S OCIAL S KILLS I NSTRUCTION AND P ARENT C OMMUNICATION

P HRASE OF THE D AY Agreeable Friendly Complimentary Helpful Distractible Focused Angry Confident

ACTIVITY What do you know about social skills instruction? What do you want to know about social skills instruction?

D EFINITION OF S OCIAL S KILLS Goal directed, learned behaviors that allow one to interact and function effectively in a variety of contexts. Sheridan & Walker

R ATIONALE FOR T EACHING S OCIAL S KILLS In order to develop successful/ relationships with peers, parents and teachers, children must acquire social skills. Children without these skills experience negative child-adult or child-child relationships. Elliot & Gresham, 1991

I MPORTANCE OF TEACHING SOCIAL SKILLS Beginning in the school year, all LISD special education teachers will assess students with disabilities for social skills deficits, use this information in developing the student’s PLAAFP, and provide social skills instruction when appropriate. In groups, discuss why social skills interventions have become a hot topic in the district, in the state, and in the nation.

1. Identify Socials Skills to be Taught Assessment is the key to identifying which skills need to be taught. 2. Teach Specific Skills Using a multi-method, multi source, multi- setting approach 3. Promote Generalization and Maintenance of Skills 4. Monitor progress through data collection. Components of an Effective Social Skills Program

A SSESSMENT AND I NSTRUCTION Next year, all teachers will use the Social Skills Quick Assessment (adapted from McGinnis and Goldstein Skillstreaming) The Social Skills Quick Assessment will be part of the PLAAFP for all students. If a student demonstrates a weakness in any area, the full Skillstreaming Assessment must be completed. Other data sources include interviews and observations (teacher, parent, students). If there is an identified area of weakness on the student’s PLAAFP and a corresponding IEP goal, the special education teacher is responsible for providing specially designed instruction which must be indicated on the schedule of services.

S OCIAL SKILLS TRAINING Research shows… Students receiving intense social skills instruction in the classroom showed a large decrease in competing problem behaviors. Intensive social skills instruction includes: Promoting skill acquisition Enhancing skill performance Removing competing problem behaviors Facilitating generalization and maintenance.

P LANNING FOR I NSTRUCTION Format: Individual, small group, large group Determine deficits based on assessment Determine skills to be taught Determine instructional strategies to be used. Investigate material resources available Data collection procedures Plan for integration across the curriculum Plan for generalization Assess barriers and develop a plan for addressing them

D IRECT I NSTRUCTION A PPROACH IN TEACHING S OCIAL S KILLS The direct instruction of social skills is an important part of teaching particularly to children with learning difficulties. Direct instruction of a social skill lesson involves, stating objectives and rationale providing instruction and opportunities for modeling and practice.

D IRECT I NSTRUCTION C OMPONENTS Objectives/Rationale: statement that articulates to students what they will be able to do at the end of the lesson and that clearly explains to the student the importance of learning a skill, including personal benefits and relevance. Modeling and Concept Teaching: techniques utilizing a clear, explicit, and appropriate range of examples and non-examples through multiple demonstrations. Role Playing: a procedure to provide practice through simulation.

I NSTRUCTIONAL C OMPONENTS C ONT. Rehearsal: Verbal or nonverbal procedure to provide practice under controlled conditions. Practice: Guided and independent activities to minimize errors and build social skill learning. Coaching: A process to provide immediate and specific feedback on the students' performance including ongoing support and assistance. Feedback: Descriptive information regarding the students' correct and incorrect performance of the skill.

I NSTRUCTIONAL C OMPONENTS C ONT. Maintenance &Generalization: Conduct training in natural settings when possible; Make training environment as similar to the natural environment in terms of: tasks or activities, demands (cooperation vs. competition), physical features (objects, equipment); Structure situations to allow skill training and use to occur; Include peers in training; include individuals who are part of the natural environment; Use naturally occurring events to foster skill use (Incidental teaching); Fade training consequences to approximate naturally occurring contingencies (reinforcement).

SKI LLSTREAMING Skillstreaming is a method for teaching and extended curriculum of interpersonal, aggressive management, and related skills to children who are weak or lacking in these competencies. Includes assessment to : identify those students who can benefit from direct instruction in skill building and, second, to determine the level of proficiency or deficiency in necessary skills.

I MPLEMENTATION C ONSIDERATIONS Instructional goals and objectives must be based on student needs Allow time for planning and training Plan for skill practice and reinforcement Plan for generalization and maintenance Evaluate outcomes and modify when necessary

S OCIAL S KILL M INDSETS... Must be purposefully infused into existing curriculum in every class each day. Instruction is not an abandonment of subject area content, but an enhancement to learning Includes period of time that is dedicated to the direct instruction of social skills in addition to the infusion of social skills in subject areas.

U SING L ITERATURE TO T EACH S OCIAL S KILLS Using children's literature can be an effective tool to increase motivation and generalization of the skills taught. Literature also provides an opportunity to increase student language skills through follow- up activities of writing, additional reading, and practicing skills taught in class.

U SING M EDIA TO T EACH S OCIAL S KILLS Using media (newspapers, magazines, TV shows, movies etc.) can be an effective tool as well to increase motivation and generalization of skills taught. Caution...Be sure to use age appropriate material as well as use media as a compliment to the program. Do not use in isolation.

S OCIAL S KILLS R ESOURCES In groups, review LISD resources. On chart paper, identify any additional resources or activities that you have found to be effective.

P ARENT I NVOLVEMENT Establish a home note or contract system with parents Request that parents review the skill steps being taught Teach parents to reinforce, prompt, and model skills being taught Include home-based contingencies to reinforce for skill demonstration at home.

P ARENT COMMUNICATION In groups, create a visual for effective parent communication.

CASE STUDY In groups, create a profile of a student who is struggling with social skills. Develop a PLAAFP and measureable IEP. Create a lesson plan for the direct instruction approach and supporting activity.