Social-Behavioral Skill Enhancement Strategies in Education
Methods like Positive Peer Reporting (PPR) and Tootling are discussed to improve social interactions and alter the social status of students facing challenges in social, emotional, and behavioral aspects. Strategies aim to promote positive behaviors, enhance peer relationships, and create a conducive classroom environment. The importance of recognizing desired behaviors and implementing multi-tiered support systems for academic and behavioral success is highlighted.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Positive Peer Reporting & Tootling to Promote Generalization & Maintenance of Social-Behavioral Skills Patti Pazdera - School Counselor Nicki Poindexter - Classroom Teacher Community Elementary School Barbara Mitchell MO SWPBS MO SW-PBS
Attention Signal & Introductions I say, Sweet Caroline You say Eyes on the speaker, voices quite, minds ready for the next thing MO SW-PBS
Session Objectives Describe 2 intervention strategies that can be used to alter the social status of students with social, emotional, and/or behavioral challenges enhance quality and quantity of positive social interactions within your classroom Positive Peer Reporting (PPR) Tootling MO SW-PBS
Activity & Discussion Think of a student you know with one or more of the following characteristics Is not well-liked by other children Has few or no friends Is frequently reported on for problem behaviors With someone near you describe the student you identified MO SW-PBS
Risk & Protective Factors In school students relationships with their peers and teachers and the social climate in the classroom have a powerful effect on their development of mental, emotional, and behavioral problems as well as their development of age appropriate competencies (NRC & IOM, 2009, p.108) MO SW-PBS
PPR & Tootling If students can learn to report problem behaviors of their peers, they can also be taught to monitor and report instances of prosocial or appropriate behaviors from peers. What s the potential value in teaching children to recognize desired behavior? MO SW-PBS
Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems Tier Three Individual Students Assessment-based Intense, durable procedures Tier Three Individual Students Assessment-based High Intensity Tier Two Some students (at-risk) High efficiency Rapid response Tier Two Some students (at-risk) High efficiency Rapid response Tier One All settings, all students Preventive, proactive Tier One All students Preventive, proactive MO SW-PBS
Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES SW Positive Behavior Support Supporting Student Behavior
Positive Peer Reporting (PPR) Description: Simple procedure that promotes positive peer interactions. Also improves peer perceptions of students who tend to be socially rejected or neglected. Encourages all children to focus on and report prosocial behaviors of their peers. MO SW-PBS
Positive Peer Reporting (PPR) Instead of reporting inappropriate instances of problem behavior children are told they will have the opportunity to earn reinforcement (e.g., tokens) for noticing and reporting a peer s positive behavior. MO SW-PBS
Positive Peer Reporting (PPR) Procedures A target student is randomly selected as Star of the Week During a specified time of day a group meeting is held where children are given an opportunity to report aloud any positive behaviors they observed from the star student that day. Each child that reports a positive behavior earns a reinforcer (e.g., school-wide token). MO SW-PBS
Positive Peer Reporting (PPR) Implementation Considerations Teach students about the strategy prior to implementing. Identify procedures for selecting target student each week. Determine what reinforcers will be provided. Establish a time for the PPR meeting. MO SW-PBS
Activity & Discussion Thinkabout Ideas you have for implementing Positive Peer Reporting in your setting. Pair up with someone near you. Share your ideas. Listen for the Attention Signal! MO SW-PBS
Tootling During Positive Peer Reporting (PPR) students focus their attention on the positive behaviors of one selected student. In contrast, Tootling provides an opportunity for the entire class to report on positive behaviors of any student in the group. MO SW-PBS
Tootling Description Tootling is like tattling in that students report the behavior of another child. However, tootles can only report instances of desired/appropriate behavior (e.g., school-wide matrix expectations). MO SW-PBS
Tootling Procedures Teacher introduces and defines tootling. Provides instruction for how to tootle & sets a tootling goal. Students record tootles using an index card that is taped to their desk. At the end of the day the cards are turned in to the teacher. The next day the teacher reports out on the number of tootles recorded. MO SW-PBS
Activity & Discussion Thinkabout Ideas you have for implementing Tootling in your setting. Pair up with someone near you. Share your ideas. Listen for the Attention Signal! MO SW-PBS
Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems Tier Three Individual Students Assessment-based Intense, durable procedures Tier Three Individual Students Assessment-based High Intensity Tier Two Some students (at-risk) High efficiency Rapid response Tier Two Some students (at-risk) High efficiency Rapid response Tier One All settings, all students Preventive, proactive Tier One All students Preventive, proactive MO SW-PBS
Implementation Example Community R-VI Elementary Implementing SW-PBS for 6+ years Started Tier 2 in 2012-2013 Piloted a Tier 2 Social Skills Intervention to assess contextual fit Selected replacement skills from the Social Skills Improvement System (SSIS) Manual MO SW-PBS
Implementation Example Social Skills Group Logistics Selected time/location to meet 2 times per week, 30-35 minutes each School Counselor provided instruction Classroom Teacher prompted use of skills outside the intervention group meetings MO SW-PBS
Implementation Example Group Procedures One skill per week Used Daily Progress Report (DPR) for monitoring student progress Skills to be taught were listed Student given feedback at the end of each day Data collected and graphed MO SW-PBS
Implementation Example After the Social Skills Intervention Implemented Tootling as a way to promote continued use of social skills All students in the class were taught to look for demonstrations of skills that were taught during the intervention group Students were instructed to record examples and submit them Classwide goals set for number of tootles MO SW-PBS
Session Objectives Describe 2 intervention strategies that can be used to alter the social status of students with social, emotional, and/or behavioral challenges enhance quality and quantity of positive social interactions within your classroom Positive Peer Reporting (PPR) Tootling MO SW-PBS
More Information Reference Skinner, C. H., Neddenriep, C. E., Robinson, S. I., Ervin, R., & Jones, K. (2002). Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders. Psychology in the Schools, 39(2), 191-202. Contact Information poindexter@cr6.net Your regional Tier 2/3 Consultant MO SW-PBS
