Date post: | 23-Dec-2015 |
Category: |
Documents |
Upload: | rolf-parrish |
View: | 218 times |
Download: | 0 times |
Teaching Social Skills: Green, Yellow, and Red Zone Adaptations
Teaching Social Skills: Green, Yellow, and Red Zone Adaptations
Bruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim ReinhardtBruce Stiller; Anne Tomlanovich; Kim Reinhardt
Behavior Must Be Taught
Behavior Must Be Taught
Behavior should be taught -- the same way we teach academic skills
Identify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teaching the skill
Behavior should be taught -- the same way we teach academic skills
Identify the correct skill; model it; differentiate from the most common errors; practice to mastery; reinforce correct responses at a high rate initially and then intermittently, correct errors by re teaching the skill
Basic Format for Teaching Social Skills
Basic Format for Teaching Social Skills
Skills are identified. Examples: Empathy; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills
Lesson Plan Formats Social Stories/Discussion to generate
thought/interest Role Play to teach/practice new skills or
“replacement behaviors” Video; vignettes; cartoons; other
technology
Skills are identified. Examples: Empathy; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills
Lesson Plan Formats Social Stories/Discussion to generate
thought/interest Role Play to teach/practice new skills or
“replacement behaviors” Video; vignettes; cartoons; other
technology
Primary Prevention:School-/Classroom-
Second Step; Michigan Model; etc.
Small GroupsSkill Building Groups -- Anger Management;
Friendship Skills; Mean Girls; etc.
Tertiary Prevention:Specific Replacement
Behaviors taught/reinforced as part
of BSP
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT for Social Skills
Establish Instructional Control
Establish Instructional Control
Establish group rules and a prosocial norm during the first class meeting
Use and model research validated behavior management strategies
Establish group rules and a prosocial norm during the first class meeting
Use and model research validated behavior management strategies
Basic Management Strategies
Basic Management Strategies
Expectations/routines are explicit; positively stated
Expectations/routines practiced to mastery Students receive high rates of positive
feedback - once approximately every 5-10 minutes
Ratio of positive to corrective feedback is 4:1 Frequent review of expectations -- especially
following a bad day Routines are efficient Instruction flows at a good pace. There is a
minimum of “dead air”
Expectations/routines are explicit; positively stated
Expectations/routines practiced to mastery Students receive high rates of positive
feedback - once approximately every 5-10 minutes
Ratio of positive to corrective feedback is 4:1 Frequent review of expectations -- especially
following a bad day Routines are efficient Instruction flows at a good pace. There is a
minimum of “dead air”
Making it FunMaking it Fun
Preview the lessons -- choose lessons/role plays that are meaningful for you students. Modify as appropriate
Pacing -- keep it moving fast during the discussion phase
Preview the lessons -- choose lessons/role plays that are meaningful for you students. Modify as appropriate
Pacing -- keep it moving fast during the discussion phase
Role PlayingRole Playing
Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing
Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context
Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays
Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing
Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context
Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays
Role PlayingRole Playing
Student Role Plays -- Teacher plays perpetrator; students take turns playing the recipient
Students may not play the perpetrator in front of the class
Student Role Plays -- Teacher plays perpetrator; students take turns playing the recipient
Students may not play the perpetrator in front of the class
Role PlayingRole Playing
Model the Positive Example first.
Model the Most Common Problem Behaviors
Have the students practice the
positive behavior to mastery
Model the Positive Example first.
Model the Most Common Problem Behaviors
Have the students practice the
positive behavior to mastery
Role PlayingRole Playing
Feedback: Provide behavior specific positive feedback
Students may provide positive feedback only. Precorrect
Feedback: Only the teacher may provide constructive, corrective feedback
Practice to Mastery
Feedback: Provide behavior specific positive feedback
Students may provide positive feedback only. Precorrect
Feedback: Only the teacher may provide constructive, corrective feedback
Practice to Mastery
Social Skills GroupsSocial Skills Groups
Yellow Zone InterventionYellow Zone Intervention
Why Social Skills?Why Social Skills?
Targeted intervention for students struggling with social aspects of school
Groups arise from current needs of students
Targeted intervention for students struggling with social aspects of school
Groups arise from current needs of students
LogisticsLogistics
Groups run 8 to 10 weeks Membership Depending on the group, you will
need: Large, open space Props Co-leader
Groups run 8 to 10 weeks Membership Depending on the group, you will
need: Large, open space Props Co-leader
Group Topics & FormatsGroup Topics & Formats
Direct Instruction Social Skills: perspective taking, friendship skills, conflict resolution, etc
Useful for students on the spectrum, others who benefit from straight-forward instruction
Tools: T-Charts, board games, structured activities
Direct Instruction Social Skills: perspective taking, friendship skills, conflict resolution, etc
Useful for students on the spectrum, others who benefit from straight-forward instruction
Tools: T-Charts, board games, structured activities
Group Topics & FormatsGroup Topics & Formats
Experiential Social Skills: teamwork, problem-solving, anger management
Useful for students who have trouble managing emotions, feel disempowered, who are shy, need to build friendships
Tools: Raccoon Circles, art supplies, other props
Experiential Social Skills: teamwork, problem-solving, anger management
Useful for students who have trouble managing emotions, feel disempowered, who are shy, need to build friendships
Tools: Raccoon Circles, art supplies, other props
Group Topics & FormatsGroup Topics & Formats
Targeted Social Skills: groups created to address relational aggression, bullying, or some other social problem that is negatively impacting school environment
Targeted Social Skills: groups created to address relational aggression, bullying, or some other social problem that is negatively impacting school environment
MEAN GIRLSMEAN GIRLS
How many of you have dealt with relational aggression, or “Mean Girl Behavior”, in your school in the last year? How about in the last month? Week?
RA is a common issue in elementary, middle and high schools
How many of you have dealt with relational aggression, or “Mean Girl Behavior”, in your school in the last year? How about in the last month? Week?
RA is a common issue in elementary, middle and high schools
BackgroundBackground
Nine 8th grade girls were destroying school climate
2 to 3 incidents per day, no end in sight
Decision: swift and intense intervention designed to immediately address the issue
Nine 8th grade girls were destroying school climate
2 to 3 incidents per day, no end in sight
Decision: swift and intense intervention designed to immediately address the issue
Scope & SequenceScope & Sequence
10 meetings Twice per week for 2 weeks, then
once a week Two counselors, one administrator Activities: moved from general
level to very personal level
10 meetings Twice per week for 2 weeks, then
once a week Two counselors, one administrator Activities: moved from general
level to very personal level
Hopes, Fears & Who’s Not Here
Hopes, Fears & Who’s Not Here
Run by administrator with counselor present
Very direct presentation of the problem and need for change
Permission slip Activity: making connections
Run by administrator with counselor present
Very direct presentation of the problem and need for change
Permission slip Activity: making connections
Building TrustBuilding Trust
Ground Rules Pass the Cup “I” Statements Friendship Survey
Ground Rules Pass the Cup “I” Statements Friendship Survey
QuickTime™ and ampeg4 decompressor
are needed to see this picture.
Digging InDigging In
“Mean Girls” cafeteria map What does this group value? Is this group open or hard to join? Who is in charge of this group? Why? Does everyone in this group dress the
same? Have the same interests?
“Mean Girls” cafeteria map What does this group value? Is this group open or hard to join? Who is in charge of this group? Why? Does everyone in this group dress the
same? Have the same interests?
Getting PersonalGetting Personal
Queen Bees & Wannabes Map their own group and answer
questions Conflict resolution and role plays
Queen Bees & Wannabes Map their own group and answer
questions Conflict resolution and role plays
How do we make behavior change in “real world” settings?
How do we make behavior change in “real world” settings?
Staff Support - asked to encourage positive behavior, interrupt negative behavior
Parent Support In group - address directly conflicts
that happened since our last meeting Direction/Correction from group
leaders
Staff Support - asked to encourage positive behavior, interrupt negative behavior
Parent Support In group - address directly conflicts
that happened since our last meeting Direction/Correction from group
leaders
School Success Student Pre/Post Assessment
Name:________________________________________________________
Always Frequently Sometimes Rarely 1. I follow the school expectations.
4 3 2 1
2. I listen and focus in class.
4 3 2 1
3. I am prepared to learn each day.
4 3 2 1
4. I complete and turn in my work on time.
4 3 2 1
5. I come to school on time each day.
4 3 2 1
6. I finish and turn in my homework when itÕs due.
4 3 2 1
7. I like school.
4 3 2 1
8. What are your strengths?_____________________________________________________ _____________________________________________________________ 9. What skills do you need to help you be more successful in school? _____________________________________________________________ _____________________________________________________________
Official Use Only Absent ____/Tardy____ ORF____ ODR____/Minors____
Did you meet your goals? ____Yes ____No
Red Zone InterventionRed Zone Intervention
For students who are not responsive to a targeted group intervention (a social skills group) add a Behavior Support Plan to the targeted intervention
A key feature of the BSP is the teaching of replacement behaviors
Replacement behaviors must be prompted and reinforced in the natural setting in order for transfer to occur
For students who are not responsive to a targeted group intervention (a social skills group) add a Behavior Support Plan to the targeted intervention
A key feature of the BSP is the teaching of replacement behaviors
Replacement behaviors must be prompted and reinforced in the natural setting in order for transfer to occur
Intervention Categories for a Behavior Support Plan
Intervention Categories for a Behavior Support Plan
Prevention: Prevent the problem behavior from being triggered
Teaching: Teach specific replacement behaviors that will allow the student to access the reinforcement appropriately
Reinforcement: Deliver social, activity, or tangible reinforcers contingent upon the desired behavior.
Extinction: Ensure problem behavior is not reinforced.
Safety: Steps to ensure student/staff safety, if needed
Prevention: Prevent the problem behavior from being triggered
Teaching: Teach specific replacement behaviors that will allow the student to access the reinforcement appropriately
Reinforcement: Deliver social, activity, or tangible reinforcers contingent upon the desired behavior.
Extinction: Ensure problem behavior is not reinforced.
Safety: Steps to ensure student/staff safety, if needed
Identify the “Replacement” Behavior
Identify the “Replacement” Behavior
An appropriate Replacement Behavior: Serves the same function as the problem
behavior The replacement behavior is a member of the
same response class as the problem behavior
Is as, or more efficient than the problem behavior physical effort, schedule of reinforcement,
time to reinforcement
Is socially acceptable
An appropriate Replacement Behavior: Serves the same function as the problem
behavior The replacement behavior is a member of the
same response class as the problem behavior
Is as, or more efficient than the problem behavior physical effort, schedule of reinforcement,
time to reinforcement
Is socially acceptable
Basic Format for Teaching Social Skills/Replacement Behaviors
Basic Format for Teaching Social Skills/Replacement Behaviors
Identify the problem behavior Identify an appropriate replacement behavior Differentiate the replacement behavior from the
most common errors Model the replacement behavior Practice to Mastery Prompt the correct behavior Reinforce correct responses Errors: Re-teach; prompt; reinforce Implement consequences if the student will not
attempt the correct response
Identify the problem behavior Identify an appropriate replacement behavior Differentiate the replacement behavior from the
most common errors Model the replacement behavior Practice to Mastery Prompt the correct behavior Reinforce correct responses Errors: Re-teach; prompt; reinforce Implement consequences if the student will not
attempt the correct response
HA Competing Behavior Pathways
HA Competing Behavior Pathways
What it looks like What it feels like I can try to:
555
Super upset! Go to safe room immediately
444
Mad/Upset Ta ke a break
333
Frustrated Irritated
Take deep breaths Take a minute to calm
down Take a sensory break
222
Confused Challenged
Ask for help
Use sensory to ols
111
Okay Keep going Tell myself Ņgood
jobÓ
My Feelings Scale Name: _______ ___ ____
Rating Looks Like Feels Like I Can Try To:
5
Out of control, screaming, hitting, scratching, running or spinning a lot, kicking, on the floor, not listening, crying
Get to a saf e place, move away fr om other students,
4
Out of my seat and moving around, not listening, very upset, really bored, doing tr icks, spinning, loud voice, crying
Take a longer break, ask to go to the sensory area, take deep breaths, go to a saf e place
3
Need to get out of my seat, unhappy, angry, sad, very frustrated, bored, raising my voice, start ing to cry
Ask to take a break, ask to read a book, ask to go to the sensory area, count to ten, deep breaths
2
Squirmy, a little upset or fr ustrated, kind of listening, moving in my seat
Ask to take a break, in a bean bag chair or reading ares
1
Calm body, quiet voice, in my seat, listening, comfortable, happy
Keep it up!
VF/ 2009
Which of the Following are Appropriate Replacement
Behaviors?
Which of the Following are Appropriate Replacement
Behaviors? Jason is nine and cries when asked to do
difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More rewards for doing tasks Asking for a break from tasks Asking to do something other than the
tasks Requesting adult attention Asking to have soda after tasks are
done
Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More rewards for doing tasks Asking for a break from tasks Asking to do something other than the
tasks Requesting adult attention Asking to have soda after tasks are
done
Which of the Following are Appropriate Replacement
Behaviors?
Which of the Following are Appropriate Replacement
Behaviors? Jason is nine and cries when asked to do
difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More rewards for doing tasks Asking for a break from tasks Asking to do something other than the
tasks Requesting adult attention Asking to have soda after tasks are
done
Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.
Possible Replacement Behaviors: More rewards for doing tasks Asking for a break from tasks Asking to do something other than the
tasks Requesting adult attention Asking to have soda after tasks are
done
Which of the Following are Appropriate Replacement
Behaviors?
Which of the Following are Appropriate Replacement
Behaviors? Leslie is 12, has severe intellectual
disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the
teacher move to sit by another student engage in stereotypies
Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the
teacher move to sit by another student engage in stereotypies
Which of the Following are Appropriate Replacement
Behaviors?
Which of the Following are Appropriate Replacement
Behaviors? Leslie is 12, has severe intellectual
disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the
teacher move to sit by another student engage in stereotypies
Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior hide under her desk and be ignored sign for “more” to another student take completed work up to show the
teacher move to sit by another student engage in stereotypies
Student Name: Jason S. Date: 5/1/05
BEHAVI OR SUPPORT PLAN: COMPETING BEHAV IOR PATHWAY
ConsequencePeers back off -- discontinueteasing
AntecedentTeasing orother negativepeerinteractions
Setting EventOverweight --contributes tooverreactions/lackof confidence
Alternative Behavior"This is insulting. Iwant it to stop"
Problem BehaviorDisruptive --throwing things;loud; noncompliant
Desired BehaviorInitiates positive
interactions with peers-- joins in activities ofmutual interest; etc.
ConsequencePositive attentionfrom peers
FunctionEscapeunwantedpeer att.
Behavior Support PlanJason S.
Behavior Support PlanJason S.
Setting Event Strategies (make the problem behavior irrelevant)
Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.
Behavior Teaching Strategies (make the problem behavior inefficient)Teach student a replacement behavior that accomplishes the same thingthe problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior:“this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.
Reinforcement Strategies (make the replacement behavior more rewarding)Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.
Setting Event Strategies (make the problem behavior irrelevant)
Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.
Behavior Teaching Strategies (make the problem behavior inefficient)Teach student a replacement behavior that accomplishes the same thingthe problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior:“this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.
Reinforcement Strategies (make the replacement behavior more rewarding)Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.
Social Skills ResourcesSocial Skills Resources Second Steps -- Committee for Children 1-800-634-4449
www.secondstep.org/ (elementary/middle) Steps to Respect -- Committee for Children 1-800-634-4449
www.cfchildren.org/ (elementary/middle) Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm
(middle) Tools for Teaching Social Skills in School -- Hensley, Dillon,
Pratt, Ford, & Burke 2005, Boys Town Press $29.95 (elementary) The Incredible 5 point scale -- Kari Dunn Buron and Mitzi Curtis
(elementary/middle) “Why Try” www.whytry.org (middle/high) Salvaging Sisterhood by Julia Taylor (4 thru high school) The Stop and Think Program -- Howard Knoff, Ph.D 2001
Sopris West Superflex … A Superhero Social Thinking Curriculum --
Stepanie Madrigal and Michelle Garcia Winner
Second Steps -- Committee for Children 1-800-634-4449 www.secondstep.org/ (elementary/middle)
Steps to Respect -- Committee for Children 1-800-634-4449 www.cfchildren.org/ (elementary/middle)
Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm (middle)
Tools for Teaching Social Skills in School -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95 (elementary)
The Incredible 5 point scale -- Kari Dunn Buron and Mitzi Curtis (elementary/middle)
“Why Try” www.whytry.org (middle/high) Salvaging Sisterhood by Julia Taylor (4 thru high school) The Stop and Think Program -- Howard Knoff, Ph.D 2001
Sopris West Superflex … A Superhero Social Thinking Curriculum --
Stepanie Madrigal and Michelle Garcia Winner
Behavior Rating Form Student: __ _______________
Behavior Dat
e
0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Du rati o n (en ter # of m i n ut es Stu de nt i s MIA)
In te nsity 0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Intensity Ratings: 0 = Student is calm; on task 1 = arguing, whining; quietly noncompliant 2 = yelling; rolling on floor; tearing up papers; tossing papers at people 3 = spitting; kicking doors or walls; tipping over furniture; climbing on furniture; swearing
4 = throwing objects (pencils; rocks) at or near people; kicking people; destroying equipment; making threats; leaving without permission
Behavior Support Plan Weekly Assessment Student:______________ Teacher: _____________ Week: ___________________
To what level did we implement the plan we proposed? Low Moderate High 1 2 3 4 Comments:
To what degree is the plan having a positive impact on the studentÕs behavior? Low Moderate High 1 2 3 4 Comments:
To what degree is the plan having a positive impact on the academic achievement? Low Moderate High 1 2 3 4 Comments: