Effectively Teaching Social Skills: A Pathway Towards Social and Academic Success

Transcription

1 Effectively Teaching Social Skills: A Pathway Towards Social and Academic Success PRESENTED BY NATALIE DOBBINS, M.ED & KAREN FINIGAN, M.ED. Objectives 1. Participants will understand the importance of teaching social skills to increase social and academic success for their students. 2. Participants will recognize the critical components of evidenced based social skills curriculums and will be able to identify and implement them in their programs. Why Social Skills? What are some of the primary reasons students are referred to our specialized program/classrooms? What social skills to do ALL kids need? 1

2 Why Social Skills? Key Re-ED Principles Competence makes a difference; Self-control can be learned; The group is important to young people; it can be a major source of instruction in growing up. - Nicholas Hobbs Three Reasons Student s Struggle to Implement a Social or Academic Skill (Horner, Sugai, & Gresham, 2001) They know it but have not been reinforced enough to use it fluently They know it conceptually, but can t apply it in context or real life They just don t know how to do it, but often don t want anyone to really know that WAREA 2008 An Important Difference (Gresham, Sugai & Horner, 2001) Social Skills- Behaviors that are taught, learned, and performed in an interpersonal context Social Competence- Ability to make judgements or evaluations of these behaviors within and across settings Students may have problems in one or both areas- assessment can tell you what is needed WAREA

3 Children with Behavior Problems Often Haven t been successful in groups before Systematically have been removed from the groups in their lives Have difficulty reading social cues/facial expressions of their own peer group Haven t experienced a sense of affiliation in a family, community or classroom Have deficits in expressive and/or receptive language that interfere with their ability to successfully communicate and interact with others Have deficits in self-control, cooperating, problem solving, helping, sharing, making good decisions, and accepting the word No Valore, T. (1991); Getty, L. & Summy, S. (2006) In social interactions with others When they can t do the work required When they can t express what they need or are experiencing When Problems Occur When they don t have the skills to adapt to norms and expectations of others When they have to manage their emotions, feelings When they don t understand what is expected or what to do When they can t negotiate their structures and routines Why Social Skills? Social and emotional competence and the learning environments that support their development have been shown to enhance academic performance in various direct and indirect ways (Zins, Weissberg, Wang, & Walberg, 2005). A meta-analysis of 300 studies found that social and emotional learning programs significantly improve students' academic performance (Durlak, 2005). 3

4 Changing Our Perspectives We naturally view academic and social problems differently Academics is our job Social behavior is their job 42-7 A Comparison of Approaches to Academic and Social Problems When a child makes an academic mistake we assume: Trying to be correct Error an accident Has learned the wrong way Has been taught the wrong way Based upon work by Geoff Colvin,

5 A Comparison of Approaches to Academic and Social Problems So when a child makes an academic mistake we try to: Diagnose the problem/misrule Provide assistance Re-teach Adjust methods Provide ongoing reinforcement Provide more practice A Comparison of Approaches to Academic and Social Problems BUT when a child makes a social mistake, we assume: Child is not trying Error was deliberate Child refuses to cooperate Child knows what to do (because s/he has been told often enough!) A Comparison of Approaches to Academic and Social Problems So when a child makes a social mistake, we often: Provide negative consequences Remove from normal contexts Provide more negative consequences (punishment) Assume child will learn lesson and behave in the future 5

6 Teachers who do not incorporate social skills and problem solving into their curriculum Spend more time dealing with individual problem behavior Try to control acting out students, escalating problem behaviors Expend so much energy that they are draining themselves physically and emotionally Are less effective with children with problem behavior Jones, V. & Jones, L. (2001) Comprehensive Classroom Management. Boston: Allyn & Bacon. Comparison of Procedures to Remediate Chronic Academic and Behavior Problems (Colvin, 1988) Chronic Academic Problem Identify error pattern or misrule Chronic Behavior Problem Identify functional relationship between behavior and environment (the why/pay off) Identify the rule Modify examples and presentation to provide clearer focus on the rules and less opportunity for practicing the misrule Provide differential feedback so that the more accurate responses are strongly reinforced Shape context towards target context, provide review and integrate skill with other skills Identify acceptable and unacceptable behaviors Modify environment/task to support practice of expected behaviors and remove stimuli that are likely to trigger the inappropriate behaviors Provide positive reinforcement and supportive feedback so student begins to experience success Move towards normalized context for practice and support of new skills. Increasing the level of challenge gradually What are the critical components of evidenced based social skills curriculums and how will be able to identify and implement them in our programs? 6

7 1. Definitions of Social Skills Four Key Elements of Social Skills Instruction 2. Assessment of Need 3. Instructional Strategies 4. Generalization of Skills 1. Definition of Social Skills Direct and planned instruction designed to teach specific social behavior that, when displayed by the student, results in positive judgments of social competence from peers and adults. (Fuller, Lewis & Sugai, 1995). 2. All Instruction begins with Assessment Social Skills assessments are used to screen the general social competence of individual students Assessment strategies are used to collect information about the nature of a student s social skills problem Social skills assessments are conducted to assist in selecting and modifying curriculum and design and delivery of instruction 7

8 Types of Assessments Teacher Ratings Ratings By Parents & Caregivers Self-Ratings Behavioral Interviews Behavioral Role Plays Direct Observation Student Surveys Build this, (obtaining this data), into initial referral process, functional assessment AND part of measuring annual goals/objectives 3. Effective Instruction Non interactive lecture-oriented programs have minimal impact, whereas interactive programs that enhance the development of interpersonal skills have greater impact. Tobler, N.S.(2000). Lessons Learned. Journal of Primary Prevention The Approach and Components of Social Skills Instruction are Fundamentally the Same as Academic Instruction (Sugai & Lewis, 1996) Teacher-counselors must be efficient in: (a) designing instruction (b) presenting instruction (c) arranging instruction (d) arranging opportunities to practice (e) assessing and evaluating (f) providing feedback 8

9 Comparison of Procedures to Remediate Chronic Academic and Behavior Problems (Colvin, 1988) Chronic Academic Problem Identify error pattern or misrule Chronic Behavior Problem Identify functional relationship between behavior and environment (the why/pay off) Identify the rule Modify examples and presentation to provide clearer focus on the rules and less opportunity for practicing the misrule Provide differential feedback so that the more accurate responses are strongly reinforced Shape context towards target context, provide review and integrate skill with other skills Identify acceptable and unacceptable behaviors Modify environment/task to support practice of expected behaviors and remove stimuli that are likely to trigger the inappropriate behaviors Provide positive reinforcement and supportive feedback so student begins to experience success Move towards normalized context for practice and support of new skills. Increasing the level of challenge gradually Differential Diagnosis and Social Skill Performance (Gresham, Sugai & Horner, 2001) Acquisition- Absence of knowledge of a skill or inability to discriminate which skill is appropriate in specific situations (need instruction, feedback, and support). Performance- The skill exists in the student s repertoire but they fail to perform them at necessary times (need prompts, feedback, and practice). Fluency- Lack exposure to skilled models, insufficient rehearsal or practice, or low rates or inconsistent delivery of reinforcement for performance of the skill (need practice, feedback, and confidence). Skills Beyond Instruction Conversely, multiyear, multi-component interventions are more likely to foster enduring benefits. When classroom instruction is combined with efforts to create environmental support and reinforcement from others (e.g. schools implementing positive behavior supports) there is an increased likelihood that students will adopt positive social and health practices. This is the emphasis of the positive behavior support movement in schools ( and Osher, D., Dwyer, K., and Jackson S. (2002). Safe, Supportive, and Successful Schools 9

10 4. Generalization Generalization will be enhanced when students see the relevance of using targeted skills in every day life. (Goldstein & McGinnis 1997; Hazel, Schumaker, Sherman, & Sheldon-Wildgen, 1982; Walker et. al, 1988) Strategies to Encourage Generalization Select Relevant Samples Make sure transition class will allow for new skills to be used Be aware of environmental/ethical issues involved in new skills Involve Relevant Others in Training Peer group Staff Train in the Natural Environment Take children to settings to observe the skill being used Teachable moments throughout the day in and out of school Examples of Generalizing Strategies Incorporate replacement behaviors on point sheets Hand out immediate tangible reinforcements Weekly Classroom skill theme, class votes on student Display verbal skills on wall in classroom Bring the skill to new skills when using conflict-cycle Quarterly Awards acknowledging achievement Peer Mentoring for those who have mastered skill 10

11 Strategies to Encourage Generalization at an Individual Level (Maag & Katsiyannis, 1998) Generalization also requires identifying and teaching students a prosocial replacement behavior. If a student finds a replacement behavior that gets him/her what s/he wants, he or she is more likely to use the behavior outside the training setting. Positive replacement behaviors ensure that the child will have greater social acceptability. Recognize that behavior has a FUNCTION and replacement behaviors can meet that function in a positive way. Function: Obtain (e.g., attention, object, activity) REPLACEMENT SKILLS Follow schedule Participate in routine Self-management Request help Teach delay of reinforcement Request attention/time with staff Choice Ask for time with a desired adult/peer Ask for a turn Ask for item Center for Evidence Based Practice: Young Children with Challenging Behavior Individualized Replacement Skill to Obtain Asking For Help 1. Take a deep breath 2. Read the directions of the assignment ask myself- do I understand? If I do, I try a few If I don t 3. I tell myself it is ok, that I can ask for help and learn to do it. The teacher will come as soon as she can. 4. Raise my hand and wait for the teacher. If she can t come right away she will tell me and I will take a deep breath and practice my pep talk until she gets there. 5. When the teacher comes I will listen carefully and try for a little while. 6. If I need more help, go to step 1 11

12 Function: Escape (e.g., activity, demands, social interaction) REPLACEMENT SKILLS Request break Set work goals Request help Follow schedule Participate in routine Choice Self-management Say No thanks Say I would rather do something else Center for Evidence Based Practice: Young Children with Challenging Behavior Individualized Replacement Skill to Escape Taking a Break When Cued By an Adult 1. Take a deep breath 2. Go to the area the teacher says (Quiet Corner in room or Buddy Chair across the hall). 3. My mouth is closed and my body in control 4. I tell myself that it is OK, I can get back on track. I can calm down and make good choices for m yself. 5. Keep breathing and doing my pep talk until I feel calm. 6. Make a plan to get back on track 7. Return to class when the teacher says so & tell her my plan Remember when Implementing (Sugai & Lewis, 1996) 1. Social Skills are learned behaviors that can be taught. We are social beings that are literally wired to connect. Some social learning is indirect, learned through watching actions of others and at other times it is learned through direct instruction. 2. Behavior Management Problems are Social Skills Problems Behavior problems are learning errors and social skills instruction is an essential feature of a behavior intervention plan. 12

13 Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996) 3. Social Skills are Necessary Prerequisites for Academic Skills Social and Academic competence are closely related Students who have not learned the prerequisite skills to benefit from teacher-directed instruction, independent study or cooperative learning activities are likely to experience academic and social failure Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996) 4. The Initial Steps in Setting up a Social Skills Curriculum are Time and Energy Consuming (but worth it)! Competent Social Skills Teacher/Counselors must : learn about assessing and teaching social skills practice what they have learned receive regular feedback on their attempts Six Aspects of Social Skills Instruction (Sugai & Lewis, 1996) 5. The Ideal Curriculum Does Not Exist One curriculum can not accommodate the full range of social skill problems and settings that student and teachers are likely to experience. Yet there are a number of programs that have been demonstrated as effective, which serve as good starting points. Children and youth will more likely use a skill if it is personally meaningful and is effective for them. Address cultural and gender issues appropriately. Daily instruction and use of social skills embedded throughout academic instruction is the most effective. 13

14 Cultural and Gender Issues in Social Skills Instruction (Cartledge, Singh, & Gibson, 2008) Become culturally competent (your own and your students) Be aware of gender issues and biases Respect and acknowledge students culture and experiences throughout instruction Teach social code switching (school expectations vs. other aspects of life/community) Use culturally specific concepts and materials to add meaning and relevance Use supplementary materials (films, books, posters, language) that reflect diverse cultures and gender perspectives Involve/include parents and family members Objectives 1. Participants will understand the importance of teaching social skills to increase social and academic success for their students. 2. Participants will recognize the critical components of evidenced based social skills curriculums and will be able to identify and implement them in their programs. 14