Social Skills and Children with Emotional and Behavioral Disorders Kristen Gerpe

What are Social Skills: Social Skills are specific behavior that lead to social competence which is the degree to which children can function in a social situation. Building Social Relationships by Scott Bellini

Types of Social Skills: Basic Skills: Following directions Reading social cues: Body language Empathy: Taking the role of the other Interpersonal Skills: Sharing Problem- Solving Skills: Asking for help Building Social Relationships by Scott Bellini

Why are social skills important ? Positive Outcomes: Good social skills lead to resiliency in times of stress Self-worth and overall happiness Creates a positive school environment Negative Outcomes: Experience problems in relationships with peer and adults which can continue into adulthood Lead to peer rejection and loneliness Risk factor for mental health disorders such as anxiety and depression Can result in aggression and discipline problems

Social Skills Deficits Skill acquisition deficit absence of a skills Performance deficit has the skill,but does always use it Start by determining if there is a acquisition or performance deficit Building Social Relationships by Scott Bellini

Stages in Social Skills Training Select the behavior or deficient Organize/operationalize the behavior Demonstrate or model the behavior Provide feedback Provide opportunities to demonstrate the behavior in the classroom Reinforce the behavior Have the student practice the skill in other settings, situations and with other people Evaluate effectiveness Teaching Social Skills to Children and Youth by Gwendolyn Cartledge and JoAnne Fellows Milburn

Emotional and Behavioral Disorders: 4-6% of children have ADHD 1-3% of children have Conduct Disorder Social Anxiety: 4-7% of children Generalized Anxiety: 5% Depression 1-12% depending on age of the child Child Psychopathology Edited by Eric Marsh and Russell Barkley

Types of Interpersonal Style: Aggression: ADHD and Conduct Disorder Lack of empathy Impulsive Careless Avoidance: Social Anxiety and Depression Passivity Procrastination Dependency on others Developing Children’s Social and Emotional and Behavioral Skills by Marianne Csoti

Development of Interpersonal Style: Social Skills are Learned Parents’ Reactions to Children’s Negative Emotions: Relations to Children’s Social Competence by Eisenberg, Fabes and Murphy Study of Toddlers-6 th graders Mothers’ positive reactions: 1)Calm or comfort 2)Support appropriate expression of emotions 3)Children encouraged to solve the problem Associated with social competence and self-efficacy Negative Reaction: 1)Minimizing 2)Maternal Distress Associated with low social functioning and social avoidance

Assertiveness Aggressive children pursue what they want regardless of the consequences Passive children put others first and fear disapproval Assertive Communication: Express what they think and feel I feel ____________when_______________ Communicate a need or solution Developing Children’s Social and Emotional and Behavioral Skills by Marianne Csoti

Social Problem Solving Model/Cognitive-Behavioral Emotional awareness and self-control Identify and articulate a problem Select a goal Generate solutions Envision outcomes Select a solution that meets the goal Plan or rehearse implementing the solution Evaluate the effectiveness of the solution and outcomes Social Decision Making/Social Problem Solving: A Curriculum for Academic, Social and Emotional Learning by Maurice Elias and Linda Bruenne Butler

Problem Solving Perspective Negative Problems are a threat Doubt ability to solve a problem Easily frustrated and upset by problems Positive Problems are an opportunity or challenge Self-efficacy Problems are solvable Social Decision Making/Social Problem Solving: A Curriculum for Academic, Social and Emotional Learning by Maurice Elias and Linda Bruenne Butler

Teaching the model Role-Playing Modeling Journaling Then Use: Repetition Prompts and Cues Rewards Social Decision Making/Social Problem Solving: A Curriculum for Academic, Social and Emotional Learning by Maurice Elias and Linda Bruenne Butler

Worksheet Tier One Emotional awareness Self-monitoring Builds self-efficacy Allows progress monitoring Can modify for different age groups Social Decision Making/Social Problem Solving: A Curriculum for Academic, Social and Emotional Learning by Maurice Elias and Linda Bruenne Butler

Research Tier Two Denham did a Meta-analysis for SPS At Risk Students Increased scores on post tests Moderate to large improvement Tier Three Kazdin study of aggressive children ages 7-13 who were in a hospitalized for two to three months Twenty sessions each were 45 minutes Combined with 20 individual therapy sessions Used response-cost procedures Improvement in home and school functioning that lasted for at least one year

Research Continued Sample of 52 boys in a residential facility for emotionally disordered youth Ethnically diverse and age range between 7-15 Most came from abusive or neglectful homes Watch 10 tapes of “peer models” working through problems Outcomes: Less socially isolated Improved self-control specifically anger and distress Reported fewer stressors When put into a distressing situation they kept their behavior and emotions under control better than non-treated peers

Video Self-Monitoring and SPS Tape a situation were a student successfully manages a conflict with a peer or adult May require hours of footage Tape role-playing scenarios Edit out emotional outbursts Edit out coaching such as prompts and cues Have student watch video of themselves Increases self-efficacy Evidence- based practice Building Social Relationships by Scott Bellini

General Tips Include parents and caregivers Reinforce skills at home Individualize and modify the intervention based on data “Catch them being good ” “Social Skills: Promoting Positive Behavior, Academic Success and School Safety”