1. Embedding Social Skills Instruction Throughout the Day
Teri Lewis-Palmer
Oregon PBS, 2007

2. “Social Skills are those behaviors which, within a given situation, predict important social outcomes.” (Gresham, 1986, p. 5)

3. Objectives Understand when and why you would teach social skills.
Be familiar with the critical features of a social skills curriculum.

4. Why Teach Social Skills?
Behavior management problems are social skills problems.
Academic and social competence are interrelated.
Social skills curriculum must match the specific need.

5. Assumptions
Behavior does not occur in a vacuum; it occurs in social learning context.
Social skills are important and can be taught.
Initially, learning how to teach social skills takes time and energy.

6. Social skills instruction
Direct and planned instruction that is designed to increase social competence of students with peers and adults.

7. Definitions Social Skills Competence Social Outcomes
Judgments the person has performed a task adequately.
Significant others, comparison to explicit criteria, or comparison to normative sample
Social Outcomes
Increased acceptance
Positive judgements from others

8. However… Social skills curriculum must match the specific need.
An ideal curriculum does not exist.
Basic set of “Preferred Teaching Practices” exists.
Initially, learning how to teach social skills takes time and energy.

9. 27

10. Types of Social Skills Problems
Acquisition
Fluency
Maintenance
Generalization

11. Universal Interventions
School-wide discipline system for all students, staff, & settings that is effective for “80%” of students.
Clearly & positively stated expectations.
Procedures for teaching expectations.
Continuum of procedures for teaching expectations.
Continuum of procedures for encouraging expectations.
Continuum of procedures for discouraging rule violations.
Procedures for monitoring & modifying procedures.

12. Targeted Group Interventions
Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions.
Functional assessment based intervention decisions.
Daily behavioral monitoring.
Regular & frequent opportunities for positive reinforcement.
Home-school connection.
Individualized academic accommodations for academic success.
Planned social skills instruction.
Behaviorally based interventions.

13. Targeted Individual Interventions
Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions.
Simple request for assistance.
Immediate response (24-48 hours).
Functional behavioral assessment-based behavior support planning.
Team-based problem solving process.
Data-based decision making.
Comprehensive service delivery derived from a wraparound process.

14. Assessment is important for knowing
Who needs instruction
What you want to teach
How your teaching is working
If students are progressing adequately
When they have met their objectives

15. Types of Assessments Archival review Interviews Rating scales Tests
Direct observations

16. Assessment Recommendations
Assess directly and formatively
Focus on observable behavior
Focus on antecedent events and setting in which behavior occurs
Look for what maintains problem behavior

17. Assessment Outcomes Focus of instruction School-wide Specific Setting
All students, staff, settings, times
Specific Setting
Playground, cafeteria, bus
Classroom(s)
By grade level, individual teacher, all school
Individual Student
Group or individual student(s)

18. Planning Requirements
Scheduling
Student Groupings/Membership
Curriculum selection/modification
Group and behavior management

19. Lesson Components Definition of social skills rule
Description of skill components
Model/demonstrations
Role play/behavioral rehearsal activities

20. After the Lesson Review Test Homework
* Critical to maintenance and generalization

21. Teaching Guidelines Teach social behaviors as academics
Reinforce desired &/or expected behaviors
Systematically address infrequent and frequent errors (problem behaviors)
Complete on-going assessment to determine effectiveness

22. Strategies for Generalization
Involve others
Use examples from instructional universe
Teach general case and skill variations
Teach self-management strategies
Teach within and across settings

23. SW Example: Bullyproofing
Prevent bullying - Universal
Reduce bullying - Individual

24. General Suggestions (e.g., DeRosier, 2004)
Whole school approach
Team based
Social skills
Peer involvement

25. Typical Responses First Steps - works well with kindergartners
Zero Tolerance - no evidence that these policies increase school safety (e.g., Skiba)
Packaged Programs - mixed results

26. Limitations of Packages
Lack of support for teachers
Limited involvement of teachers in development and implementation
Seen as “add-on” to already full schedule
Not tailored to school environment

27. What Works (e.g., Orpinas)
Change environment so that bullying is unacceptable
Acknowledge positive behaviors
Develop/revise policy
Gain commitment from all
Establish team that represents school
Identify values, rules & consequences
Teach student rules
Train and support teachers

28. Review PBIS SW Model 1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation

29. Teaching Social Responsibility: “Bully Proofing”
Teach desired behavior.
Teach a verbal signal for unacceptable behavior: “stop”
Teach four key skills for social responsibility:
Learn the difference between expected behavior and problem behavior
If you “receive” problem behavior:
Label the behavior and say “stop”; walk; squawk
If you “see others” receive problem behavior”
Label the behavior and say “stop”
If someone tells you to “stop”
stop

30. Teaching Social Responsibility
Teach school-wide expectations first
Focus on “non-structured” settings
Cafeteria, Gym, Playground, Hallway, Bus Area
Use same teaching format
If you receive problem behavior
If you see others receive problem behavior
If someone tells you to “stop”

31. Social Responsibility Matrix
Location 1
Location 2
Location 3
Location 4
Desired behaviors vs Unacceptable behaviors
“Stop” signal
Walk skill
Reporting Skill

32. Classroom/Group Example
Elementary School
Suburban
450 students, k-5th grades
PBS Team
Approached by veteran 3rd grade teacher for assistance
28 students
High rates of ODRs and detention
Thinking of early retirement
Parents unhappy with situation

33. Assessment
The assessment focused on five students from the classroom who served as representatives for the students with behavior challenges.
Students were assessed for high and low risk times across daily routines (e.g., getting organized, sharpening pencil) and scheduled activities (e.g., math, library).
Information from all students was used to identify common low and high risk times.

35. Assessment Summary Low Risk Activities: Low Risk Routines:
Homework distribution and discussion
Star of Week/Super Scientist recognition
Story
Computer
Low Risk Routines:
Getting organized to go home
High Risk Activities
Morning routine
Recess
Library
Clean-up/Dismissal
High Risk Routines
Group work
Following directions
Listening
Respect-adults and peers
Working independently
Taking of personal needs
Getting organized for the day

40. Teaching Plan Social Skills Lessons Specific Routines
By comparing high risk routines with activities several areas/skills of focus were identified.
Three lessons, one for each of the school-wide expectation were developed.
Specific Routines
Interviews revealed that the majority of problem behaviors occurred at the beginning of activities (first 5-10 minutes). Second, organization skills were mentioned as a concern for several of students.
Therefore, two specific routines (beginning activities, and end of the day organization) were defined and taught to the students.

41. Individual Example: Function of Behavior
Power, authority, control, intimidation, bullying, etc. are not functions Two basic research validated functions
Positive reinforcement (get/access)
Negative reinforcement (avoid/escape)

43. Why Function? Understand the interaction from the students perspective
Know what skills to teach
Know how to modify the environment to:
Prevent (antecedents)
Increase appropriate (reinforcement)
Decrease inappropriate (punishment)

44. What Skill Should you Teach?
Desired Behavior
Let others host
Some events
Existing
Consequence
Less work
Setting event
Job Stress
Deadlines
Antecedent
Family event (e.g., holiday)
Problem Behavior
Host all events
Do all cooking
Maintaining
Consequence
Control
Alternative Behavior
?????

45. Big Ideas Social skills are important and can be taught.
Different social skills problems requires different instructional planning.
Social skills instruction should be assessment based.