1. Skill Deficit or Skill Performance Issue Can’t Vs. Won’t
Key Question
Skill Deficit or Skill Performance Issue
Can’t Vs. Won’t
Don’t fall into “Won’t” trap

2. Effective Social Skills Instruction
Identify & prioritize targeted skills students have deficits in
Provide students with rationale for learning these skills
Break skills down into discrete steps – Task Analysis
Model behavior using examples & non-examples - Role plays, pretend & practice
Provide opportunities for guided practice with feedback
Incorporate activities to promote transfer of skills & generalization

3. Social Skills Programs to Consider
Arnold Goldstein’s Skillstreaming Programs
Boystown social skills training programs
Tough Kids social skills training program –
TX School Safety Center – Online Modules for Students & Staff
Christian Moore’s, “Why Try?” program –
Superheroes Social Skills (Pacific Press)
Social Stories Approach including comic strip conversations (
Video Modeling Social Skills Instruction (
Michelle Garcia Winner materials (

4. Take Time Strategies
Teach students that anger is normal human emotion, how we handle our anger is key
Use popular culture examples
Help students identify physiological signs, triggers, states of anger etc.
Provide menu of, “Take Time,” strategies
Have students select & practice personal, “Take Time,” strategies
Let all staff who work with student know the strategies selected so they can prompt students to use them
In initial training stages will need to prompt students to “Take Time” until skill is generalized & students see benefit of doing so

5. Sample Take Time Strategies
Breathing exercises “The balloon trick”
Safe Space/Chill Zone within classroom – “”Turtle”
Listen to calming music
Time to draw or journal
Work on jigsaw puzzle
Physical activity – walk, run (to/in predetermined area)
Escape to bathroom
Self talk audio tapes
Identifying & accessing personal “Happy Place”

6. Time-Out As Social Problem Solving
Critical Concepts
Time-Out will only work if time-in is something the student values
Underlying principle of time-out is time-out from reinforcement – if classroom, staff, program not viewed as reinforcing by student, time-out ineffective
Need to focus more on how to make “Time-In” more engaging & reinforcing Vs. how to make “Time-Out” more aversive

7. Key Steps in Social Problem Solving
Label feeling(s)
Identify reason for these feelings
Brainstorm behavioral choices & possible outcomes of these choices
Select (and role play if appropriate) behavioral choice that will be used the next time a similar situation occurs

8. Three Levels of Time-Out
Level 1 – In classroom at student’s desk
Level 2 – In classroom in separate area
- Safe Space
- Chill Zone
Level 3 – Outside of classroom in another area

9. Critical Considerations When Using Time-Out
Consider having headphones, comfortable seating, partitions etc., in Safe Space area
Allow students to request to, “Take Time,” or “Self refer,” when they recognize they are becoming frustrated
Train students on use of various time-out levels
Have sign-in/out log at levels 2 & 3 to identify patterns of usage
If using level 3 Time-Out approach:
Try to set up a, “boring area,” to use, avoid interesting places
Have staff actively monitor student at all times – do not use seclusion
Establish criterion student must meet to, “return,” to class
1 Minute per Year of Age has been consistently stated in research as appropriate time-out length

10. Circle of Friends/Lunch Club
Recent resiliency research has shown effectiveness of “even one true friendship” to be key protective factor for youth & young adults with mental health issues
Structured friendship group facilitated by Counselor LSSP
Meets once or twice weekly (3 to 4 members)
Proven very effective as part of first steps in beginning reintegration process

11. Behavioral Contracts – Performance Issues
Focus on one distinct defined behavior at a time – State as positive goal, what behavior are we trying to increase?
Be data-driven - incremental change expectations is most effective
Include dates for beginning, review, & ending
Specify staff & student responsibilities
Be clear about, “What’s in it for me?” from student’s perspective
Consider whether or not to include consequences. If you do, are they proportionate, related, logical, & ethical?
Did the student voluntarily participate in contract development & signing?
Distribute copies of the contract to student & all staff who work with the student

12. Other Social Skill Instructional Approaches Used
Cross Age Peer Tutoring
Service Learning
Bibliotherapy
Teen Leadership
Student Ambassadors
Panel of Student Speakers
Student led club related to special interests
Field Trips

13. Structured Mentoring Programs
Extensive research base in resiliency literature – Frequent references to the, “importance of one caring adult.”
School-based mentoring programs have been found to improve students’ attendance, academic performance, behavior at school, & general emotional/social wellbeing
Mentoring programs address the critical, “School Connectedness,” protective factor.
WEALTH of RESOURCES AT: -
SEE ALSO: Check & Connect Program ( Tier II mentoring intervention recognized by USDOE as having a positive effect on dropout prevention & having proven research base
Check-In,Check-Out Program (CICO) –

14. Additional Resources
The Behavior Doctor – Dr. Laura Riffel
PBIS World
Florida Positive Behavior Support Project
“The Angry Smile,” by Nicholas & Jody Long (Passive Aggressive Behaviors)
Randy Sprick & Colleagues’ work at