All Students Can Succeed! Effective Interventions for behavioral and social challenges Jed Baker, Ph.D. .

All Students Can All Students Can Succeed!Succeed!

Effective Interventions Effective Interventions for behavioral and social for behavioral and social

challengeschallenges

Jed Baker, Ph.D.Jed Baker, Ph.D.

www.socialskillstrainingprojewww.socialskillstrainingproject.comct.com

Quote from Yoda – Star Quote from Yoda – Star WarsWars

FEAR IS THE PATH TO THE DARK FEAR IS THE PATH TO THE DARK SIDE SIDE

FEAR leads to ANGERFEAR leads to ANGER ANGER leads to HATEANGER leads to HATE HATE leads to SUFFERINGHATE leads to SUFFERING

90% of Teaching and 90% of Teaching and Parenting is ToleranceParenting is Tolerance

Can we tolerate our own discomfort Can we tolerate our own discomfort long enough to think about what to long enough to think about what to do? do?

Discipline is a starting point: But Discipline is a starting point: But what if it does not work?what if it does not work?

Handling Our Own Handling Our Own Feelings Feelings

Hope! Yet expect delays in what you Hope! Yet expect delays in what you want to accomplish.want to accomplish.

The individual’s behavior is not intended The individual’s behavior is not intended to simply challenge your authority, but is to simply challenge your authority, but is rather a reflection of his/her lack of rather a reflection of his/her lack of coping skills.coping skills.

Most observers do not question your Most observers do not question your competence, they get that this is part of competence, they get that this is part of dealing with kids or challenging dealing with kids or challenging students. Laugh it off.students. Laugh it off.

Quote from Quote from Educator/Philosopher Educator/Philosopher Chaim Ginott (1971)Chaim Ginott (1971)

““As a teacher, I have come to the frightening As a teacher, I have come to the frightening conclusion that I am the decisive element conclusion that I am the decisive element in the classroom. It is my personal in the classroom. It is my personal approach that creates the climate. It is my approach that creates the climate. It is my daily mood that makes the weather. daily mood that makes the weather.

As a teacher, I possess tremendous power to As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I make a child’s life miserable or joyous. I can be a tool of torture or an instrument of can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt inspiration. I can humiliate or humor, hurt or heal. or heal.

In all situations, it is my response that In all situations, it is my response that decides whether a crisis will be escalated decides whether a crisis will be escalated or de-escalated, a child humanized or or de-escalated, a child humanized or dehumanized.”dehumanized.”

OverviewOverview Understanding challenging behaviors Understanding challenging behaviors

in social communication disordersin social communication disorders

Overview of behavior management and Overview of behavior management and frustration skillsfrustration skills

RelationshipRelationship Crisis ManagementCrisis Management Repeat Problems/Prevention plan Repeat Problems/Prevention plan

(www.apbs.org)(www.apbs.org)

Overview of Tiered Social Overview of Tiered Social SkillsSkills Tier 1: School-wideTier 1: School-wide

Adding structure and options at lunch/recessAdding structure and options at lunch/recess Training of aides, staffTraining of aides, staff Peer sensitivity training, creating inclusion Peer sensitivity training, creating inclusion

environmentsenvironments Tier 2: Case conference students in need of skill Tier 2: Case conference students in need of skill

enhancementenhancement Lunch bunches, social skill groups, theme based groupsLunch bunches, social skill groups, theme based groups Consultation with specialistsConsultation with specialists

Tier 3: Individualized Social Skill Action Plans for Tier 3: Individualized Social Skill Action Plans for 504/IEPs504/IEPs Target Relevant skills: parental inputTarget Relevant skills: parental input Establish motivation to socialize Establish motivation to socialize Teach skills Teach skills Generalization: teacher/aide/parent promptsGeneralization: teacher/aide/parent prompts Peer sensitivity training, peer buddies Peer sensitivity training, peer buddies Evaluating outcome: teacher/aide/parent inputEvaluating outcome: teacher/aide/parent input

OverviewOverview Key Components of social skills training Key Components of social skills training

Tier 3Tier 3 What to teach? (Gresham et al., 2001) Match to What to teach? (Gresham et al., 2001) Match to

deficitdeficit Motivation (White et al., 2006) Social/intrinsicMotivation (White et al., 2006) Social/intrinsic Skill acquisition (Bellini & Peters, 2008; Skill acquisition (Bellini & Peters, 2008;

Mateson et al., 2007)Mateson et al., 2007) Generalization (Bellini, 2007) Dose, natural Generalization (Bellini, 2007) Dose, natural

settingsetting Peer sensitivity (Baker, 2003, 2005; Hughs & Peer sensitivity (Baker, 2003, 2005; Hughs &

Carter, 2008)Carter, 2008) Evaluating outcomeEvaluating outcome

Difficulties Associated Difficulties Associated with Challenging with Challenging

BehaviorBehavior Difficulty with abstract thinking & Difficulty with abstract thinking &

perspective-taking.perspective-taking. Misbehavior is often unintentional! Misbehavior is often unintentional!

Teach perspective more than discipline. Teach perspective more than discipline. Inflexibility: Limited problem solvingInflexibility: Limited problem solving

Learning facts is more enjoyable than Learning facts is more enjoyable than socializing.socializing.

Preparation and expanded problem Preparation and expanded problem solving avoids meltdownssolving avoids meltdowns..

Difficulties Associated Difficulties Associated with Challenging with Challenging

BehaviorBehavior Low Frustration ToleranceLow Frustration Tolerance

Limbic system: Controls emotions and Limbic system: Controls emotions and fight, flight or freeze responsefight, flight or freeze response

Forebrain: Reasoning and planningForebrain: Reasoning and planning Limbic system can hijack the rest of the Limbic system can hijack the rest of the

brainbrain Prevent rage and distract when in ragePrevent rage and distract when in rage..

Behavior ManagementBehavior Management

Step 1: Relationship IssuesStep 1: Relationship Issues Warmth and caringWarmth and caring

Structure with use of visual Structure with use of visual supports, differentiated supports, differentiated instructioninstruction

Build confidence: 80/20 ruleBuild confidence: 80/20 rule

Avoid escalating power Avoid escalating power struggles. struggles.

Behavior ManagementBehavior Management

Step 2: Crisis ManagementStep 2: Crisis Management Non-verbal skills to increase Non-verbal skills to increase

safety.safety. Listen, agree, apologize when Listen, agree, apologize when

necessarynecessary Collaborate: Ask “what do you Collaborate: Ask “what do you

want? Lets find the right way to want? Lets find the right way to get that.”get that.”

When logic is gone: DistractWhen logic is gone: Distract Novel itemsNovel items Special interestsSpecial interests Sensory activitiesSensory activities

Ignore if you are triggerIgnore if you are trigger

Make a plan for next timeMake a plan for next time

Behavior ManagementBehavior Management

Step 3: Repeat Behavior ProblemsStep 3: Repeat Behavior Problems Explore why it happens: Interview, Explore why it happens: Interview,

observe & and keep an ABC journalobserve & and keep an ABC journal No More Meltdowns APP, available at No More Meltdowns APP, available at

APP store or www.symtrend.com/nmmAPP store or www.symtrend.com/nmm Develop a good prevention planDevelop a good prevention plan

Typical TriggersTypical Triggers

Biological issues: hunger, tiredness, illnessBiological issues: hunger, tiredness, illness Sensory issues: noise, light, touch, over-Sensory issues: noise, light, touch, over-

stimulation, boredomstimulation, boredom Lack of structureLack of structure Challenging or new work, feared situationsChallenging or new work, feared situations Having to wait, not get what one wants, Having to wait, not get what one wants,

disappointmentsdisappointments Threats to self-esteem: losing, mistakes, Threats to self-esteem: losing, mistakes,

criticismcriticism Unmet wishes for attention: ignored, want Unmet wishes for attention: ignored, want

others to laughothers to laugh

Components of a Components of a Behavior PlanBehavior Plan

see www.apbs.orgsee www.apbs.org

1.1. Change the triggers: Change the triggers: sensory/biological, structure, task sensory/biological, structure, task demandsdemands

2.2. Teach skills to deal with triggersTeach skills to deal with triggers: :

3.3. Reward new skillsReward new skills

4.4. Loss system Loss system if not already frustratedif not already frustrated

Demands for WorkDemands for Work

1.1. Change the triggersChange the triggers Model, prompt rather than test, explain Model, prompt rather than test, explain

learning curvelearning curve Give choice of work, use special interestsGive choice of work, use special interests Visual supports: instructions, webs, Visual supports: instructions, webs,

outlines, labelsoutlines, labels Reduce length, use timer Reduce length, use timer

2.2. Teach “Trying When It’s Hard”Teach “Trying When It’s Hard” Try a littleTry a little Ask to watch first or ask for helpAsk to watch first or ask for help Take a break and try againTake a break and try again Negotiate how muchNegotiate how much

Demands for WorkDemands for Work

3.3. Reward systemReward system For trying, not for being correct For trying, not for being correct Trying PosterTrying Poster

44.. Avoid Avoid loss system loss system when frustratedwhen frustrated

Waiting, Accepting No, Waiting, Accepting No, Stopping FunStopping Fun

1.1. Change the triggersChange the triggers Use a visual timer and shorten wait timeUse a visual timer and shorten wait time Create a visual schedule. Use a “to do” Create a visual schedule. Use a “to do”

box box Highlight reward for waiting/accepting no Highlight reward for waiting/accepting no

& prime ahead& prime ahead

2.2. Teach skills (invisible payoff)Teach skills (invisible payoff) Waiting: get some laterWaiting: get some later Accepting no: get something else laterAccepting no: get something else later Stopping on time: get to go back laterStopping on time: get to go back later

Waiting, Accepting No, Waiting, Accepting No, Stopping FunStopping Fun

3.3. Reward systemReward system Points for waiting, accepting no and Points for waiting, accepting no and

stopping on time stopping on time Disappointment posterDisappointment poster

4.4. Natural Natural loss systems: loss systems: Can’t stop, can’t do it againCan’t stop, can’t do it again

Self-esteem:Self-esteem: Mistakes, Mistakes, Losing, TeasingLosing, Teasing

1.1. Change the triggersChange the triggers Offer choice: let them win or not see Offer choice: let them win or not see

mistakesmistakes Stack the deck: with activities that they do Stack the deck: with activities that they do

well (80/20) well (80/20) Prime ahead Prime ahead Protect from teasingProtect from teasing

2.2. Teach skills (invisible payoff)Teach skills (invisible payoff) Mistakes help us learnMistakes help us learn Win the invisible game: friendship/self-Win the invisible game: friendship/self-

controlcontrol Teasing: check it out 1Teasing: check it out 1stst, stop, ignore, report, stop, ignore, report

Self-esteem:Self-esteem: Mistakes, Mistakes, Losing, TeasingLosing, Teasing

3.3. Reward systemReward system: : Rewards for handling imperfection are Rewards for handling imperfection are

greater than rewards for winning or greater than rewards for winning or doing work right.doing work right.

4.4. Avoid Avoid loss systems loss systems when frustratedwhen frustrated

Unmet Needs for AttentionUnmet Needs for Attention1.1. Change the triggersChange the triggers

Schedule attention: special timeSchedule attention: special time Use a timer and red/green cardsUse a timer and red/green cards Provide an appropriate outlet: theatre, Provide an appropriate outlet: theatre,

presentationpresentation

2.2. Teach “Positive Ways to Get Attention”Teach “Positive Ways to Get Attention” How to get adult attentionHow to get adult attention How to get peer attention: Public versus How to get peer attention: Public versus

private topicsprivate topics Rules of comedy: Can’t make fun of Rules of comedy: Can’t make fun of

vulnerable, use slapstick, random thoughts, vulnerable, use slapstick, random thoughts, and self-deprecationand self-deprecation

Unmet Needs for Unmet Needs for AttentionAttention

3.3. Reward systemReward system: : Rewards for appropriate topicsRewards for appropriate topics

4.4. Loss systems: Loss systems: Response costResponse cost

Warning

Loss of:10 min

Simpsons

WarningLoss of:snack

Loss of:20 min

Simpsons

Loss of:30 min

Simpsons

Sensory Needs: Self-Sensory Needs: Self-StimulationStimulation

1.1. Change the triggersChange the triggers Alter sensory environment Alter sensory environment For boredom, reduce wait time and For boredom, reduce wait time and

engageengage Modify frustrating work Modify frustrating work

2.2. Teach skills Teach skills Alternative ways/times to self-stimAlternative ways/times to self-stim How to be a self-advocate for better How to be a self-advocate for better

environmentenvironment

Sensory Needs: Self-Sensory Needs: Self-StimulationStimulation

3.3. Reward systemReward system Reward new ways to self-stim Reward new ways to self-stim

4.4. Loss systems:Loss systems: Maybe response costMaybe response cost

Unexpected Triggers: Unexpected Triggers: Self-CalmingSelf-Calming

1.1. Prepare for unexpected Prepare for unexpected Collaborate on ways to distract and Collaborate on ways to distract and

soothe in preparation for the unexpected soothe in preparation for the unexpected upsets. Create a relaxation folder.upsets. Create a relaxation folder.

Establish a safe personEstablish a safe person

2.2. Teach skills Teach skills Self-talk: “Self-talk: “All problems can be solved if All problems can be solved if

you can wait and talk to the right you can wait and talk to the right personperson.”.”

Draw or write the thing that Draw or write the thing that distracts/soothes you.distracts/soothes you.

Unexpected Triggers: Unexpected Triggers: Self-CalmingSelf-Calming

3.3. Reward systemReward system: : for using calming strategiesfor using calming strategies

4.4. Natural Natural loss systems: loss systems: outbursts will limit continued outbursts will limit continued

participation in certain events.participation in certain events.

Lifeline RulesLifeline Rules You can use 50:50, Ask a Specific You can use 50:50, Ask a Specific

Person, Poll the audience.Person, Poll the audience. You may use lifelines more than once, You may use lifelines more than once,

but as a group you have only three but as a group you have only three lifelines.lifelines.

The rule of thumb regarding dealing with a full blown meltdown is: A. Try to reason with the youngster when he is upset.B. Do not bother to reason with him, instead try to take away privileges while he is upset.C. Try to distract him while he is upset, and then when he is calm, develop a plan to deal with the problem if it happens again.D. Use promises or threats.

For For $8,000$8,000

Lifelines

Is that your final answer?

ResourcesResourcesMusic Music

CDCD

Social Skills Books

Elementary Level Middle, High School and Beyond

Challenging behaviorDVD

Now an APP too!

Social skill picture book

Social skill picture book for high school

Key Components of Key Components of Skills TrainingSkills Training

Prioritize skill goalsPrioritize skill goals MotivationMotivation Skill acquisitionSkill acquisition GeneralizationGeneralization Peer sensitivityPeer sensitivity Evaluate outcomeEvaluate outcome

Action PlanAction Plan Prioritize 3-4 skill goals for each Prioritize 3-4 skill goals for each

student student Consider how to measure skillConsider how to measure skill ModificationsModifications Where will you teach skill lesson? Where will you teach skill lesson?

Class, group, individualClass, group, individual What strategies to teach? What strategies to teach?

Structured learning, Social Stories, Structured learning, Social Stories, cognitive picture rehearsal, video cognitive picture rehearsal, video modeling, picture booksmodeling, picture books

Action PlanAction Plan

How will you generalize?How will you generalize? Prime with cue card, chartPrime with cue card, chart When will you coach them?When will you coach them? Review with card. Chart or self-Review with card. Chart or self-

monitoringmonitoring Reward/loss programReward/loss program

Should we target typical peers?Should we target typical peers?

1. Motivation1. Motivation

Pre-Pre-verbalverbal

ReasoneReasonerr

DTT-LovaasDTT-Lovaas

Adult Adult directed, directed, reward not reward not necessarily necessarily related to related to responseresponse

PRT – KoegelPRT – Koegel

VBT – SundbergVBT – Sundberg

Reward is naturally related Reward is naturally related to responseto response

Floortime DIR – GreenspanFloortime DIR – Greenspan

Follows lead of child in playFollows lead of child in play

RDI-Gutstein, activity pulls RDI-Gutstein, activity pulls for attentionfor attention

Verbal Verbal ReasoneReasonerr

Behavior Behavior charts and charts and token token systems systems where where rewards rewards promised for promised for target target behaviorsbehaviors

Link behavior to student’s Link behavior to student’s goalsgoals

Increase self-awareness of Increase self-awareness of strengths prior to strengths prior to challenges (at least by 14)challenges (at least by 14)

Have students teach othersHave students teach others

Make interaction funMake interaction fun

External/contrived Internal/naturalistic

2. Skill Acquisition2. Skill Acquisition How to teach How to teach

Limited receptive languageLimited receptive language: ABA : ABA (DTT/PRT/VBT), video modeling, picture (DTT/PRT/VBT), video modeling, picture books, cognitive picture rehearsal. books, cognitive picture rehearsal.

Good receptive languageGood receptive language: Social Stories, : Social Stories, structured learningstructured learning

Where to teachWhere to teach Class FormatClass Format Small Group: Talk time, Small Group: Talk time, skillskill time, activity time, activity

time.time. Individual: When attention and cooperation Individual: When attention and cooperation

may not be available in group.may not be available in group.

3. Generalization3. Generalization

Prime the skillPrime the skill Verbally cue the skillVerbally cue the skill Visually cue the skill: Assignment Visually cue the skill: Assignment

sheet, cue card or behavior chartsheet, cue card or behavior chart Coach skill use as it happensCoach skill use as it happens

Baiting in classBaiting in class Natural situations, lunch bunches, Natural situations, lunch bunches,

cooperative group projects, play cooperative group projects, play times, internships, frustrating times, internships, frustrating workwork

3. Generalization3. Generalization Provide feedback about skill useProvide feedback about skill use

Classroom Marble JarClassroom Marble Jar Individual reward chartIndividual reward chart Self-monitoringSelf-monitoring

4. Peer Sensitivity4. Peer Sensitivity

Sensitivity/kindness lessonsSensitivity/kindness lessons for for typical peers and staff.typical peers and staff. To increase understanding when they To increase understanding when they

are disliked:are disliked: Include those who are left outInclude those who are left out Stand up for those who are teased Stand up for those who are teased Offer help if someone is upsetOffer help if someone is upset

To create peer buddies/coachesTo create peer buddies/coaches

4. Peer Sensitivity4. Peer Sensitivity GeneralizationGeneralization of kindnessof kindness: :

Classroom milieu: The marble jarClassroom milieu: The marble jar Lunch buddyLunch buddy Academic buddyAcademic buddy Extra-curricular buddyExtra-curricular buddy

Evaluating OutcomeEvaluating Outcome

Observable behaviorsObservable behaviors Frequency, duration, latencyFrequency, duration, latency Time sampling: whole. Part, Time sampling: whole. Part,

momentarymomentary Response ratioResponse ratio

Rating ScalesRating Scales Likert ratings of skillsLikert ratings of skills Social skill checklistsSocial skill checklists Consumer satisfactionConsumer satisfaction

Evaluating OutcomeEvaluating Outcome

Remnants of behaviorRemnants of behavior FriendshipsFriendships GradesGrades Bullying reportsBullying reports

Overview of Peer Overview of Peer SensitivitySensitivity

I am here to talk with you about a I am here to talk with you about a student in your class. He is the same student in your class. He is the same as you and different.as you and different.

How are we all the same and How are we all the same and different?different?

We are also different in the way we We are also different in the way we sense things? sense things?

What are the Five What are the Five Senses?Senses?

SenseSense DifficultyDifficulty SeeingSeeing BlindnessBlindness HearingHearing DeafDeaf TouchTouch Touch ChangesTouch Changes TasteTaste Taste ChangesTaste Changes SmellSmell Smell ChangesSmell Changes

The Sixth Sense:The Sixth Sense: The The Social SenseSocial Sense

1. Knowing what to do and say in 1. Knowing what to do and say in social situations. social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play

2. Reading body language 2. Reading body language

3. Easy to make friends.3. Easy to make friends.

Hey. How’s it going?Can I play too?

Social Blindness:Social Blindness: Problems with the Social Problems with the Social

SenseSense1. Trouble knowing what to do and 1. Trouble knowing what to do and

say in social situations. say in social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play Off the topicOff the topic

2. Trouble with body language.2. Trouble with body language. Little Eye ContactLittle Eye Contact

3. Hard to make friends3. Hard to make friends4. Trouble with Sports.4. Trouble with Sports.

?

John’s Difficulties: Social John’s Difficulties: Social BlindnessBlindness

1. Trouble knowing what to do and 1. Trouble knowing what to do and say in social situations. say in social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play

2. Hard to read body language2. Hard to read body language

3. Hard to make friends3. Hard to make friends

4. Talks a lot about video games4. Talks a lot about video games

5. Annoys when rejected5. Annoys when rejected

John’s Strengths and John’s Strengths and TalentsTalents

1. Intelligent even though new work 1. Intelligent even though new work may upset him.may upset him.

2. Great artist. 2. Great artist.

3. Excellent memory for facts3. Excellent memory for facts

4. Good at Video Games4. Good at Video Games

5. Caring Person 5. Caring Person

Famous People with Famous People with Social BlindnessSocial Blindness

Albert Einstein - Albert Einstein - PhysicistPhysicist Social difficulties, Social difficulties,

Learning DisabilityLearning Disability

Bill Gates - Founder Bill Gates - Founder of Microsoftof Microsoft Social DifficultiesSocial Difficulties

Famous People with Famous People with Social BlindnessSocial Blindness

Thomas Edison - Thomas Edison - InventorInventor Social difficulties, Social difficulties,

Learning ProblemsLearning Problems

Wolfgang Mozart - Wolfgang Mozart - ComposerComposer Social DifficultiesSocial Difficulties

Marie Curie – Nobel prize Marie Curie – Nobel prize winner in chemistrywinner in chemistry Social difficulties, discovered Social difficulties, discovered

radioactive elementsradioactive elements

Temple Grandin – designer Temple Grandin – designer of livestock handling of livestock handling facilities, associate facilities, associate professor of animal science, professor of animal science, noted authornoted author Social DifficultiesSocial Difficulties

Famous PeopleFamous People

Group ExerciseGroup Exercise

1. One student leaves for a moment 1. One student leaves for a moment while others learn how to join in.while others learn how to join in.

2. Student returns and tries to join in. 2. Student returns and tries to join in. Everyone gets rewards for joiningEveryone gets rewards for joining

How Can We Help How Can We Help John?John?

InviteInvite him to join in conversation him to join in conversation and play during lunch/recess and and play during lunch/recess and other times.other times.

Stand up for himStand up for him if he is teased. if he is teased. Offer helpOffer help if he is upset. if he is upset.

Marble jarMarble jar Lunch buddiesLunch buddies Extra-curricular buddiesExtra-curricular buddies

Social Skills Training Social Skills Training Strategies Strategies

InformalInformal

Incidental Teaching (all the time, Incidental Teaching (all the time, most important) most important)

FormalFormal

Good Receptive LanguageGood Receptive Language Structured Learning (groups or Structured Learning (groups or

individual)individual) Social-Stories (individual) Social-Stories (individual)

Social Skills Training Social Skills Training StrategiesStrategies

Limited Receptive LanguageLimited Receptive Language ABA: DTT, PRT, VBT, (For prerequisite ABA: DTT, PRT, VBT, (For prerequisite

skills: following instructions, action skills: following instructions, action /object identification & basic language /object identification & basic language concepts) concepts)

Social Skill Picture Books (groups or Social Skill Picture Books (groups or individual)individual)

Cognitive-Picture Rehearsal (individual)Cognitive-Picture Rehearsal (individual) Video Review (groups or individual) Video Review (groups or individual) Greenspan, first stages of RDIGreenspan, first stages of RDI

Incidental TeachingIncidental Teaching It is experiential rather than a didactic It is experiential rather than a didactic

skill lessonskill lesson It is coaching social interaction as it is It is coaching social interaction as it is

unfolding naturally. It involves:unfolding naturally. It involves: Pointing out the perception/feelings of others Pointing out the perception/feelings of others

in the moment.in the moment. Highlighting non-verbal cues.Highlighting non-verbal cues. Correcting misperceptions (e.g., accidents Correcting misperceptions (e.g., accidents

vs. malicious actions). vs. malicious actions). Prompting conversation, play, & emotion Prompting conversation, play, & emotion

management skills as they are neededmanagement skills as they are needed Social Autopsy is an important Social Autopsy is an important

component.component.

Structured LearningStructured Learning

Didactic instruction of skill stepsDidactic instruction of skill steps

Model correct way, and maybe Model correct way, and maybe wrong waywrong way

Role-play with feedback until Role-play with feedback until proficientproficient

Structured LearningStructured Learning

Practice and GeneralizationPractice and Generalization Steps go home to parents, teacher or aide Steps go home to parents, teacher or aide

whowho QuizzesQuizzes Models & Role-playsModels & Role-plays PromptsPrompts Reinforces with praise, reward, or token Reinforces with praise, reward, or token

economy.economy. Need a gimmick for role-play or Need a gimmick for role-play or

instruction!instruction!

Listening PositionListening Position

1. Make eye contact.1. Make eye contact.

2. Quiet hands and feet. Stay still.2. Quiet hands and feet. Stay still.

3. Quiet mouth. Don’t talk while 3. Quiet mouth. Don’t talk while others are talking.others are talking.

Example of Picture Example of Picture BooksBooks

Accepting No for an Accepting No for an AnswerAnswer1. Sometimes parents and people say 1. Sometimes parents and people say

“No” when you ask them for “No” when you ask them for something.something.

2. Say, “Okay” and do not get mad. 2. Say, “Okay” and do not get mad.

3. If you accept no, then the other 3. If you accept no, then the other person will be happy and may let you person will be happy and may let you do something you want to do later. do something you want to do later.

1. Sometimes people say 1. Sometimes people say “No” when you ask them “No” when you ask them

for something.for something.

No. Do this work first.

Can I play this game?

When the boy asks to play the game, the teacher says no and tells him to do his work first.

2. Say, “Okay” and do 2. Say, “Okay” and do not get mad. not get mad.

Wrong WayWrong WayThe boy gets mad and does The boy gets mad and does not accept no for an not accept no for an answer.answer.

Right WayRight WayThe boy says okay and does not The boy says okay and does not get mad. He knows he will get get mad. He knows he will get to play the game later.to play the game later.

Okay.

I am happyhe accepted no.

No. I want to play now.

No. You must go sitand do your work.

3. If you accept no, then the other 3. If you accept no, then the other person will be happy and may let person will be happy and may let you do something you want to do you do something you want to do

later.later.

Wrong WayWrong Way

The boy still can’t play The boy still can’t play because he would not because he would not accept no and wait to play.accept no and wait to play.

Right WayRight WayThe boy now gets to play The boy now gets to play because he waited until he because he waited until he finished his work.finished his work.

Now that you finished your work, you

can play the game.

GoodMorning.

I am happy I waited. I am angry that I stillhave to do work and

can’t play.

Cognitive Picture Cognitive Picture RehearsalRehearsal

Antecedents: Triggers to problem Antecedents: Triggers to problem behaviorbehavior

Behavior: Appropriate behavior or skillBehavior: Appropriate behavior or skill

Consequence: Rewards, not Consequence: Rewards, not punishments.punishments.

Matt is playing at the Matt is playing at the computer.computer.

The teacher tells Matt to The teacher tells Matt to get off the computer.get off the computer.

Time to get off the computer.I feel mad.

Matt remembers what Matt remembers what will happen if he gets off will happen if he gets off

the computer.the computer.

Time to get off the computer

If I get off,the teacher will be happy

and let me use the computeragain. She will also give

me a point towards my reward.

Matt decides to accept Matt decides to accept that he must get off the that he must get off the

computer.computer.

Thank you for stopping.

Okay. I will stop.

I am so happy and proud of Matt. He did a great

job listening.

The teacher rewards The teacher rewards Matt for getting off the Matt for getting off the

computer.computer.You get a point

on your reward chart.

Okay. I will stop.

Later that day, the teacher lets Later that day, the teacher lets Matt use the computer again Matt use the computer again

because he did such a great job because he did such a great job getting off the computer getting off the computer

earlier.earlier.You can use the computer again because

you got off the computer earlier.

Thanks!

Social StoriesSocial Stories

Create a narrative, written in the Create a narrative, written in the first person, to increase first person, to increase understanding of target social understanding of target social situation.situation.

Start with child’s perspective of a Start with child’s perspective of a target situation and expand it to target situation and expand it to include others’ perspectives. Give include others’ perspectives. Give choices and show positive outcome.choices and show positive outcome.

Social StoriesSocial Stories

Use 2-5 descriptive and perspective Use 2-5 descriptive and perspective statements for every directive statements for every directive statement.statement.

Use language that makes sense to Use language that makes sense to child.child.

Read 3-5 times per day and just Read 3-5 times per day and just before target situation.before target situation.

Video Modeling or Video Modeling or ReviewReview

Video peers and then target student. Video peers and then target student. Use to prime skill before situations. Use to prime skill before situations.

Use video to review behavior in Use video to review behavior in target situations. target situations.

Menu of Skills by Topic Menu of Skills by Topic AreaArea

Prerequisites to learning from others:Prerequisites to learning from others: Joint AttentionJoint Attention Receptive language (intra-verbalsReceptive language (intra-verbals))

Core Conversational Skills (Responding and Core Conversational Skills (Responding and Initiating)Initiating)

Play and working cooperativelyPlay and working cooperatively Understanding Yours and Others’ FeelingsUnderstanding Yours and Others’ Feelings Conflict resolution/Assertiveness/Teasing Conflict resolution/Assertiveness/Teasing Friendship to DatingFriendship to Dating Employment SkillsEmployment Skills