children

• As high as 25% for low-income children


9

(Schonkoff & Phillips, 2000;Webster-Stratton, Reid, &

Hammond, 2001)

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


12

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.


13

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


14(Merrell, 2008)

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


15

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


16(Merrell, 2008)

Transition to T2 and T3Intensifying the instruction


17

Consider:

Direct instruction

Student specific

More frequent instruction

Supports:Adding prompts

Provide language

Provide appropriate escape options

Social Skill Instruction

18Bickford & Wallace, 2010


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How do you know I have a social skills deficit? Maybe you haven’t taught me social skills.

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,

201020(Merrell, 2008)

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.


21(Merrell, 2008)

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)


22(Merrell, 2008)

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


23(Merrell, 2008)

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


24(Merrell, 2008)

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


25(Merrell, 2008)

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


26(Merrell, 2008)

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


27(Merrell, 2008)

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


28(Merrell, 2008)

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)


29(Bickford, Brown-Chidsey, &

Goss, 2010)

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,

201030

Examples of Social Skills Instruction


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


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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https://firststeptosuccess.sri.com/

http://www.proedinc.com/customer/productView.aspx?ID=625

http://www.proedinc.com/customer/productView.aspx?ID=625

http://www.proedinc.com/customer/ProductView.aspx?ID=615

http://www.proedinc.com/customer/ProductView.aspx?ID=615

http://www.projectachieve.info/productsandresources/thestopthinksocialskillsprogramschool.html

http://www.projectachieve.info/productsandresources/thestopthinksocialskillsprogramschool.html

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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http://www.sharingsuccess.org/code/eptw/profiles/48.html

http://www.sharingsuccess.org/code/eptw/profiles/48.html

http://www.cfchildren.org/programs/ssp/overview/

http://www.researchpress.com/product/item/4950/

http://strongkids.uoregon.edu/

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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rti and behavior: a pbis approach to social skills acquisition rebekah bickford, m.s. caroline...

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