Instructional Concept #1

Transcription

1 Using Effec+ve Instruc+on to Teach Social Skills: A Tier II Interven+on Using Effec+ve Instruc+on to Teach Social Skills: A Tier II Interven+on Instructional Concept #1 Teach Rules in an Explicit Manner Terrance M. Scott, Ph.D. University of Louisville Be Physically and Verbally Explicit Tell the student exactly what the rule is Show them while talking about it Engage students Ask questions Model Behavior Modeling Teacher modeling is an essential component of effective instruction -- show them how, then when and when not to Inquiry vs. Problem-Solving Instruction wherein the students solve without teacher instruction to lead do not have effects as strong as teacher instruction of problem solving process Terrance M. Sco-, 015

2 Using Effec+ve Instruc+on to Teach Social Skills: A Tier II Interven+on Engagement Instructional Concept # ENGAGE STUDENTS AND CREATE HIGH RATES OF SUCCESS Students are ac>ve in rela>on to curriculum Teacher provides opportuni>es for student responses Teacher guides prac>ce creates high rates of success prior to independent prac>ce Teacher spaces out prac>ce consistently over >me Questioning Strategies Fluency Building Strategies that build fluency through repetition have strong effects in terms of predicting student success Teacher-Student Relationships The degree to which teachers and students engage in positive interaction with students during instruction Opportunities to Respond Asking questions of any kind and using student answers to drive instruction --- this can be done in productive or unproductive ways Comparison: Typical & DI Terrance M. Sco-, 015

3 Using Effec+ve Instruc+on to Teach Social Skills: A Tier II Interven+on Feedback Simple feedback on performance formative and summative is one of the most effective components of instruction Instructional Concept # PROVIDE STUDENTS WITH REGULAR FEEDBACK ON THEIR PERFORMANCE Assessment and Goal Setting Acknowledgement! Big Idea: Students need feedback to know whether they are right or wrong teachers must provide it Frequent formative assessment based on instruction (CBA) with attention to student goal-setting has strong effects Comparison: Typical & DI Feedback: Ratio Feedback: Rate Comparison: Typical & DI 6.7 : 1 6:1. : 1 Terrance M. Sco-, 015

4 Social Skills Instruc>on "Those behaviors which, within a given situa+on, predict important social outcomes for children. Gresham, 1986 Interac>ve - require at least people maintained by social reinforcement - keep skills that work and discard those that don t It is our responsibility to assess what skills most predict success in our students direct observa>on ask significant others Social Skills: Planning Requirements 1. Scheduling and Logis>cs. Generaliza>on strategies. Group management strategies. Delivery Assessment 1. Scheduling and Logis>cs Must consider: When to meet? Where to meet? Who are group par>cipants? How many par>cipants? What are relevant skills? How long will this take? Who will teach? Big Ideas on Generaliza>on 1 generaliza>on must be planned we must teach generaliza>on we must provide environments which encourage and support behavior training must include natural s>muli 5 we must reinforce appropriate behavior when it does generalize Planning for Generaliza>on We must build specific and concise generaliza>on plans into the IEP No objec>ve is complete un>l it has been demonstrated for someone else in a different se^ng in response to different antecedent s>muli in natural se^ngs (Horner, Bellamy, & Colvin, 198). Generaliza>on Strategies Must be planned for in advance Before Training During Training Aeer Training What happens in group will not be sufficient to facilitate generaliza:on!! Terrance M. Sco-, 015

5 Generaliza>on Strategies Strategies To Use Before Training Make training se^ng look/feel like natural se^ng Train in the natural se^ng Target useful skills (likely to be reinforced by others) Use a number of trainers or other adults during training Plan to con>nue training for a sufficient amount of >me to achieve mastery Generaliza>on Strategies Strategies To Use During Training Use naturally occurring (real) examples within role plays (ask teachers for real examples) Use naturally occurring reinforcers (func>on!) Provide a range of useful skill varia>ons Include peers that are likely to be encountered in the problem se^ng Generaliza>on Strategies Strategies to Use A-er Training (in the real world) Encourage students to display skill (Pre- Corrects) Set- ups (traps) for facilita>ng desired behavior Reinforce displays of skills in real world Enlist a variety of others to prompt and reinforce skills in real world Group con>ngencies Generaliza>on Strategies Involve others in the training and create opportuni>es for prac>ce and reinforcement in the natural environment Group Management Strategies Develop a set of group rules focus on ac>ve par>cipa>on focus on instruc>on These students are likely to have some challenging behaviors Good idea to have a system in place to start Develop tricks and strategies For maintaining a-en>on and desired behavior Teach a set of basic group rules in the first session Example: Group Management: Listen - look at the person who is talking and stay quiet Par:cipate - do what teacher tells you to do Freeze - stop everything you are doing and become a statue Teach this as a lesson Terrance M. Sco-, 015

6 Group Management Teach Key Group Rules Group Management Model and Discuss Key Group Rules Group Management Basic Strategies Use frequent specific verbal praise Focus on posi>ve Provide reinforcement to those being posi>ve Redirect or ignore misbehavior as possible Point system reinforcement for specific desired behaviors Withholding for specific undesired behaviors Reminders and pre- correc>on Behavior Management Focus on the Positive (praise and ignore) Focus on the Posi>ve. Teach same as you would any academic skill teacher modeling of key skills student prac>ce with teacher guidance individual prac>ce with real examples Teach with strategies that promote generaliza>on Selec>on and sequence examples to promote acquisi>on of key rules Forma>ve assessment via curriculum Terrance M. Sco-, 015

7 Teach Social Skills Like You Would Teach Academics! clear set up and advance organizer model and demonstrate facilitate high levels of engagement guided prac>ce consistent and immediate feedback review and assess Introduce issue Why is this a problem?.1 Anger Control with Peers Lesson Components rule for why to use the key skill rule for when to use the skill and for when not to use it set of useful skill varia>ons natural examples Introduce solu>ons to problem.1.1 Anger Control with Peers RespecJul Responding To the Teacher model / demonstrate the skill teacher provides first model and ques>ons students to assess for understanding select competent and respected students and adults only the teacher models incorrect responses select examples from natural context at least two posi>ve demonstra>ons of each example. Teacher Models Key Skill with Ques>ons Anger Control with Peers. RespecJul Responding To the Teacher Terrance M. Sco-, 015

8 Using Effec+ve Instruc+on to Teach Social Skills: A Tier II Interven+on Teacher Models Nega>ve Example Only the teacher models negative behavior never the students Have students tell you why wrong and what bad things would happen as a result. Role play ac:vi:es Focus on real examples Have student "think aloud Teacher can provide coaching during lesson Teacher may need to prompt appropriate responses Involve all members of the group by assigning tasks / ques>ons Role Play Set- Up (use real examples) Engage all students by giving them jobs as judges during the role play Set up judges Teacher Guides Student Role Plays.. Anger Control with Peers Assess for Mastery Assess on untrained examples through role plays assess each student as oeen as possible (daily) request demonstra>on of skill whenever possible (verbally or role play) RespecJul Responding To the Teacher Doctoral Program In Behavior Disorders Terry Scott Associate Dean for Research and Graduate Studies Professor and Distinguished University Scholar College of Education and Human Development University of Louisville Louisville, KY 09 t.scott@louisville.edu (50) Terrance M. Sco-, 015

9 Scheduling and Logis>cs CHECKLIST # Task Indicator 1 a 1 b 1 c 1 d 1 e Consistent meeting time (0 min x times per week) Instructional setting (room) available and scheduled 6-8 students with similar needs identified for group Schedule to teach no more than 1 relevant skill per week Schedule at least weeks for each identified skill 1f Have a consistent teacher identified for each session Generaliza>on Strategies CHECKLIST # Task Indicator a b c d e Appropriate replacement skills identified from environment Use real role play examples solicited from the environment Practice in multiple settings and under variable conditions Train and practice skill variations Introduce naturally occurring reinforcers f Provide multiple examples and practice opportunities g h Enlist others in environment to prompt and reinforce Create situations to encourage desired behvior Terrance M. Sco-, 015

10 Group Management Strategies CHECKLIST # Task Indicator a b c d e Teach and practice group rules during first session Develop point system related to group rules Assign seating to minimize potential disruptions Plan activities to keep students engaged (OTRs) Plan to focus on positive behaviour and redirect problems f Provide frequent reminders g h Create group competition with teacher for reinforcement Use frequent specific verbal praise CHECKLIST # Task Indicator a b c d e e Introduce a problem and a key skill as a solution Provide physical models while thinking aloud key steps Sequence positive examples then juxtapose negative Frequent questions to students is this right or wrong? Differentiate instruction as necessary for individuals When students answer correctly introduce role plays f Provide all students with tasks during role play (judges) g h All students role play each skill to mastery Test with novel examples Terrance M. Sco-, 015