Teaching Replacement Behaviors through Social Problem Solving: Instruction, Formative Assessment, and Generalization Stephen W. Smith Ann P. Daunic Office of Prevention & Intervention Research in Education Stephen W. Smith Ann P. Daunic Office of Prevention & Intervention Research in Education

Presentation Overview Introduce a way to teach replacement behaviors as a component of effective classroom management 1. universal prevention curriculum for teaching social problem solving 2. planning for generalization & assessment – through On-The-Spot Assessment (OTSA) Introduce a way to teach replacement behaviors as a component of effective classroom management 1. universal prevention curriculum for teaching social problem solving 2. planning for generalization & assessment – through On-The-Spot Assessment (OTSA)

Teaching Replacement Behaviors Four-year federally funded research project IES Goal 3: Efficacy study of Tools for Getting Along, a social problem-solving curriculum Feasible school-based implementation model Universal prevention for students at risk for behavior problems

Teaching Replacement Behaviors Tools for Getting Along (TFGA) Objective: Prevent/ameliorate students’ aggressive responses in anger-provoking situations  Uses 6-step social problem-solving framework embedded in 27-lesson curriculum  Uses cognitive-behavioral instructional strategies (e.g. cognitive modeling) to help students self-manage behavior  Facilitates continuous review, modeling, rehearsal, & uses assessment for generalization Tools for Getting Along (TFGA) Objective: Prevent/ameliorate students’ aggressive responses in anger-provoking situations  Uses 6-step social problem-solving framework embedded in 27-lesson curriculum  Uses cognitive-behavioral instructional strategies (e.g. cognitive modeling) to help students self-manage behavior  Facilitates continuous review, modeling, rehearsal, & uses assessment for generalization

Generalization - What is It?  When children learn to respond in a certain way to a given stimulus and then respond the same way, or in a similar way, in a somewhat different situation or under slightly different circumstances, generalization has occurred (Snowman & Biehler, 2003)  Considered an “end-stage” of instruction itself but should be planned for a priori (Wheeler & Richey, 2005)  When children learn to respond in a certain way to a given stimulus and then respond the same way, or in a similar way, in a somewhat different situation or under slightly different circumstances, generalization has occurred (Snowman & Biehler, 2003)  Considered an “end-stage” of instruction itself but should be planned for a priori (Wheeler & Richey, 2005) Acquisition Students learn social problem solving steps (TFGA Lessons 1-20) Fluency Students practice steps until they can move through them accurately/quickly (TFGA Practice Sessions) Maintenance Students use problem solving in more authentic social situations with adult monitoring (TFGA Booster Lessons 1-6) Generalization Students use problem solving on bus, at lunch, w/ siblings at home, friends in neighborhood (Assess/promote generalization through OTSA )

Rationale for Focusing on Generalization Simply – Students may not remember to apply learned skills in different settings or situations unless the teacher has included generalization as part of the teaching process. Simply – Students may not remember to apply learned skills in different settings or situations unless the teacher has included generalization as part of the teaching process.

Obstacles to Generalization  For a variety of reasons, many students model inappropriate behaviors such as aggression rather than pro-social problem solving.  Emotions involved in real-life social situations often make using problem solving difficult.  Teachers, counselors, or parents may fail to reinforce students adequately for attempting to use problem-solving skills.  Some contexts provide continuous reinforcement for aggressive behavior, which is difficult to overcome with limited training.  For a variety of reasons, many students model inappropriate behaviors such as aggression rather than pro-social problem solving.  Emotions involved in real-life social situations often make using problem solving difficult.  Teachers, counselors, or parents may fail to reinforce students adequately for attempting to use problem-solving skills.  Some contexts provide continuous reinforcement for aggressive behavior, which is difficult to overcome with limited training.

…And How To Overcome Them  Probe for evidence of skill performance  Allow for flexibility in how skills are reinforced in other settings  Use naturally occurring consequences  Use intermittent schedules of reinforcement  Probe for evidence of skill performance  Allow for flexibility in how skills are reinforced in other settings  Use naturally occurring consequences  Use intermittent schedules of reinforcement

On-The-Spot Assessment Thus, On-The-Spot Assessment is useful to: (a) Assess use of learned skills across settings and to (b) Promote generalization of learned skills Thus, On-The-Spot Assessment is useful to: (a) Assess use of learned skills across settings and to (b) Promote generalization of learned skills

The On-the-Spot Assessment  Tool to assess problem- solving skill generalization beyond the classroom  Teacher observation leads to teacher-student discussion  Goal is to help students recognize/use problem- solving skills in a variety of settings  Tool to assess problem- solving skill generalization beyond the classroom  Teacher observation leads to teacher-student discussion  Goal is to help students recognize/use problem- solving skills in a variety of settings

The On-the-Spot Assessment  Sample questions to guide teachers  Open-ended statements and questions intended to promote student self- attribution of skills (Meichenbaum, 1977)  Sample questions to guide teachers  Open-ended statements and questions intended to promote student self- attribution of skills (Meichenbaum, 1977)

The On-the-Spot Assessment Dramatization of an OTSA conversation conducted after completing TFGA lessons

In Practice  Actual OTSA from TFGA treatment school  Student is able to discuss several TFGA steps  Actual OTSA from TFGA treatment school  Student is able to discuss several TFGA steps

How Do We Know that OTSA Can Work?Preliminary Findings 64 total OTSAs 19/21 treatment teachers plus 1 BRT & 1 guidance counselor Mean # per respondent = 3.04 All four treatment schools had participation 64 total OTSAs 19/21 treatment teachers plus 1 BRT & 1 guidance counselor Mean # per respondent = 3.04 All four treatment schools had participation

Preliminary Findings Analysis Procedures  Qualitative “domain analysis” used to code a)Incidents observed in OTSAs b)Student behaviors that indicated TFGA steps c)Teacher responses/prompts about behaviors d)Student responses to prompts  Coded independently by 2 research team members & checked for agreement  Qualitative “domain analysis” used to code a)Incidents observed in OTSAs b)Student behaviors that indicated TFGA steps c)Teacher responses/prompts about behaviors d)Student responses to prompts  Coded independently by 2 research team members & checked for agreement

Preliminary Findings: Descriptive Individual Student Concerns = 39% (Personal Conflict, Rule Violation) Student-Student Conflict = 53% (Teased, Supported Victim, Property Argument, Verbal/physical aggression) Multiple (>2) Students Involved = 8% (Left Out, Talked About) Individual Student Concerns = 39% (Personal Conflict, Rule Violation) Student-Student Conflict = 53% (Teased, Supported Victim, Property Argument, Verbal/physical aggression) Multiple (>2) Students Involved = 8% (Left Out, Talked About) Location Student Involvement Classroom Activities = 54% Non-Classroom Areas = 46% Classroom Activities = 54% Non-Classroom Areas = 46%

Preliminary Year 1 Findings: Process Resolution of Incidents Most conflicts documented through OTSAs were resolved Resolution of Incidents Most conflicts documented through OTSAs were resolved

Implications  On The Spot Assessments allow teachers to assess, verbally mediate, and reinforce generalization of learned skills.  If used as part of intervention programming, OTSAs can Help develop self-talk strategies for maintaining learned skills Enhance generalization of skills learned through intervention  On The Spot Assessments allow teachers to assess, verbally mediate, and reinforce generalization of learned skills.  If used as part of intervention programming, OTSAs can Help develop self-talk strategies for maintaining learned skills Enhance generalization of skills learned through intervention

Discussion & Questions