1. T EACHING S OCIAL U NDERSTANDING TO P ROMOTE P OSITIVE S CHOOL C ULTURE Webinar October 17, 2012 1 Julie Erdelyi, M.A. Program Manager, Communication Services at the Stern Center for Language and Learning

2. S UPPORTING S OCIAL C OMPETENCE, A CADEMIC A CHIEVEMENT & S AFETY PRACTICES SYSTEMS OUTCOMES DATA Supporting Decision Making Supporting Student Behavior Supporting Staff Behavior School- wide PBS

3. E VIDENCE - BASED FEATURES OF SW-PBS Prevention Define and teach positive social expectations. Acknowledge positive behavior. Arrange consistent consequences for problem behavior. 3

4. E VIDENCE - BASED FEATURES OF SW-PBS On-going collection and use of data for decision-making. Continuum of intensive, individual interventions. Administrative leadership: Team based implementation (Systems that support effective practices). 4

5. SWPBS IS ABOUT… *Improving classroom & school climate *Improving support *Integrating academic & for students with EBD behavior initiatives *Decreasing reactive *Maximizing academic management achievement 5

6. School- Wide Positive Behavior Support Primary Prevention : Universal systems for all students, staff and settings. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior. Secondary Prevention: Specialized Group Systems for Students with At-Risk Behaviors. ~80% of students ~15% ~5%

7. E NTER : S OCIAL COGNITION Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions. We know that social cognitive challenges impact a students ability to access the core curriculum. 7

8. S KILL VS. C OGNITION G REETING 8 Skill Look at the person Wave and/or say “HI” Reinforce the sequence Cognition Think about who is around you & decide who you want to be friendly to. Decide how to best greet the person based on expectation and prior knowledge. Say “Hi” (verbal or nonverbal) in whatever way is expected

9. A B IG A SSUMPTION We assume that social knowledge is in place and that students are able to use social cognition to regulate their behavior in a group. 9

10. C ONCEPTS THAT S UPPORT U NIVERSAL A PPLICATION Important Universal Concepts The Incredible 5 Point Scale Hidden Curriculum 10

11. M ONITORING M Y A NXIETY L EVEL A R ATING S CALE FOR S AM 5432154321 Forget it. My self control is zero. I need an advocate. It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry. I’m okay. But I would like somebody nearby to support me. I’m cool. No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else.

12. 12 The scale can also serve as a quiet, unobtrusive reminder to the student to self monitor behavior.

13. V OCABULARY Listening with your eyes and brain. Brain in/Brain out Body in/Body out Too much/Too little/Just right Thinking bubble/Talking bubble Smart Guess/Wacky Guess People files Social Fake ‘Thinking about you’ vs. ‘Just me’ person “I do”, “We do” Listen, Care, Change Predict, Care, Change Giving and receiving information 13

14. D EFINE S CHOOL - WIDE E XPECTATIONS FOR S OCIAL B EHAVIOR Identify 3-5 expectations in short statements. Use positive statements (what to do, not what to avoid doing) Make them memorable! 14

15. D EFINE S CHOOL - WIDE E XPECTATIONS FOR S OCIAL B EHAVIOR Be respectful Be responsible Be safe Be kind Be a friend Be-there-be-ready Hands and feet to self Respect self, others, property Follow directions of adults 15

16. R EFERENCES Buron, K.& Curtis, M. (2003). The Incredible 5-Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.www.5pointscale.comwww.5pointscalecom Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www.socialthinking.comwww.socialthinking.com Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www.thegraycenter.org.www.thegraycenter.org Moreau, M.R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: MindWing Concepts, Inc. Schmidt-Mertes, Gretchen. M.Ed., 2008-2011Puget Sound Autism Aspergers Support Associates Gretchenschmidt-mertes@psaasa.orgGretchenschmidt-mertes@psaasa.org 16