T EACHING S OCIAL U NDERSTANDING TO P ROMOTE P OSITIVE S CHOOL C ULTURE Webinar October 17, 2012 1 Julie Erdelyi, M.A. Program Manager, Communication Services.

TEACHING SOCIAL UNDERSTANDING TO PROMOTE POSITIVE SCHOOL CULTURE

Webinar October 17, 2012

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Julie Erdelyi, M.A.

Program Manager , Communication Services at the Stern Center for Language and Learning

SUPPORTING SOCIAL COMPETENCE, ACADEMIC ACHIEVEMENT & SAFETY

PRACTICES

SYSTEMS

OUTCOMES

DATA

Supporting Decision Making

Supporting Student Behavior

Supporting Staff Behavior

School-wide PBS

EVIDENCE-BASED FEATURES OF SW-PBS

PreventionDefine and teach positive social

expectations.Acknowledge positive behavior.Arrange consistent consequences

for problem behavior.

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EVIDENCE-BASED FEATURES OF SW-PBS

On-going collection and use of data for decision-making.

Continuum of intensive, individual interventions.

Administrative leadership: Team based implementation (Systems that support effective practices).

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SWPBS IS ABOUT…

*Improving classroom & school climate

*Improving support *Integrating academic &

for students with EBD behavior initiatives

*Decreasing reactive *Maximizing academic

management achievement 5

School- Wide Positive Behavior Support

Primary Prevention: Universal systems for all students, staff and settings.

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior.

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behaviors.

~80% of students

~15%

~5%

ENTER: SOCIAL COGNITION

Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions.

We know that social cognitive challenges impact a students ability to access the core curriculum.

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SKILL VS. COGNITION GREETING

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SkillLook at the

personWave and/or say

“HI”Reinforce the

sequence

CognitionThink about who is

around you & decide who you want to be friendly to.

Decide how to best greet the person based on expectation and prior knowledge.

Say “Hi” (verbal or nonverbal) in whatever way is expected

A BIG ASSUMPTIONWe assume that social knowledge

is in place and that students are able to use social cognition to regulate their behavior in a group.

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CONCEPTS THAT SUPPORT UNIVERSAL APPLICATION

Important Universal Concepts

The Incredible 5 Point ScaleHidden Curriculum

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MONITORING MY ANXIETY LEVEL A RATING SCALE FOR SAM

54321

Forget it. My self control is zero. I need an advocate.

It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry.

I’m okay. But I would like somebody nearby to support me.

I’m cool.

No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else.

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•The scale can also serve as a quiet, unobtrusive reminder to the student to self monitor behavior.

VOCABULARY • Listening with your eyes and brain. • Brain in/Brain out• Body in/Body out• Too much/Too little/Just right• Thinking bubble/Talking bubble• Smart Guess/Wacky Guess• People files• Social Fake• ‘Thinking about you’ vs. ‘Just me’ person• “I do”, “We do”• Listen, Care, Change• Predict, Care, Change• Giving and receiving information

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DEFINE SCHOOL-WIDE EXPECTATIONS FOR SOCIAL BEHAVIOR

Identify 3-5 expectations in short statements.

Use positive statements (what to do, not what to avoid doing)

Make them memorable!

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DEFINE SCHOOL-WIDE EXPECTATIONS FOR SOCIAL BEHAVIOR

Be respectfulBe responsibleBe safeBe kindBe a friendBe-there-be-readyHands and feet to self Respect self, others, propertyFollow directions of adults

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REFERENCES

Buron, K.& Curtis, M. (2003). The Incredible 5-Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and

Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.www.5pointscale.com

Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www.socialthinking.com

Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www.thegraycenter.org.

Moreau, M.R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: MindWing Concepts, Inc.

Schmidt-Mertes, Gretchen. M.Ed., 2008-2011Puget Sound Autism Aspergers Support Associates [email protected] 16