Social skills

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While You’re Waiting…While You’re Waiting…Consider the following questions.Consider the following questions.

Why do some students lack the social Why do some students lack the social skills skills needed to interact appropriately needed to interact appropriately with with others in the school setting?others in the school setting?

Why do some kids, even after social Why do some kids, even after social skills skills instruction, fail to display instruction, fail to display desired desired behaviors?behaviors?

When you think of a student in your class When you think of a student in your class who who lacks appropriate interaction lacks appropriate interaction behaviors, behaviors, what skills in particular what skills in particular would you like to would you like to see him/her display?see him/her display?

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““Socially Skilled”:Socially Skilled”: The ability to respond to social The ability to respond to social activities or environments in a manner that produces, activities or environments in a manner that produces, maintains, & enhances positive interpersonal effects.maintains, & enhances positive interpersonal effects.

““Social Competence” Social Competence” OROR “Social-Emotional Health” “Social-Emotional Health” One’s overall social capability… the composite or One’s overall social capability… the composite or multitude of desires & abilities that result in being multitude of desires & abilities that result in being “socially skilled”.“socially skilled”.So… what makesSo… what makes you so socially able you so socially able??

-Motivated to learn appropriate actions-Motivated to learn appropriate actions-Perceive social situations accurately-Perceive social situations accurately-Able to identify the skills to use-Able to identify the skills to use-Able to adequately perform the necessary skills-Able to adequately perform the necessary skills-Sensitive to social feedback-Sensitive to social feedback-Can tweak behaviors to fit situational -Can tweak behaviors to fit situational

requirementsrequirements-Willing & able to emulate behaviors of others-Willing & able to emulate behaviors of others-Able to generalize to appropriate situations-Able to generalize to appropriate situations ..

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““Social Skills TrainingSocial Skills Training”:”: The teaching of The teaching ofappropriate interaction skills.appropriate interaction skills.

– Direct instructionDirect instruction via planned lessons & spontaneous via planned lessons & spontaneous training in a “training in a “teachable momentteachable moment”.”.

– IndirectIndirect via prompting, modeling, “ via prompting, modeling, “descriptive praisedescriptive praise”, & ”, & ““ripple effectripple effect”.”.

Objective of SST:Objective of SST: To help students develop the To help students develop the ability to relate well to others who share an ability to relate well to others who share an activity activity and/orand/or setting setting..

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Fitting InFitting InHow comfortable would you feel at:How comfortable would you feel at:– Streetcorner gatheringStreetcorner gathering– Black barbershopBlack barbershop– Traditional large-family Chinese New Year mealTraditional large-family Chinese New Year meal– Knighthood induction ceremonyKnighthood induction ceremony

Cultural informants:Cultural informants: What is needed for success in What is needed for success in each of the above settings/eventseach of the above settings/events??

Might some of us become more socially skilled than Might some of us become more socially skilled than others in the above situations. Whyothers in the above situations. Why??

Might some of your students lack social skills for the Might some of your students lack social skills for the school settingschool setting??– Why?Why? ..

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So… which groups of kids struggle the So… which groups of kids struggle the most with social challengesmost with social challenges??

PDD:PDD: Aspergers & Autism Aspergers & Autism

MMentally entally RRetardedetarded

BDBD

A major diagnostic criteria for these disabilitiesA major diagnostic criteria for these disabilities

The defining characteristic of BDThe defining characteristic of BD– 3X more likely to be socially rejected than gen. ed. kids3X more likely to be socially rejected than gen. ed. kids– 2X “ “ “ “ “ “ “ LD & MR kids2X “ “ “ “ “ “ “ LD & MR kids

Low income Low income (“disorganized” segment… labeled or not)(“disorganized” segment… labeled or not)

One’s social competence affects later life:One’s social competence affects later life:– Job securityJob security– Love & social relationshipsLove & social relationships– Interactions with legal authoritiesInteractions with legal authorities..

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The Usual PleaseThe Usual Please

Anyone here teach social skillsAnyone here teach social skills??

If so:If so:– How soHow so?? – Which curriculumWhich curriculum??– With whomWith whom??– How oftenHow often??

If not: Why notIf not: Why not??

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SESSION AGENDA SESSION AGENDA

OverviewOverview

Different types of social skillsDifferent types of social skills

Why don’t our kids have them?Why don’t our kids have them?

Why don’t kids show them after they’ve been taught?Why don’t kids show them after they’ve been taught?

Procedures for teaching S.S. to large & small groupsProcedures for teaching S.S. to large & small groups

Cultural issuesCultural issues

Without a net: Teaching S.S. without $1000 curriculaWithout a net: Teaching S.S. without $1000 curricula

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Social Skills Training Social Skills Training ^̂Different RealmsDifferent Realms

1.1. SurvivaSurvival: l: Form the basic foundation for acquisition of Form the basic foundation for acquisition of more advanced skills & those in other realms such as:more advanced skills & those in other realms such as:

1.1. Social interactionSocial interaction 2.2. Appropriate classroom behavior, work habits, & Appropriate classroom behavior, work habits, &

academic survival skills. academic survival skills. (see below)(see below)

2.2. Interpersonal: Interpersonal: Enhance chances of successful social Enhance chances of successful social interaction with persons of all ages & relationships.interaction with persons of all ages & relationships.

3.3. Problem solving:Problem solving: Thinking strategies to prevent social Thinking strategies to prevent social problems or escape social discomfort. problems or escape social discomfort.

4.4. Conflict resolution: Conflict resolution: Dealing with highly emotional Dealing with highly emotional situations, & resolving existing intrapersonal & situations, & resolving existing intrapersonal & interpersonal conflicts.interpersonal conflicts.

5.5. Others are often listed, like “Others are often listed, like “Interpersonal perspective Interpersonal perspective taking”, “Feelings identification”, “Communication skills”,taking”, “Feelings identification”, “Communication skills”, etc.etc. However, However, we’ll address the first fourwe’ll address the first four..

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1. Survival Skills 1. Survival Skills ^̂What are the basic social skillsWhat are the basic social skills? ? When in When in someone’s presence, …someone’s presence, …

– Acknowledge the other personAcknowledge the other person– Listen attentively & respond appropriatelyListen attentively & respond appropriately– Conduct an accurate on-going self-evaluation of behaviorConduct an accurate on-going self-evaluation of behavior– Self reinforce for successSelf reinforce for success

What are the basic appropriate classroom What are the basic appropriate classroom behavior, work habits, & academic survival behavior, work habits, & academic survival skillsskills? ? Able & willing to…Able & willing to…

– Comply with directionsComply with directions– Maintain attention to taskMaintain attention to task– Seek assistance, attention & answers appropriatelySeek assistance, attention & answers appropriately– Accept & learn from consequences related to actionsAccept & learn from consequences related to actions..

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Which skills would you work on Which skills would you work on developing in Gayle?developing in Gayle?

Video:Video: The Friday spelling test. The Friday spelling test.

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2. Interpersonal Skills 2. Interpersonal Skills ^̂To enhance the chances of social success & building To enhance the chances of social success & building

of friendships, one must know how to…of friendships, one must know how to…??

Share Share

Ask for permission Ask for permission

Join an activity Join an activity

Contribute to discussions Contribute to discussions

Answer questions Answer questions

Interrupt a busy person or conversationInterrupt a busy person or conversation

Wait for one’s turn or authority figure’s attention Wait for one’s turn or authority figure’s attention

Begin/End a conversation Begin/End a conversation

Give/Accept complimentsGive/Accept compliments..

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Which skills would you work on?Which skills would you work on?(and with whom?)(and with whom?)

Video:Video: Shelly & lunchtime in the classroom. Shelly & lunchtime in the classroom.

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3. Conflict resolution 3. Conflict resolution (intra & interpersonal) (intra & interpersonal) ^̂

Includes social skills for dealing with life’s frustrations Includes social skills for dealing with life’s frustrations & threats. They include being able to deal & threats. They include being able to deal

with…with…Being left out Being left out Negative peer pressureNegative peer pressure. . OthersOthers??Teasing & tauntingTeasing & tauntingAccusationsAccusationsAnger directed at you by others Anger directed at you by others The urge or pressure to fightThe urge or pressure to fightLosingLosingMaking mistakes (publicly & privately) Making mistakes (publicly & privately) Fear Fear AngerAnger ..

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Which skills would you work on?Which skills would you work on?(and with whom?)(and with whom?)

Video:Video: Craig during “ Craig during “down timedown time” while ” while waiting to be called to the assembly.waiting to be called to the assembly.

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Problem Solving & Conflict Resolution Problem Solving & Conflict Resolution ^̂When one is involved in or facing a “problematic When one is involved in or facing a “problematic situationsituation”, one needs to be able to…”, one needs to be able to…??Ask for help Ask for help ApologizeApologizeNegotiateNegotiate..Understand & consider the feelings of othersUnderstand & consider the feelings of othersUnderstand & manage one’s own feelings Understand & manage one’s own feelings Decide what to do & Make good choicesDecide what to do & Make good choicesGo with “Go with “Plan BPlan B” ” Respond to failure appropriatelyRespond to failure appropriately

(accept it & learn from the experience)(accept it & learn from the experience)

Accept consequences Accept consequences (and learn from the experience)(and learn from the experience)

Act assertively Act assertively (not passive or aggressive)(not passive or aggressive)Use “I Use “I (us & we)(us & we) messages” messages”.. Click for 3 parts of I messageClick for 3 parts of I message

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CLICKERS:CLICKERS:

Which is the properly phrased “I message”Which is the properly phrased “I message”??

((Eye browsEye brows through my lesson plan before through my lesson plan before each class)each class)

1.1. ““I get upset when you treat others badly.”I get upset when you treat others badly.”2.2. ““I need for all of my students to be sitting I need for all of my students to be sitting

criss-cross applesauce.”criss-cross applesauce.”3.3. ““I’m unable to teach when you’re so I’m unable to teach when you’re so

noisy.”noisy.”4.4. ““I’m disappointed to see that you’re out of I’m disappointed to see that you’re out of

your seat again.”your seat again.”

5.5. All of the aboveAll of the above (numbered)(numbered) statements are statements are properly phrased “properly phrased “I messagesI messages””..

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Select a negative Select a negative “YOU Statement”“YOU Statement”. Imagine the . Imagine the situation in which it was said. situation in which it was said. Rephrase itRephrase it. . (Self or partners)(Self or partners)

““Use your garbage mouth again & you’re headed to the officeUse your garbage mouth again & you’re headed to the office..””““With your attitude, you’re gonna end up dead or on welfareWith your attitude, you’re gonna end up dead or on welfare..””““You’ve got more excuses than any 12 people I know. You You’ve got more excuses than any 12 people I know. You

know, it’s not that you’re stupid. You’re just know, it’s not that you’re stupid. You’re just lazylazy..””

““You’re more trouble than you’re worthYou’re more trouble than you’re worth..””““Why do you always yell out answers?Why do you always yell out answers?

Can’t you raise your hand?”Can’t you raise your hand?” ““Why are you out of your seat again?Why are you out of your seat again?

Are you hyperactive or rude?”Are you hyperactive or rude?”““If you’re not writing, you’re not earning points & can’t go.”If you’re not writing, you’re not earning points & can’t go.”““Be careful Atlas! You’re going to drop it.”Be careful Atlas! You’re going to drop it.”

BETTER YET:BETTER YET: Recollect Recollect a “a “negative you messagenegative you message” ” heard (or said) recently. heard (or said) recently. Rephrase it.Rephrase it.

** Feel free to disapprove of the Feel free to disapprove of the BEHAVIORBEHAVIOR, but , but NOTNOT the the student’s student’s CHARACTERCHARACTER. . (“(“Symptom Symptom EstrangementEstrangement” ” oror “ “Descriptive CriticismDescriptive Criticism”)”)..

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Why Don’t Kids Have Social SkillsWhy Don’t Kids Have Social Skills?? (before instruction)(before instruction)

Never learned “Never learned “appropriate behaviorappropriate behavior””– Misread social cues given off by others (Neurological?)Misread social cues given off by others (Neurological?)

Don’t notice boredom or rejection by othersDon’t notice boredom or rejection by others

View social forays of others as being threateningView social forays of others as being threatening– Lack of supervision & training by eldersLack of supervision & training by elders– An alternative value & response system was taughtAn alternative value & response system was taught

Know Know (cognitively)(cognitively) what they should do, but don’t have: what they should do, but don’t have:– PracticePractice– Self-management due to:Self-management due to:

Being overwhelmed by emotionsBeing overwhelmed by emotions

Misinterpretation of situational cuesMisinterpretation of situational cues..

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Manners & Boundaries:Manners & Boundaries:Civility, “Appropriate Behavior” &Civility, “Appropriate Behavior” &Re-channeling of Negative EnergiesRe-channeling of Negative Energies

Includes:Includes:1.1. Knowing oneself & one’s emotionsKnowing oneself & one’s emotions2.2. Sizing up a situation quickly & responding Sizing up a situation quickly & responding

within an acceptable conversational or within an acceptable conversational or interactional time frameinteractional time frame

3.3. Proficient reading of the signals of othersProficient reading of the signals of othersfacial expressions & body languagefacial expressions & body languagevoice (volume, intonation)voice (volume, intonation)contextual cuescontextual cues

4.4. Having a practiced, easily accessed set ofHaving a practiced, easily accessed set ofverbal skills (vocabulary, intonation)verbal skills (vocabulary, intonation)physical actions (hand extension, eye physical actions (hand extension, eye contact, smile)contact, smile)..

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Why Don’t Kids Have Social SkillsWhy Don’t Kids Have Social Skills?? (after instruction)(after instruction)

Don’t view skills as being useful in their lives.Don’t view skills as being useful in their lives.

New actions don’t bring equalNew actions don’t bring equal or betteror better benefitsbenefits..

Display of new behavior is awkwardly performed. Student Display of new behavior is awkwardly performed. Student is unsuccessful. Views initial failure of new strategies as is unsuccessful. Views initial failure of new strategies as harbinger of future failure.harbinger of future failure.

Know what to do, but past interactions finds them Know what to do, but past interactions finds them objectionable to others. Due to the interpersonal history, objectionable to others. Due to the interpersonal history, they are quickly rejected or rarely given the chance to they are quickly rejected or rarely given the chance to display their new skills.display their new skills.

Under stress, resorts to old patterns of reactionUnder stress, resorts to old patterns of reaction..

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The Flume: Class IV sectionThe Flume: Class IV section(Bulls Bridge, Housatonic River, CT)(Bulls Bridge, Housatonic River, CT)

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Types of Interpersonal DeficienciesTypes of Interpersonal Deficiencies ^ ^

Skill deficit:Skill deficit: Student cannot I.D. correct response for Student cannot I.D. correct response for a social situation; actions are not in the student's a social situation; actions are not in the student's behavior repertoire.behavior repertoire.

Performance deficitPerformance deficit: Correct social response can be : Correct social response can be identified by the student when questioned, but is identified by the student when questioned, but is displayed only during the role play situationsdisplayed only during the role play situations..

How do we respond to eachHow do we respond to each??

Skill deficitsSkill deficits usually respond to usually respond to direct instructiondirect instruction..

Performance deficitsPerformance deficits usually require a guarantee that usually require a guarantee that the new behavior will capture the new behavior will capture at leastat least the same the same amount of benefits as the current behavioral response amount of benefits as the current behavioral response (& practice, practice, practice to make it default choice)(& practice, practice, practice to make it default choice)..

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Skill Deficit or Performance Deficit?Skill Deficit or Performance Deficit?

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Teaching as it was… & should beTeaching as it was… & should be

Same ol’, Same ol’…Same ol’, Same ol’…

As with the teaching of academics, begin with the As with the teaching of academics, begin with the prerequisite skills & then move on to the more prerequisite skills & then move on to the more advanced ones.advanced ones.

Old SchoolOld School (Pre-NCLB & High stakes testing) (Pre-NCLB & High stakes testing)

Your social skills curriculum will be comprised of Your social skills curriculum will be comprised of realistic, meaningful lessons that teach what is realistic, meaningful lessons that teach what is next in line for students to learn next in line for students to learn (with regard to (with regard to classroom decorum & social needs)classroom decorum & social needs)..

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Teaching Social Skills: Whole Class Teaching Social Skills: Whole Class ^̂Hold a class-wide discussionHold a class-wide discussion on the need for “ on the need for “people skillspeople skills”. ”.

Have students contribute which skills create a more Have students contribute which skills create a more productive & pleasant learning environment.productive & pleasant learning environment.Select one social skill for the weekSelect one social skill for the week..With kids, operationalize the behaviors via a “With kids, operationalize the behaviors via a “T-chartT-chart””

Click to enlargeClick to enlargeClick for example (attentive listening)Click for example (attentive listening)

Motivate as usualMotivate as usual(posters, charts, point sheets, descriptive praise, etc.)(posters, charts, point sheets, descriptive praise, etc.)

Ingrain the skillIngrain the skill– Practice immediately Practice immediately (e.g., Active listening & recognition of others (e.g., Active listening & recognition of others

practiced via round robin questioning session) practiced via round robin questioning session)– Give a daily mini-lesson everyday (or review periodically Give a daily mini-lesson everyday (or review periodically

during left-over instructional time during left-over instructional time– Recognize youngsters for displays & approximationsRecognize youngsters for displays & approximations

http://home.att.net/~clnetwork/socialsk.htm for more detail on teaching the http://home.att.net/~clnetwork/socialsk.htm for more detail on teaching the whole classwhole class

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Teaching to Small Groups Teaching to Small Groups ^̂

1.1. SELECTSELECT t target students via assessment arget students via assessment (Teach all the kids in a self-contained BD (Teach all the kids in a self-contained BD

class).class).

2.2. Identify reinforcers that Identify reinforcers that MOTIVATEMOTIVATE..

3.3. Identify & define the Identify & define the TARGETTARGET behaviors. behaviors.

4.4. TASK ANALYZETASK ANALYZE the target behavior. the target behavior.(if not already done by a packaged program)(if not already done by a packaged program)

5.5. TEACHTEACH..

****We’ll do it aWe’ll do it all during a later activityll during a later activity****

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Teaching social skillsTeaching social skills

Video:Video: Teaching social skills to a small group. Teaching social skills to a small group.

NEA video of man with BD kids (3NEA video of man with BD kids (3rdrd or 4 or 4thth sequence) sequence)

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Jerry-Riggs & MacGyvers Jerry-Riggs & MacGyvers ^̂Follow the suggested guidelines as best you can, Follow the suggested guidelines as best you can, modifying and improvising as necessarymodifying and improvising as necessary..Create groups of 1-5 students with similar skill needsCreate groups of 1-5 students with similar skill needsChoose easy-to-master skills 1Choose easy-to-master skills 1stst

Set up rules & proceduresSet up rules & proceduresCollect dataCollect dataTeach to high-status kids 1stTeach to high-status kids 1stConduct sessions early in the morningConduct sessions early in the morningMake the lessons funMake the lessons funMake lessons pertinent to their livesMake lessons pertinent to their lives– How would you modify any of the following How would you modify any of the following

recommended skills to be more applicable to the recommended skills to be more applicable to the lives of certain youngsterslives of certain youngsters?? (Next slide)(Next slide)

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Take a Take a minute to minute to review these review these behaviors. behaviors. Might some Might some of the of the preferred preferred actions ever actions ever be contra-be contra-indicated indicated with certain with certain kidskids??

From Kay BurkeFrom Kay Burke http://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.html http://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.html

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The American Way?The American Way?

If a student displays actions appropriate in his/her If a student displays actions appropriate in his/her cultural group, but “cultural group, but “incorrectincorrect” in mainstream North ” in mainstream North American cultureAmerican culture (e.g., lowering one's eyes when spoken (e.g., lowering one's eyes when spoken to by an adult, physically fighting when mother's honor is to by an adult, physically fighting when mother's honor is

insulted by another),insulted by another),  is it appropriate to teach the "is it appropriate to teach the "right right waysways" preferred in the schools " preferred in the schools (and found in social skills (and found in social skills

kits)kits)??

When, how & why would you do soWhen, how & why would you do so??

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When does differentiation of behaviors When does differentiation of behaviors for different situations & settings trump for different situations & settings trump

“generalization” to other settings“generalization” to other settings??

““Streetcorner kids”. WhyStreetcorner kids”. Why??

Traditional cultural differences are present in the Traditional cultural differences are present in the home... Differences in “home... Differences in “correct behaviorcorrect behavior” such as” such as??– Eye contactEye contact– Body spacing & touch conformitiesBody spacing & touch conformities– Gender constrictions on body spacing & touchGender constrictions on body spacing & touch– Conversational pausesConversational pauses– How one responds to directions one does not How one responds to directions one does not

wish to followwish to follow..

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Be Like MeBe Like Me

Often, packaged social skills programs Often, packaged social skills programs promote social actions that, while esteemed promote social actions that, while esteemed by adults, would never be shown by any by adults, would never be shown by any socially accepted kids in the mainstream socially accepted kids in the mainstream (or (or student’s social group).student’s social group).

In that case, becoming skilled in the new In that case, becoming skilled in the new behavior does little to promote acceptance & behavior does little to promote acceptance & positive interactions in most of the positive interactions in most of the youngster’s lifespaceyoungster’s lifespace..

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The Typical Social Skills LessonThe Typical Social Skills Lesson (desired outcome)(desired outcome)

SituationSituation:: Victor shows his yellow lunch card to the Victor shows his yellow lunch card to the cashier. Joe, standing behind him with two other kids cashier. Joe, standing behind him with two other kids (from higher economic standing)(from higher economic standing) taunts Victor saying taunts Victor saying “Hey “Hey Po’ Boy…Eating on my parents’ taxes again? How do Po’ Boy…Eating on my parents’ taxes again? How do you like the food I’m buying for you?”you like the food I’m buying for you?” Joe’s friends Joe’s friends chuckle.chuckle.

Victor:Victor: “ “Please mind your own business.”Please mind your own business.”

Joe:Joe: “Yeah, sure dirtball. You just go on over to your “Yeah, sure dirtball. You just go on over to your friends at the trailer trash table.”friends at the trailer trash table.”

Victor:Victor: “Joe, I don't appreciate the way you talk about “Joe, I don't appreciate the way you talk about me and my family.”me and my family.” (Victor walks away.)(Victor walks away.)

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Role Play #1Role Play #1 (to be followed by discussion)(to be followed by discussion)..

Situation:Situation: Two teams are playing basketball. Two teams are playing basketball. Time is running out & the score is close when Time is running out & the score is close when

Kip & Casey have a 2-on-1 fast break.Kip & Casey have a 2-on-1 fast break. The sole defender goes out to guard Kip who The sole defender goes out to guard Kip who pulls up to miss a long-distance jump shot from pulls up to miss a long-distance jump shot from

beyond the 3-point circle. Casey is furious beyond the 3-point circle. Casey is furious because he was wide open under the basket because he was wide open under the basket

hoping for the ballhoping for the ball..

Casey:Casey: Yo' Punk! W’sup with not passing the ball to Yo' Punk! W’sup with not passing the ball to me under the net? Open yo’ eyes, sleepy.”me under the net? Open yo’ eyes, sleepy.”

Kip:Kip: Man, my blindfolded hook beats yo’ best lay Man, my blindfolded hook beats yo’ best lay upup..

Casey:Casey: I ain’t seein’ all dat today. Yo’ “J” is broke. I ain’t seein’ all dat today. Yo’ “J” is broke.

Kip:Kip: Man, you be gettin’ used like soap by yo’ man the Man, you be gettin’ used like soap by yo’ man the whole game. Don’t be talking no trash to me ‘til whole game. Don’t be talking no trash to me ‘til you get yo’ game on, Bubblesyou get yo’ game on, Bubbles..

Casey:Casey: Your mama throws better when she’s workin’ Your mama throws better when she’s workin’ the pole, J man.the pole, J man.

Kip:Kip: Oh…playin’ house, huh? N----er, yo’ mama Oh…playin’ house, huh? N----er, yo’ mama score more times today than you. She better at score more times today than you. She better at lay downs than yo’ lay upslay downs than yo’ lay ups. . (Casey moves (Casey moves aggressively aggressively toward Kip who says “toward Kip who says “Bring it on soapyBring it on soapy.”).”)..

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Role Play #2Role Play #2 (to be followed by discussion)(to be followed by discussion)

Casey:Casey: Hey, Kip. I was open under the hoop. Pass Hey, Kip. I was open under the hoop. Pass the ball, man.the ball, man. (Respectful with suggestion. (Respectful with suggestion. Disagreement is with the problem, not the person.)Disagreement is with the problem, not the person.)

Kip:Kip: Alright, man. I'll get you next time. I Alright, man. I'll get you next time. I thought thought I could hit it or you’d get the rebound.I could hit it or you’d get the rebound. (Has (Has opportunity to respond with reason)opportunity to respond with reason)

Casey:Casey: Let's just get the ball back, Bro.Let's just get the ball back, Bro.(Focus on solution & keeping the bond)(Focus on solution & keeping the bond)

Outcome:Outcome: They play hard. Kip gets a rebound They play hard. Kip gets a rebound and passes “and passes “the rockthe rock” down-court to Casey who ” down-court to Casey who scores on a break-away lay-up.scores on a break-away lay-up.

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Micro-Cultures: Teaching “Tough” KidsMicro-Cultures: Teaching “Tough” Kids^̂Joke & laugh about the new behaviors in order to…Joke & laugh about the new behaviors in order to…??

Address & defuse the issues up front Address & defuse the issues up front (& again later)(& again later)

Switch to serious tone to talk about their importance.Switch to serious tone to talk about their importance.– Why would “resistant” kids want to use the new Why would “resistant” kids want to use the new

actions if they’re contra-indicated in their actions if they’re contra-indicated in their milieumilieu??

– What are the benefits outside of their present life-What are the benefits outside of their present life-spacespace??

Job interviews, disciplinary meetings, police stops, meeting Job interviews, disciplinary meetings, police stops, meeting

new people outside of group, etc.new people outside of group, etc.

We must also engage in “We must also engage in “character educationcharacter education” in order ” in order to avoid…to avoid…??

creating better manipulatorscreating better manipulators..

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From Talk to Action…From Talk to Action…During the rest of today’s session, we’ll be putting During the rest of today’s session, we’ll be putting this information into practice… Remembering that this information into practice… Remembering that each lesson or experience should be processed & each lesson or experience should be processed & evaluated in 2 ways:evaluated in 2 ways:– How well was the behavior How well was the behavior displayeddisplayed??

((Social skillsSocial skills))– What has been What has been learnedlearned from the experiences? from the experiences?

((Cognitive skillsCognitive skills))

In other words…Students report on what they have In other words…Students report on what they have learned from a role play or real-life attempt as well learned from a role play or real-life attempt as well as their progress in displaying appropriate social as their progress in displaying appropriate social skills via the skills via the 5 W & HA! example 5 W & HA! example ((click hereclick here))..

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1.1. Select Target Students Select Target Students ^̂Student’s Self AssessmentStudent’s Self Assessment

11stst step - step - Students complete Students complete (by self or in conference)(by self or in conference)

““Teaching Social Skills: Student Self-Report Form”Teaching Social Skills: Student Self-Report Form” (elem.)(elem.)OROR “How Are My Social Skills Checklist” “How Are My Social Skills Checklist” (adolescent)(adolescent)

(Pages(Pages 1 - 4 in your packet) 1 - 4 in your packet)

22ndnd step – step – Use the information for…Use the information for…??- understanding of the student- understanding of the student- determining accuracy of self perceptions- determining accuracy of self perceptions- conversation starters to attempt to motivate active - conversation starters to attempt to motivate active

participation from the student participation from the student..

??Any thoughts on the questions asked of the studentsAny thoughts on the questions asked of the students??

If you’re enrolled in an online staff development course, you can find a checklist at: If you’re enrolled in an online staff development course, you can find a checklist at: http://www.4-h.uiuc.edu/opps/pyd_club/lp_careadult_socialskills.pdfhttp://www.4-h.uiuc.edu/opps/pyd_club/lp_careadult_socialskills.pdf

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Teacher’s Assessment Teacher’s Assessment ^̂

11stst step – step – Complete theComplete the “ “Social Competence Screening FormSocial Competence Screening Form” ” (SCSF) (SCSF) (To identify students in most need) (To identify students in most need) (Page 5 in packet)(Page 5 in packet)

22ndnd step – step – Complete the Complete the ““Social Skills Matching FormSocial Skills Matching Form”, circling ”, circling the numbers of the students the numbers of the students (from the (from the SCSFSCSF)) who need instruction who need instruction in each of the 23 skills listed in each of the 23 skills listed (or others you identify). (or others you identify). (Pages 6-7 (Pages 6-7 in packet)in packet)

33rdrd step - step - Use info from the Use info from the SSMFSSMF to form groups for each social to form groups for each social skill unit.skill unit.

Your TaskYour Task:: Complete the teacher forms.Complete the teacher forms.– Take 10 minutes to do so.Take 10 minutes to do so.– Tom is available to explain & assistTom is available to explain & assist..

If you’re enrolled in an online staff development course, you can find a checklist at: If you’re enrolled in an online staff development course, you can find a checklist at: http://www.centraliowachildcare.org/healthconsulting/schoolagescreentoolkg.pdfhttp://www.centraliowachildcare.org/healthconsulting/schoolagescreentoolkg.pdf

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2. Identify reinforcers that will2. Identify reinforcers that willmotivate participation. motivate participation. ^̂

Move Clifford along the wall toward EmilyMove Clifford along the wall toward Emily

Raffle tixRaffle tix

Group or individual points toward event or privilege Group or individual points toward event or privilege (1-3 points for each 5 min. review of attention/participation)(1-3 points for each 5 min. review of attention/participation)

Progressively open or close window blindsProgressively open or close window blinds

Others that might work for your studentsOthers that might work for your students??

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3. Identify & define target behaviors. 3. Identify & define target behaviors. ^̂Decide upon the Decide upon the most neededmost needed social behavior. social behavior.

Define the behaviorDefine the behavior so precisely that everyone agrees so precisely that everyone agrees as to which actions are to be demonstrated. Instead as to which actions are to be demonstrated. Instead of of ““Student will be polite.”,Student will be polite.”, identify the actions: identify the actions:

– Students will say Students will say ““Thank you.”Thank you.” when someone when someone does something nice for them or gives them does something nice for them or gives them something.something.

– Students will say Students will say ““Excuse me.”Excuse me.” when needing to when needing to interrupt conversations or concentration of others.interrupt conversations or concentration of others.

– Rather than uttering a directive when seeking Rather than uttering a directive when seeking assistance, students will make a request that assistance, students will make a request that includes the word “includes the word “PleasePlease””..

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Precision Definitions: Precision Definitions: Brainstorm with meBrainstorm with meAsking permissionAsking permission::

““Student verbally requests the privilegeStudent verbally requests the privilege of of engaging in an action.”engaging in an action.”

Staying out of fightsStaying out of fights::

““Student walks away from verbal or physical Student walks away from verbal or physical aggression aimed at him/her.”aggression aimed at him/her.”

Showing SportsShowing Sports(wo)(wo)manshipmanship::

““Student…Student…– accepts referee’s call without comment.”accepts referee’s call without comment.”– abides by the rules & their intent.”abides by the rules & their intent.”– congratulates an opponent at end of a contestcongratulates an opponent at end of a contest..””

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Your task: Your task: (5 minutes)(5 minutes) ^̂

Go to your completedGo to your completed “Social Skills Matching Form”“Social Skills Matching Form”

By yourself By yourself oror with your colleague with your colleague(s)(s)

– Decide which social skill is most important to teachDecide which social skill is most important to teach– Precisely define the behavior so that it is:Precisely define the behavior so that it is:

specific to the setting and students of concernspecific to the setting and students of concern

able to be identified as “able to be identified as “displayeddisplayed” or “” or “not displayednot displayed” by ” by anyone observing the youngsteranyone observing the youngster(s)(s)..

Be ready to offer your definition to our group Be ready to offer your definition to our group (if (if selected randomly by Dr. Mac from the roster)selected randomly by Dr. Mac from the roster)..

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4. Task analyze the target behavior 4. Task analyze the target behavior ^̂

Delineate the simple behaviors that comprise the Delineate the simple behaviors that comprise the complex “complex “behaviorally definedbehaviorally defined” action. They might ” action. They might be displayed either:be displayed either:– in in sequential ordersequential order– at the at the same timesame time as other sub-behaviors as other sub-behaviors

Same time:Same time: “ “ListeningListening””– Face up with eyes on speakerFace up with eyes on speaker– Nose pointed toward speakerNose pointed toward speaker– Lips closed except for ‘positive sounds (explained)Lips closed except for ‘positive sounds (explained)– Be able to paraphrase message & comment Be able to paraphrase message & comment

respectfullyrespectfully..

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Sub-skills in Sequential Order:Sub-skills in Sequential Order:““Respecting the Opinion of OthersRespecting the Opinion of Others” ” ^̂

Offer an empathy statement:Offer an empathy statement:– ““I know that you feel that way, but…”I know that you feel that way, but…”– ““I can see how you might think that way, however…”I can see how you might think that way, however…”

Give an assertive Give an assertive (not hostile)(not hostile) statement of feelings: statement of feelings: (If applicable)(If applicable)

– ““this really gets my goat.”this really gets my goat.”– ““it’s frustration to have my views distorted.”it’s frustration to have my views distorted.”

Disagree on subject without attacking speaker:Disagree on subject without attacking speaker:– ““I view it differently, because…”I view it differently, because…”– ““The way I see it, the truth is that…” The way I see it, the truth is that…” ..

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Another One in Sequential OrderAnother One in Sequential Order

““Following directionsFollowing directions””– Listen carefully to the directionListen carefully to the direction– Restate the direction (out loud or to self)Restate the direction (out loud or to self)– If confused, ask for clarificationIf confused, ask for clarification– Attempt to accomplish the taskAttempt to accomplish the task– Ask for assistance if neededAsk for assistance if needed..

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Your Task Your Task (5 minutes)(5 minutes): : Use T.A. to “Use T.A. to “Break Break DownDown” the complex, multi-step behavior ” the complex, multi-step behavior ^̂Task analyze the behavior that you selected Task analyze the behavior that you selected as being the most needed.as being the most needed.

OR SelectOR Select “Greeting others”“Greeting others”– Familiar (family & friends)Familiar (family & friends)– UnfamiliarUnfamiliar

AdultAdultPeerPeer

– Same genderSame gender– Other genderOther gender– YoungerYounger– OlderOlder

OROR Select a behavior from the “Select a behavior from the “Social Skills Social Skills Matching FormMatching Form””..

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5. TEACH 5. TEACH ^̂Plan out a unit for the teaching of the Plan out a unit for the teaching of the behavior. Do so as you would for a unit on behavior. Do so as you would for a unit on academic material.academic material.

Would anyone like to share a couple of ideas Would anyone like to share a couple of ideas of some parts of lessons that would be in of some parts of lessons that would be in their unittheir unit??

Examples of social skills units planned using Examples of social skills units planned using today’s process can be found at: today’s process can be found at: www.behavioradvisor.com/SocialSkills.htmlwww.behavioradvisor.com/SocialSkills.html

Essentially, the steps to follow when teaching Essentially, the steps to follow when teaching social skills aresocial skills are……

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Tell ‘em:Tell ‘em: Introduce & discuss Introduce & discuss What’s in your introWhat’s in your intro? ? ^̂– Observations on class behavior toward othersObservations on class behavior toward others– Belief in ability to do betterBelief in ability to do better– Overview of programOverview of program– Why & how program will benefit them. Why & how program will benefit them. How will it benefit themHow will it benefit them?? ??

Show ‘em:Show ‘em: Model the new behaviorModel the new behavior (perhaps with co-(perhaps with co-teacher) teacher) (YouTube “social skills training”)(YouTube “social skills training”)..

Watch ‘em:Watch ‘em: Role play Role playShare with ‘em:Share with ‘em: Feedback FeedbackSend ‘em forth: Send ‘em forth: (perhaps placed in situations where can use skill)(perhaps placed in situations where can use skill) – Positive recognition for use Positive recognition for use (perhaps prompted at 1(perhaps prompted at 1stst))– Homework assignments Homework assignments (5W & HA sheets)(5W & HA sheets)– Surprise testsSurprise tests..

Bring ‘em back:Bring ‘em back:– Periodic review sessionsPeriodic review sessions– Role play troublesome situationsRole play troublesome situations– Set new goalsSet new goals ..

Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?

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6. Follow-up 6. Follow-up ^̂

Monitor performance. Collect dataMonitor performance. Collect data for evaluation & for evaluation & decision-decision- making purposesmaking purposes (Pages 12 -13 in your (Pages 12 -13 in your packet)packet)

Teach new social skills while periodically revisiting Teach new social skills while periodically revisiting old ones.old ones.

Work on “Work on “generalizationgeneralization””

(while observing the cautions we mentioned)(while observing the cautions we mentioned)......

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Poof! Poof! ^̂

Biggest problem in social skills training is Biggest problem in social skills training is getting behaviors to:getting behaviors to:– endure longer than end of the training session, &endure longer than end of the training session, &– transfer to other settings.transfer to other settings.

What factors would hinder generalizationWhat factors would hinder generalization??– Lack of cues & prompts in new settingLack of cues & prompts in new setting– Different cues being present (not practiced before)Different cues being present (not practiced before)– Skills we taught are not promoted in new settingSkills we taught are not promoted in new setting– Lack of opportunity to display the new behaviorLack of opportunity to display the new behavior– Lack of reinforcement for display in new settingLack of reinforcement for display in new setting..

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Transfer Training: How do we Transfer Training: How do we promote Generalizationpromote Generalization? ? ^̂

Practice Practice throughout the daythroughout the daydifferent settingsdifferent settingsunder varied conditionsunder varied conditions

Prompt & coach in naturally occurring situationsPrompt & coach in naturally occurring situationsUnannounced tests involving other staff & Unannounced tests involving other staff & studentsstudentsSelf-report forms Self-report forms (click)(click) after each event, period, after each event, period,

or day.or day.Periodic meetings to access progress & Periodic meetings to access progress & successsuccess..

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Published Curricula & More Published Curricula & More ^̂(Goldstein & McGinnis) (Goldstein & McGinnis) The Prepare CurriculumThe Prepare Curriculum & & SkillstreamingSkillstreaming

in early childhoodin early childhoodthe elementary school childthe elementary school childthe adolescentthe adolescent

(Boys Town Press) (Boys Town Press) Basic social skills for youthBasic social skills for youth(Hill Walker)(Hill Walker) Walker Social Skills Curriculum – Walker Social Skills Curriculum –

“Accepts”“Accepts”““Model Me Kids” Video Training Series Model Me Kids” Video Training Series (click to go to sample)(click to go to sample)

Self-help booksSelf-help books from: from:– MaginationPress.comMaginationPress.com– FreeSpirit.com FreeSpirit.com (search for “social skills”)(search for “social skills”)

(McIntyre) (McIntyre) The Behavior Survival Guide for KidsThe Behavior Survival Guide for Kids (+ lesson plans)(+ lesson plans)

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Complete the T-Chart for Complete the T-Chart for “Positively “Positively Recognizing The Attempts of Others” Recognizing The Attempts of Others” ^̂

Back to Steps slideBack to Steps slide By Laura Candler at http://home.att.net/~clnetwork/socialsk.htmBy Laura Candler at http://home.att.net/~clnetwork/socialsk.htm

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Operationalize the Behavior.Operationalize the Behavior.Make it “Make it “observable & measurableobservable & measurable” ” ^̂

Brainstormed Brainstormed with kids.with kids.Go to BlankGo to BlankFrom Kay BurkeFrom Kay Burke http://www.phschool.com/ehttp://www.phschool.com/eteach/professional_develoteach/professional_development/teaching_the_socialpment/teaching_the_social_skills/essay.html_skills/essay.html

5656Return to the previous pointReturn to the previous point

Name:Name: Pablo Pablo Date:Date: February 24, 20 - - February 24, 20 - - ^̂

Skill:Skill: (Home work) Greeting adults & kids you don’t know (Home work) Greeting adults & kids you don’t know

Steps to follow:Steps to follow: 1.1. Look at the person’s eyes Look at the person’s eyes2.2. Smile Smile3.3. Using a “ Using a “happy to see youhappy to see you” voice, say” voice, say

““HelloHello..” or “” or “Good morningGood morning..””5.5. Extra:Extra: Compliment, Talk about weather, or Ask a question. Compliment, Talk about weather, or Ask a question.

GoalGoal:: Each time that I make a polite greeting, I will record the Each time that I make a polite greeting, I will record the ““5Ws & HA5Ws & HA!!””

WhoWho did I say it to? did I say it to?WhatWhat did I say? did I say?WhenWhen & & Where Where did I say it?did I say it?Why Why did I greet them?did I greet them?HowHow did they respond? did they respond?AnalysisAnalysis? ? (How well did I perform the behavior? Does (How well did I perform the behavior? Does anything need changing? What did I learn? )anything need changing? What did I learn? )

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3 Parts of an “I message”3 Parts of an “I message”

When When (describe what happened without using “you”)(describe what happened without using “you”)

I feel I feel (identify feelings)(identify feelings)

I would like I would like (make a request)(make a request)

Show Intervention Central VideoShow Intervention Central Video

Return to the rest of slide showReturn to the rest of slide show

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Extra TimeExtra Time

Criticizing a student’s performance…Criticizing a student’s performance…

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C - Sandwiches: Emotional Health FoodC - Sandwiches: Emotional Health Food ^̂

““Eddie, you did a great job of remembering to put Eddie, you did a great job of remembering to put your backpack on your closet hook.your backpack on your closet hook. Now your jacket Now your jacket has to be put away too.has to be put away too. (Student says (Student says “Oh!”…“Oh!”…and and goes to the closet)goes to the closet) I know we’re going to see your I know we’re going to see your items on the hook from now onitems on the hook from now on..””

Luis, I appreciate your help in keeping Rodney on Luis, I appreciate your help in keeping Rodney on task.task. However, prodding someone to finish so However, prodding someone to finish so that you can copy his answers deprives you of that you can copy his answers deprives you of true learning.true learning. From now on, I look forward to From now on, I look forward to seeing you working hard on your own assignment in-seeing you working hard on your own assignment in-between the reminders to Rodbetween the reminders to Rod..

PonPon

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Finding the PonyFinding the Ponyin the Pile of Manurein the Pile of Manure~~

““Jackson, I admire your generosity to friends.Jackson, I admire your generosity to friends. It’s a positive personal trait to want to provide It’s a positive personal trait to want to provide them with the lunch that they forgot to bring.them with the lunch that they forgot to bring.

That said, extorting money from others on their behalf That said, extorting money from others on their behalf detracts from that act of friendship. It can bring you detracts from that act of friendship. It can bring you trouble and keep others from seeing your friendship trouble and keep others from seeing your friendship efforts positively.efforts positively.

However, let me reiterate: Your attempts to please However, let me reiterate: Your attempts to please friends is an admirable characteristic. So let’s discuss friends is an admirable characteristic. So let’s discuss how to be both friendly and law-abidinghow to be both friendly and law-abiding..””

(Engage in (Engage in Problem SolvingProblem Solving)) clickclick

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Clickers:Clickers:

Which one is the properly phrasedWhich one is the properly phrased“Criticism Sandwich”?“Criticism Sandwich”?

1. “You can be proud of remembering to capitalize 1. “You can be proud of remembering to capitalize the first word of each sentence, even if you forgot the first word of each sentence, even if you forgot to use any punctuation. So what do we need to to use any punctuation. So what do we need to remember? Right. Don’t leave out those commas, remember? Right. Don’t leave out those commas, periods, and question marks in the next draft.”periods, and question marks in the next draft.”2. “You’ve added many more adjectives, creating a 2. “You’ve added many more adjectives, creating a more interesting piece. Now let’s focus on adding more interesting piece. Now let’s focus on adding more adverbs in the last rewrite. You’re getting the more adverbs in the last rewrite. You’re getting the hang of adding details, and I’m anxious to read a hang of adding details, and I’m anxious to read a final draft with even more detail.”final draft with even more detail.”3. Both of the above items are examples of well-3. Both of the above items are examples of well-worded “worded “criticism sandwichescriticism sandwiches””.. ActivActiv

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This slide show was developed by:This slide show was developed by:

Tom McIntyreTom McIntyreCoordinator of the graduate program in behavior Coordinator of the graduate program in behavior

disordersdisorders

Department of Special EducationDepartment of Special Education

Hunter CollegeHunter College

New York, NY 1021New York, NY 1021

[email protected]@hunter.cuny.edu

www.BehaviorAdvisor.comwww.BehaviorAdvisor.com

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To Do 4 OnlineTo Do 4 Online

Reproduce the participant packet (PDF Reproduce the participant packet (PDF form?) for downloading with this form?) for downloading with this Powerpoint show.Powerpoint show.

6464Click for flashdrive aviClick for flashdrive avi