Social Skills Development in Students
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Consider the following questions.
Consider the following questions.
Why do some students lack the social skills
Why do some students lack the social skills
needed to interact appropriately with
needed to interact appropriately with
others in the school setting?
others in the school setting?
Why do some kids, even after social skills
Why do some kids, even after social skills
instruction, fail to display desired
instruction, fail to display desired
behaviors?
behaviors?
When you think of a student in your class who
When you think of a student in your class who
lacks appropriate interaction behaviors,
lacks appropriate interaction behaviors,
what skills in particular would you like to
what skills in particular would you like to
see him/her display?
see him/her display?
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So… what makes
So… what makes
you so socially able
you so socially able
?
?
-Motivated to learn appropriate actions
-Motivated to learn appropriate actions
-Perceive social situations accurately
-Perceive social situations accurately
-Able to identify the skills to use
-Able to identify the skills to use
-Able to adequately perform the necessary skills
-Able to adequately perform the necessary skills
-Sensitive to social feedback
-Sensitive to social feedback
-Can tweak behaviors to fit situational requirements
-Can tweak behaviors to fit situational requirements
-Willing & able to emulate behaviors of others
-Willing & able to emulate behaviors of others
-Able to generalize to appropriate situations
-Able to generalize to appropriate situations
.
.
3
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How comfortable would you feel at:
How comfortable would you feel at:
–
Streetcorner gathering
Streetcorner gathering
–
Black barbershop
Black barbershop
–
Traditional large-family Chinese New Year meal
Traditional large-family Chinese New Year meal
–
Knighthood induction ceremony
Knighthood induction ceremony
Cultural informants:
Cultural informants:
What is needed for success in
What is needed for success in
each of the above settings/events
each of the above settings/events
?
?
Might some of us become more socially skilled than
Might some of us become more socially skilled than
others in the above situations. Why
others in the above situations. Why
?
?
Might some of your students lack social skills for the
Might some of your students lack social skills for the
school setting
school setting
?
?
–
Why?
Why?
.
.
5
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A major diagnostic criteria for these disabilities
A major diagnostic criteria for these disabilities
The defining characteristic of BD
The defining characteristic of BD
–
3X more likely to be socially rejected than gen. ed. kids
3X more likely to be socially rejected than gen. ed. kids
–
2X “ “ “ “ “ “ “ LD & MR kids
2X “ “ “ “ “ “ “ LD & MR kids
Low income
Low income
(“disorganized” segment… labeled or not)
(“disorganized” segment… labeled or not)
One’s social competence affects later life:
One’s social competence affects later life:
–
Job security
Job security
–
Love & social relationships
Love & social relationships
–
Interactions with legal authorities
Interactions with legal authorities
.
.
6
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Anyone here teach social skills
Anyone here teach social skills
?
?
If so:
If so:
–
How so
How so
?
?
–
Which curriculum
Which curriculum
?
?
–
With whom
With whom
?
?
–
How often
How often
?
?
If not: Why not
If not: Why not
?
?
7
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Overview
Different types of social skills
Why don’t our kids have them?
Why don’t kids show them after they’ve been taught?
Procedures for teaching S.S. to large & small groups
Cultural issues
Without a net: Teaching S.S. without $1000 curricula
8
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a
t
t
i
i
o
o
n
n
s
s
,
,
&
&
r
r
e
e
s
s
o
o
l
l
v
v
i
i
n
n
g
g
e
e
x
x
i
i
s
s
t
t
i
i
n
n
g
g
i
i
n
n
t
t
r
r
a
a
p
p
e
e
r
r
s
s
o
o
n
n
a
a
l
l
&
&
i
i
n
n
t
t
e
e
r
r
p
p
e
e
r
r
s
s
o
o
n
n
a
a
l
l
c
c
o
o
n
n
f
f
l
l
i
i
c
c
t
t
s
s
.
.
5.
Others are often listed, like “
Others are often listed, like “
Interpersonal perspective
Interpersonal perspective
taking”, “Feelings identification”, “Communication skills”,
taking”, “Feelings identification”, “Communication skills”,
etc.
etc.
However,
However,
we’ll address the first four
we’ll address the first four
.
.
9
1
1
.
.
S
S
u
u
r
r
v
v
i
i
v
v
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
^
^
W
W
h
h
a
a
t
t
a
a
r
r
e
e
t
t
h
h
e
e
b
b
a
a
s
s
i
i
c
c
s
s
o
o
c
c
i
i
a
a
l
l
s
s
k
k
i
i
l
l
l
l
s
s
?
?
W
W
h
h
e
e
n
n
i
i
n
n
s
s
o
o
m
m
e
e
o
o
n
n
e
e
’
’
s
s
p
p
r
r
e
e
s
s
e
e
n
n
c
c
e
e
,
,
…
…
–
Acknowledge the other person
Acknowledge the other person
–
Listen attentively & respond appropriately
Listen attentively & respond appropriately
–
Conduct an accurate on-going self-evaluation of behavior
Conduct an accurate on-going self-evaluation of behavior
–
Self reinforce for success
Self reinforce for success
W
W
h
h
a
a
t
t
a
a
r
r
e
e
t
t
h
h
e
e
b
b
a
a
s
s
i
i
c
c
a
a
p
p
p
p
r
r
o
o
p
p
r
r
i
i
a
a
t
t
e
e
c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
,
,
w
w
o
o
r
r
k
k
h
h
a
a
b
b
i
i
t
t
s
s
,
,
&
&
a
a
c
c
a
a
d
d
e
e
m
m
i
i
c
c
s
s
u
u
r
r
v
v
i
i
v
v
a
a
l
l
s
s
k
k
i
i
l
l
l
l
s
s
?
?
A
A
b
b
l
l
e
e
&
&
w
w
i
i
l
l
l
l
i
i
n
n
g
g
t
t
o
o
…
…
–
Comply with directions
Comply with directions
–
Maintain attention to task
Maintain attention to task
–
Seek assistance, attention & answers appropriately
Seek assistance, attention & answers appropriately
–
Accept & learn from consequences related to actions
Accept & learn from consequences related to actions
.
.
10
W
W
h
h
i
i
c
c
h
h
s
s
k
k
i
i
l
l
l
l
s
s
w
w
o
o
u
u
l
l
d
d
y
y
o
o
u
u
w
w
o
o
r
r
k
k
o
o
n
n
d
d
e
e
v
v
e
e
l
l
o
o
p
p
i
i
n
n
g
g
i
i
n
n
G
G
a
a
y
y
l
l
e
e
?
?
V
V
i
i
d
d
e
e
o
o
:
:
T
T
h
h
e
e
F
F
r
r
i
i
d
d
a
a
y
y
s
s
p
p
e
e
l
l
l
l
i
i
n
n
g
g
t
t
e
e
s
s
t
t
.
.
11
2
2
.
.
I
I
n
n
t
t
e
e
r
r
p
p
e
e
r
r
s
s
o
o
n
n
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
^
^
T
T
o
o
e
e
n
n
h
h
a
a
n
n
c
c
e
e
t
t
h
h
e
e
c
c
h
h
a
a
n
n
c
c
e
e
s
s
o
o
f
f
s
s
o
o
c
c
i
i
a
a
l
l
s
s
u
u
c
c
c
c
e
e
s
s
s
s
&
&
b
b
u
u
i
i
l
l
d
d
i
i
n
n
g
g
o
o
f
f
f
f
r
r
i
i
e
e
n
n
d
d
s
s
h
h
i
i
p
p
s
s
,
,
o
o
n
n
e
e
m
m
u
u
s
s
t
t
k
k
n
n
o
o
w
w
h
h
o
o
w
w
t
t
o
o
…
…
?
?
Share
Share
Ask for permission
Ask for permission
Join an activity
Join an activity
Contribute to discussions
Contribute to discussions
Answer questions
Answer questions
Interrupt a busy person or conversation
Interrupt a busy person or conversation
Wait for one’s turn or authority figure’s attention
Wait for one’s turn or authority figure’s attention
Begin/End a conversation
Begin/End a conversation
Give/Accept compliments
Give/Accept compliments
.
.
12
W
W
h
h
i
i
c
c
h
h
s
s
k
k
i
i
l
l
l
l
s
s
w
w
o
o
u
u
l
l
d
d
y
y
o
o
u
u
w
w
o
o
r
r
k
k
o
o
n
n
?
?
(
(
a
a
n
n
d
d
w
w
i
i
t
t
h
h
w
w
h
h
o
o
m
m
?
?
)
)
V
V
i
i
d
d
e
e
o
o
:
:
S
S
h
h
e
e
l
l
l
l
y
y
&
&
l
l
u
u
n
n
c
c
h
h
t
t
i
i
m
m
e
e
i
i
n
n
t
t
h
h
e
e
c
c
l
l
a
a
s
s
s
s
r
r
o
o
o
o
m
m
.
.
13
3
3
.
.
C
C
o
o
n
n
f
f
l
l
i
i
c
c
t
t
r
r
e
e
s
s
o
o
l
l
u
u
t
t
i
i
o
o
n
n
(
(
i
i
n
n
t
t
r
r
a
a
&
&
i
i
n
n
t
t
e
e
r
r
p
p
e
e
r
r
s
s
o
o
n
n
a
a
l
l
)
)
^
^
Includes social skills for dealing with life’s frustrations
Includes social skills for dealing with life’s frustrations
& threats. They include being able to deal with…
& threats. They include being able to deal with…
Being left out
Being left out
N
N
e
e
g
g
a
a
t
t
i
i
v
v
e
e
p
p
e
e
e
e
r
r
p
p
r
r
e
e
s
s
s
s
u
u
r
r
e
e
.
.
O
O
t
t
h
h
e
e
r
r
s
s
?
?
Teasing & taunting
Teasing & taunting
Accusations
Accusations
Anger directed at you by others
Anger directed at you by others
The urge or pressure to fight
The urge or pressure to fight
Losing
Losing
Making mistakes (publicly & privately)
Making mistakes (publicly & privately)
Fear
Fear
Anger
Anger
.
.
14
W
W
h
h
i
i
c
c
h
h
s
s
k
k
i
i
l
l
l
l
s
s
w
w
o
o
u
u
l
l
d
d
y
y
o
o
u
u
w
w
o
o
r
r
k
k
o
o
n
n
?
?
(
(
a
a
n
n
d
d
w
w
i
i
t
t
h
h
w
w
h
h
o
o
m
m
?
?
)
)
V
V
i
i
d
d
e
e
o
o
:
:
C
C
r
r
a
a
i
i
g
g
d
d
u
u
r
r
i
i
n
n
g
g
“
“
d
d
o
o
w
w
n
n
t
t
i
i
m
m
e
e
”
”
w
w
h
h
i
i
l
l
e
e
w
w
a
a
i
i
t
t
i
i
n
n
g
g
t
t
o
o
b
b
e
e
c
c
a
a
l
l
l
l
e
e
d
d
t
t
o
o
t
t
h
h
e
e
a
a
s
s
s
s
e
e
m
m
b
b
l
l
y
y
.
.
15
P
P
r
r
o
o
b
b
l
l
e
e
m
m
S
S
o
o
l
l
v
v
i
i
n
n
g
g
&
&
C
C
o
o
n
n
f
f
l
l
i
i
c
c
t
t
R
R
e
e
s
s
o
o
l
l
u
u
t
t
i
i
o
o
n
n
^
^
W
W
h
h
e
e
n
n
o
o
n
n
e
e
i
i
s
s
i
i
n
n
v
v
o
o
l
l
v
v
e
e
d
d
i
i
n
n
o
o
r
r
f
f
a
a
c
c
i
i
n
n
g
g
a
a
“
“
p
p
r
r
o
o
b
b
l
l
e
e
m
m
a
a
t
t
i
i
c
c
s
s
i
i
t
t
u
u
a
a
t
t
i
i
o
o
n
n
”
”
,
,
o
o
n
n
e
e
n
n
e
e
e
e
d
d
s
s
t
t
o
o
b
b
e
e
a
a
b
b
l
l
e
e
t
t
o
o
…
…
?
?
Ask for help
Ask for help
Apologize
Apologize
Negotiate
Negotiate
.
.
Understand & consider the feelings of others
Understand & consider the feelings of others
Understand & manage one’s own feelings
Understand & manage one’s own feelings
Decide what to do & Make good choices
Decide what to do & Make good choices
Go with “
Go with “
Plan B
Plan B
”
”
Respond to failure appropriately
Respond to failure appropriately
(accept it & learn from the experience)
(accept it & learn from the experience)
Accept consequences
Accept consequences
(and learn from the experience)
(and learn from the experience)
Act assertively
Act assertively
(not passive or aggressive)
(not passive or aggressive)
U
U
s
s
e
e
“
“
I
I
(
(
u
u
s
s
&
&
w
w
e
e
)
)
m
m
e
e
s
s
s
s
a
a
g
g
e
e
s
s
”
”
.
.
C
C
l
l
i
i
c
c
k
k
f
f
o
o
r
r
3
3
p
p
a
a
r
r
t
t
s
s
o
o
f
f
I
I
m
m
e
e
s
s
s
s
a
a
g
g
e
e
16
C
C
L
L
I
I
C
C
K
K
E
E
R
R
S
S
:
:
W
W
h
h
i
i
c
c
h
h
i
i
s
s
t
t
h
h
e
e
p
p
r
r
o
o
p
p
e
e
r
r
l
l
y
y
p
p
h
h
r
r
a
a
s
s
e
e
d
d
“
“
I
I
m
m
e
e
s
s
s
s
a
a
g
g
e
e
”
”
?
?
(
(
Eye brows
Eye brows
through my lesson plan before each class)
through my lesson plan before each class)
1.
“
“
I
I
g
g
e
e
t
t
u
u
p
p
s
s
e
e
t
t
w
w
h
h
e
e
n
n
y
y
o
o
u
u
t
t
r
r
e
e
a
a
t
t
o
o
t
t
h
h
e
e
r
r
s
s
b
b
a
a
d
d
l
l
y
y
.
.
”
”
2.
“
“
I
I
n
n
e
e
e
e
d
d
f
f
o
o
r
r
a
a
l
l
l
l
o
o
f
f
m
m
y
y
s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s
t
t
o
o
b
b
e
e
s
s
i
i
t
t
t
t
i
i
n
n
g
g
c
c
r
r
i
i
s
s
s
s
-
-
c
c
r
r
o
o
s
s
s
s
a
a
p
p
p
p
l
l
e
e
s
s
a
a
u
u
c
c
e
e
.
.
”
”
3.
“
“
I
I
’
’
m
m
u
u
n
n
a
a
b
b
l
l
e
e
t
t
o
o
t
t
e
e
a
a
c
c
h
h
w
w
h
h
e
e
n
n
y
y
o
o
u
u
’
’
r
r
e
e
s
s
o
o
n
n
o
o
i
i
s
s
y
y
.
.
”
”
4.
“
“
I
I
’
’
m
m
d
d
i
i
s
s
a
a
p
p
p
p
o
o
i
i
n
n
t
t
e
e
d
d
t
t
o
o
s
s
e
e
e
e
t
t
h
h
a
a
t
t
y
y
o
o
u
u
’
’
r
r
e
e
o
o
u
u
t
t
o
o
f
f
y
y
o
o
u
u
r
r
s
s
e
e
a
a
t
t
a
a
g
g
a
a
i
i
n
n
.
.
”
”
5.
A
A
l
l
l
l
o
o
f
f
t
t
h
h
e
e
a
a
b
b
o
o
v
v
e
e
(
(
n
n
u
u
m
m
b
b
e
e
r
r
e
e
d
d
)
)
s
s
t
t
a
a
t
t
e
e
m
m
e
e
n
n
t
t
s
s
a
a
r
r
e
e
p
p
r
r
o
o
p
p
e
e
r
r
l
l
y
y
p
p
h
h
r
r
a
a
s
s
e
e
d
d
“
“
I
I
m
m
e
e
s
s
s
s
a
a
g
g
e
e
s
s
”
”
.
.
17
S
S
e
e
l
l
e
e
c
c
t
t
a
a
n
n
e
e
g
g
a
a
t
t
i
i
v
v
e
e
“
“
Y
Y
O
O
U
U
S
S
t
t
a
a
t
t
e
e
m
m
e
e
n
n
t
t
”
”
.
.
I
I
m
m
a
a
g
g
i
i
n
n
e
e
t
t
h
h
e
e
s
s
i
i
t
t
u
u
a
a
t
t
i
i
o
o
n
n
i
i
n
n
w
w
h
h
i
i
c
c
h
h
i
i
t
t
w
w
a
a
s
s
s
s
a
a
i
i
d
d
.
.
R
R
e
e
p
p
h
h
r
r
a
a
s
s
e
e
i
i
t
t
.
.
(
(
S
S
e
e
l
l
f
f
o
o
r
r
p
p
a
a
r
r
t
t
n
n
e
e
r
r
s
s
)
)
“
“
U
U
s
s
e
e
y
y
o
o
u
u
r
r
g
g
a
a
r
r
b
b
a
a
g
g
e
e
m
m
o
o
u
u
t
t
h
h
a
a
g
g
a
a
i
i
n
n
&
&
y
y
o
o
u
u
’
’
r
r
e
e
h
h
e
e
a
a
d
d
e
e
d
d
t
t
o
o
t
t
h
h
e
e
o
o
f
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.
.
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g
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n
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e
.
.
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“
“
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v
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g
g
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t
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m
m
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r
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c
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p
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k
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w
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.
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,
,
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a
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s
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p
p
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i
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d
.
.
Y
Y
o
o
u
u
’
’
r
r
e
e
j
j
u
u
s
s
t
t
l
l
a
a
z
z
y
y
.
.
”
”
“
“
Y
Y
o
o
u
u
’
’
r
r
e
e
m
m
o
o
r
r
e
e
t
t
r
r
o
o
u
u
b
b
l
l
e
e
t
t
h
h
a
a
n
n
y
y
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o
u
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’
r
r
e
e
w
w
o
o
r
r
t
t
h
h
.
.
”
”
“
“
W
W
h
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y
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d
d
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u
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a
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l
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w
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r
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s
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?
?
C
C
a
a
n
n
’
’
t
t
y
y
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o
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a
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?
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”
”
“
“
W
W
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h
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a
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e
y
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u
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r
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s
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a
a
t
t
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g
a
a
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n
n
?
?
A
A
r
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e
y
y
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o
u
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h
h
y
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p
p
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r
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u
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?
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”
“
“
I
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f
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r
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n
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w
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u
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r
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n
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t
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a
a
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n
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&
&
c
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’
’
t
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g
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.
.
”
”
“
“
B
B
e
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c
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f
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A
A
t
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a
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!
!
Y
Y
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’
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r
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e
g
g
o
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p
p
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.
.
”
”
B
B
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R
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Y
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:
:
R
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c
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o
l
l
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c
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a
a
“
“
n
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g
g
a
a
t
t
i
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v
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y
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u
m
m
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”
”
h
h
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a
a
r
r
d
d
(
(
o
o
r
r
s
s
a
a
i
i
d
d
)
)
r
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e
e
c
c
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n
n
t
t
l
l
y
y
.
.
R
R
e
e
p
p
h
h
r
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a
a
s
s
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e
i
i
t
t
.
.
*
*
F
F
e
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l
l
f
f
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t
t
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o
d
d
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p
p
p
p
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o
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v
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f
f
t
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h
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B
B
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E
H
H
A
A
V
V
I
I
O
O
R
R
,
,
b
b
u
u
t
t
N
N
O
O
T
T
t
t
h
h
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e
s
s
t
t
u
u
d
d
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e
n
n
t
t
’
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s
C
C
H
H
A
A
R
R
A
A
C
C
T
T
E
E
R
R
.
.
(
(
“
“
S
S
y
y
m
m
p
p
t
t
o
o
m
m
E
E
s
s
t
t
r
r
a
a
n
n
g
g
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m
m
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n
n
t
t
”
”
o
o
r
r
“
“
D
D
e
e
s
s
c
c
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r
i
i
p
p
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t
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i
v
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C
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i
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t
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c
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s
s
m
m
”
”
)
)
.
.
18
W
W
h
h
y
y
D
D
o
o
n
n
’
’
t
t
K
K
i
i
d
d
s
s
H
H
a
a
v
v
e
e
S
S
o
o
c
c
i
i
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
?
?
(
(
b
b
e
e
f
f
o
o
r
r
e
e
i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
)
)
Never learned “
Never learned “
appropriate behavior
appropriate behavior
”
”
–
Misread social cues given off by others (Neurological?)
Misread social cues given off by others (Neurological?)
Don’t notice boredom or rejection by others
Don’t notice boredom or rejection by others
View social forays of others as being threatening
View social forays of others as being threatening
–
Lack of supervision & training by elders
Lack of supervision & training by elders
–
An alternative value & response system was taught
An alternative value & response system was taught
Know
Know
(cognitively)
(cognitively)
what they should do, but don’t have:
what they should do, but don’t have:
–
Practice
Practice
–
Self-management due to:
Self-management due to:
Being overwhelmed by emotions
Being overwhelmed by emotions
Misinterpretation of situational cues
Misinterpretation of situational cues
.
.
19
M
M
a
a
n
n
n
n
e
e
r
r
s
s
&
&
B
B
o
o
u
u
n
n
d
d
a
a
r
r
i
i
e
e
s
s
:
:
C
C
i
i
v
v
i
i
l
l
i
i
t
t
y
y
,
,
“
“
A
A
p
p
p
p
r
r
o
o
p
p
r
r
i
i
a
a
t
t
e
e
B
B
e
e
h
h
a
a
v
v
i
i
o
o
r
r
”
”
&
&
R
R
e
e
-
-
c
c
h
h
a
a
n
n
n
n
e
e
l
l
i
i
n
n
g
g
o
o
f
f
N
N
e
e
g
g
a
a
t
t
i
i
v
v
e
e
E
E
n
n
e
e
r
r
g
g
i
i
e
e
s
s
Includes:
Includes:
1.
Knowing oneself & one’s emotions
Knowing oneself & one’s emotions
2.
Sizing up a situation quickly & responding
Sizing up a situation quickly & responding
within an acceptable conversational or
within an acceptable conversational or
interactional time frame
interactional time frame
3.
Proficient reading of the signals of others
Proficient reading of the signals of others
facial expressions & body language
facial expressions & body language
voice (volume, intonation)
voice (volume, intonation)
contextual cues
contextual cues
4.
Having a practiced, easily accessed set of
Having a practiced, easily accessed set of
verbal skills (vocabulary, intonation)
verbal skills (vocabulary, intonation)
physical actions (hand extension, eye
physical actions (hand extension, eye
contact, smile)
contact, smile)
.
.
20
W
W
h
h
y
y
D
D
o
o
n
n
’
’
t
t
K
K
i
i
d
d
s
s
H
H
a
a
v
v
e
e
S
S
o
o
c
c
i
i
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
?
?
(
(
a
a
f
f
t
t
e
e
r
r
i
i
n
n
s
s
t
t
r
r
u
u
c
c
t
t
i
i
o
o
n
n
)
)
Don’t view skills as being useful in their lives.
Don’t view skills as being useful in their lives.
New actions don’t bring equal
New actions don’t bring equal
or better
or better
benefits
benefits
.
.
Display of new behavior is awkwardly performed.
Display of new behavior is awkwardly performed.
Student is unsuccessful. Views initial failure of new
Student is unsuccessful. Views initial failure of new
strategies as harbinger of future failure.
strategies as harbinger of future failure.
Know what to do, but past interactions finds them
Know what to do, but past interactions finds them
objectionable to others. Due to the interpersonal
objectionable to others. Due to the interpersonal
history, they are quickly rejected or rarely given the
history, they are quickly rejected or rarely given the
chance to display their new skills.
chance to display their new skills.
Under stress, resorts to old patterns of reaction
Under stress, resorts to old patterns of reaction
.
.
21
The Flume: Class IV section
(Bulls Bridge, Housatonic River, CT)
22
T
T
y
y
p
p
e
e
s
s
o
o
f
f
I
I
n
n
t
t
e
e
r
r
p
p
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e
r
r
s
s
o
o
n
n
a
a
l
l
D
D
e
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f
f
i
i
c
c
i
i
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e
n
n
c
c
i
i
e
e
s
s
^
^
S
S
k
k
i
i
l
l
l
l
d
d
e
e
f
f
i
i
c
c
i
i
t
t
:
:
S
S
t
t
u
u
d
d
e
e
n
n
t
t
c
c
a
a
n
n
n
n
o
o
t
t
I
I
.
.
D
D
.
.
c
c
o
o
r
r
r
r
e
e
c
c
t
t
r
r
e
e
s
s
p
p
o
o
n
n
s
s
e
e
f
f
o
o
r
r
a
a
s
s
o
o
c
c
i
i
a
a
l
l
s
s
i
i
t
t
u
u
a
a
t
t
i
i
o
o
n
n
;
;
a
a
c
c
t
t
i
i
o
o
n
n
s
s
a
a
r
r
e
e
n
n
o
o
t
t
i
i
n
n
t
t
h
h
e
e
s
s
t
t
u
u
d
d
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e
n
n
t
t
'
'
s
s
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
r
r
e
e
p
p
e
e
r
r
t
t
o
o
i
i
r
r
e
e
.
.
P
P
e
e
r
r
f
f
o
o
r
r
m
m
a
a
n
n
c
c
e
e
d
d
e
e
f
f
i
i
c
c
i
i
t
t
:
:
C
C
o
o
r
r
r
r
e
e
c
c
t
t
s
s
o
o
c
c
i
i
a
a
l
l
r
r
e
e
s
s
p
p
o
o
n
n
s
s
e
e
c
c
a
a
n
n
b
b
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e
i
i
d
d
e
e
n
n
t
t
i
i
f
f
i
i
e
e
d
d
b
b
y
y
t
t
h
h
e
e
s
s
t
t
u
u
d
d
e
e
n
n
t
t
w
w
h
h
e
e
n
n
q
q
u
u
e
e
s
s
t
t
i
i
o
o
n
n
e
e
d
d
,
,
b
b
u
u
t
t
i
i
s
s
d
d
i
i
s
s
p
p
l
l
a
a
y
y
e
e
d
d
o
o
n
n
l
l
y
y
d
d
u
u
r
r
i
i
n
n
g
g
t
t
h
h
e
e
r
r
o
o
l
l
e
e
p
p
l
l
a
a
y
y
s
s
i
i
t
t
u
u
a
a
t
t
i
i
o
o
n
n
s
s
.
.
H
H
o
o
w
w
d
d
o
o
w
w
e
e
r
r
e
e
s
s
p
p
o
o
n
n
d
d
t
t
o
o
e
e
a
a
c
c
h
h
?
?
Skill deficits
Skill deficits
usually respond to
usually respond to
direct instruction
direct instruction
.
.
P
P
e
e
r
r
f
f
o
o
r
r
m
m
a
a
n
n
c
c
e
e
d
d
e
e
f
f
i
i
c
c
i
i
t
t
s
s
u
u
s
s
u
u
a
a
l
l
l
l
y
y
r
r
e
e
q
q
u
u
i
i
r
r
e
e
a
a
g
g
u
u
a
a
r
r
a
a
n
n
t
t
e
e
e
e
t
t
h
h
a
a
t
t
t
t
h
h
e
e
n
n
e
e
w
w
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
w
w
i
i
l
l
l
l
c
c
a
a
p
p
t
t
u
u
r
r
e
e
a
a
t
t
l
l
e
e
a
a
s
s
t
t
t
t
h
h
e
e
s
s
a
a
m
m
e
e
a
a
m
m
o
o
u
u
n
n
t
t
o
o
f
f
b
b
e
e
n
n
e
e
f
f
i
i
t
t
s
s
a
a
s
s
t
t
h
h
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e
c
c
u
u
r
r
r
r
e
e
n
n
t
t
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
a
a
l
l
r
r
e
e
s
s
p
p
o
o
n
n
s
s
e
e
(
(
&
&
p
p
r
r
a
a
c
c
t
t
i
i
c
c
e
e
,
,
p
p
r
r
a
a
c
c
t
t
i
i
c
c
e
e
,
,
p
p
r
r
a
a
c
c
t
t
i
i
c
c
e
e
t
t
o
o
m
m
a
a
k
k
e
e
i
i
t
t
d
d
e
e
f
f
a
a
u
u
l
l
t
t
c
c
h
h
o
o
i
i
c
c
e
e
)
)
.
.
23
S
S
k
k
i
i
l
l
l
l
D
D
e
e
f
f
i
i
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24
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’
…
…
As with the teaching of academics, begin with the
As with the teaching of academics, begin with the
prerequisite skills & then move on to the more
prerequisite skills & then move on to the more
advanced ones.
advanced ones.
O
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.
.
25
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:
:
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W
h
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C
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l
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a
a
s
s
s
s
^
^
Hold a class-wide discussion
Hold a class-wide discussion
on the need for “
on the need for “
people skills
people skills
”.
”.
Have students contribute which skills create a more
Have students contribute which skills create a more
productive & pleasant learning environment.
productive & pleasant learning environment.
Select one social skill for the week
Select one social skill for the week
.
.
With kids, operationalize the behaviors via a “
With kids, operationalize the behaviors via a “
T-chart
T-chart
”
”
Click to enlarge
Click to enlarge
Click for example (attentive listening)
Click for example (attentive listening)
Motivate as usual
Motivate as usual
(posters, charts, point sheets, descriptive praise, etc.)
(posters, charts, point sheets, descriptive praise, etc.)
Ingrain the skill
Ingrain the skill
–
Practice immediately
Practice immediately
(e.g., Active listening & recognition of others
(e.g., Active listening & recognition of others
practiced via round robin questioning session)
practiced via round robin questioning session)
–
Give a daily mini-lesson everyday (or review periodically
Give a daily mini-lesson everyday (or review periodically
during left-over instructional time
during left-over instructional time
–
Recognize youngsters for displays & approximations
Recognize youngsters for displays & approximations
http://home.att.net/~clnetwork/socialsk.htm
http://home.att.net/~clnetwork/socialsk.htm
for more detail on teaching the
for more detail on teaching the
whole class
whole class
26
T
T
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a
a
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p
p
s
s
^
^
1.
SELECT
SELECT
t
t
arget students via assessment
arget students via assessment
(Teach all the kids in a self-contained BD class).
(Teach all the kids in a self-contained BD class).
2.
Identify reinforcers that
Identify reinforcers that
MOTIVATE
MOTIVATE
.
.
3.
Identify & define the
Identify & define the
TARGET
TARGET
behaviors.
behaviors.
4.
TASK ANALYZE
TASK ANALYZE
the target behavior.
the target behavior.
(if not already done by a packaged program)
(if not already done by a packaged program)
5.
TEACH
TEACH
.
.
**
**
We’ll do it a
We’ll do it a
ll during a later activity
ll during a later activity
**
**
27
T
T
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a
a
c
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h
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n
n
g
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V
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:
:
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.
.
NEA video of man with BD kids (3
NEA video of man with BD kids (3
rd
rd
or 4
or 4
th
th
sequence)
sequence)
28
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^
^
Follow the suggested guidelines as best you can,
Follow the suggested guidelines as best you can,
modifying and improvising as necessary
modifying and improvising as necessary
.
.
Create groups of 1-5 students with similar skill needs
Create groups of 1-5 students with similar skill needs
Choose easy-to-master skills 1
Choose easy-to-master skills 1
st
st
Set up rules & procedures
Set up rules & procedures
Collect data
Collect data
Teach to high-status kids 1st
Teach to high-status kids 1st
Conduct sessions early in the morning
Conduct sessions early in the morning
Make the lessons fun
Make the lessons fun
Make lessons pertinent to their lives
Make lessons pertinent to their lives
–
How would you modify any of the following
How would you modify any of the following
recommended skills to be more applicable to the
recommended skills to be more applicable to the
lives of certain youngsters
lives of certain youngsters
?
?
(Next slide)
(Next slide)
29
T
T
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30
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31
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?
?
“Streetcorner kids”. Why
“Streetcorner kids”. Why
?
?
Traditional cultural differences are present in the
Traditional cultural differences are present in the
home... Differences in “
home... Differences in “
correct behavior
correct behavior
” such as
” such as
?
?
–
Eye contact
Eye contact
–
Body spacing & touch conformities
Body spacing & touch conformities
–
Gender constrictions on body spacing & touch
Gender constrictions on body spacing & touch
–
Conversational pauses
Conversational pauses
–
H
H
o
o
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.
.
32
B
B
e
e
L
L
i
i
k
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M
M
e
e
Often, packaged social skills programs
Often, packaged social skills programs
promote social actions that, while esteemed
promote social actions that, while esteemed
by adults, would never be shown by any
by adults, would never be shown by any
socially accepted kids in the mainstream
socially accepted kids in the mainstream
(or
(or
student’s social group).
student’s social group).
In that case, becoming skilled in the new
In that case, becoming skilled in the new
behavior does little to promote acceptance &
behavior does little to promote acceptance &
positive interactions in most of the
positive interactions in most of the
youngster’s lifespace
youngster’s lifespace
.
.
33
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36
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…
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Address & defuse the issues up front
Address & defuse the issues up front
(& again later)
(& again later)
Switch to serious tone to talk about their importance.
Switch to serious tone to talk about their importance.
–
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W
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Job interviews, disciplinary meetings, police stops, meeting
Job interviews, disciplinary meetings, police stops, meeting
new people outside of group, etc.
new people outside of group, etc.
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…
?
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creating better manipulators
creating better manipulators
.
.
37
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…
…
During the rest of today’s session, we’ll be putting
During the rest of today’s session, we’ll be putting
this information into practice… Remembering that
this information into practice… Remembering that
each lesson or experience should be processed &
each lesson or experience should be processed &
evaluated in 2 ways:
evaluated in 2 ways:
–
H
H
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o
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In other words…Students report on what they have
In other words…Students report on what they have
learned from a role play or real-life attempt as well
learned from a role play or real-life attempt as well
as their progress in displaying appropriate social
as their progress in displaying appropriate social
skills via the
skills via the
5 W & HA! example
5 W & HA! example
(
(
click here
click here
)
)
.
.
38
1.
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)
“
“
Teaching Social Skills: Student Self-Report Form”
Teaching Social Skills: Student Self-Report Form”
(elem.)
(elem.)
OR
OR
“How Are My Social Skills Checklist”
“How Are My Social Skills Checklist”
(adolescent)
(adolescent)
(Pages
(Pages
1 - 4 in your packet)
1 - 4 in your packet)
2
2
n
n
d
d
s
s
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p
p
–
–
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…
…
?
?
- understanding of the student
- understanding of the student
- determining accuracy of self perceptions
- determining accuracy of self perceptions
- conversation starters to attempt to motivate active
- conversation starters to attempt to motivate active
participation from the student
participation from the student
.
.
?
?
Any thoughts on the questions asked of the students
Any thoughts on the questions asked of the students
?
?
If you’re enrolled in an online staff development course, you can find a checklist at:
If you’re enrolled in an online staff development course, you can find a checklist at:
http://www.4-h.uiuc.edu/opps/pyd_club/lp_careadult_socialskills.pdf
http://www.4-h.uiuc.edu/opps/pyd_club/lp_careadult_socialskills.pdf
39
T
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^
^
1
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.
.
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:
:
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r
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f
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m
m
s
s
.
.
–
Take 10 minutes to do so.
Take 10 minutes to do so.
–
Tom is available to explain & assist
Tom is available to explain & assist
.
.
If you’re enrolled in an online staff development course, you can find a checklist at:
If you’re enrolled in an online staff development course, you can find a checklist at:
http://www.centraliowachildcare.org/healthconsulting/schoolagescreentoolkg.pdf
http://www.centraliowachildcare.org/healthconsulting/schoolagescreentoolkg.pdf
40
2
2
.
.
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t
t
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.
.
^
^
Move Clifford along the wall toward Emily
Move Clifford along the wall toward Emily
Raffle tix
Raffle tix
Group or individual points toward event or privilege
Group or individual points toward event or privilege
(1-3 points for each 5 min. review of attention/participation)
(1-3 points for each 5 min. review of attention/participation)
Progressively open or close window blinds
Progressively open or close window blinds
O
O
t
t
h
h
e
e
r
r
s
s
t
t
h
h
a
a
t
t
m
m
i
i
g
g
h
h
t
t
w
w
o
o
r
r
k
k
f
f
o
o
r
r
y
y
o
o
u
u
r
r
s
s
t
t
u
u
d
d
e
e
n
n
t
t
s
s
?
?
41
3
3
.
.
I
I
d
d
e
e
n
n
t
t
i
i
f
f
y
y
&
&
d
d
e
e
f
f
i
i
n
n
e
e
t
t
a
a
r
r
g
g
e
e
t
t
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
s
s
.
.
^
^
Decide upon the
Decide upon the
most needed
most needed
social behavior.
social behavior.
Define the behavior
Define the behavior
so precisely that everyone agrees
so precisely that everyone agrees
as to which actions are to be demonstrated. Instead
as to which actions are to be demonstrated. Instead
of
of
“
“
Student will be polite.”,
Student will be polite.”,
identify the actions:
identify the actions:
–
Students will say
Students will say
“
“
Thank you.”
Thank you.”
when someone
when someone
does something nice for them or gives them
does something nice for them or gives them
something.
something.
–
Students will say
Students will say
“
“
Excuse me.”
Excuse me.”
when needing to
when needing to
interrupt conversations or concentration of others.
interrupt conversations or concentration of others.
–
Rather than uttering a directive when seeking
Rather than uttering a directive when seeking
assistance, students will make a request that
assistance, students will make a request that
includes the word “
includes the word “
Please
Please
”
”
.
.
42
P
P
r
r
e
e
c
c
i
i
s
s
i
i
o
o
n
n
D
D
e
e
f
f
i
i
n
n
i
i
t
t
i
i
o
o
n
n
s
s
:
:
B
B
r
r
a
a
i
i
n
n
s
s
t
t
o
o
r
r
m
m
w
w
i
i
t
t
h
h
m
m
e
e
A
A
s
s
k
k
i
i
n
n
g
g
p
p
e
e
r
r
m
m
i
i
s
s
s
s
i
i
o
o
n
n
:
:
“Student verbally requests the privilege
“Student verbally requests the privilege
of engaging in an action.”
of engaging in an action.”
S
S
t
t
a
a
y
y
i
i
n
n
g
g
o
o
u
u
t
t
o
o
f
f
f
f
i
i
g
g
h
h
t
t
s
s
:
:
“Student walks away from verbal or physical
“Student walks away from verbal or physical
aggression aimed at him/her.”
aggression aimed at him/her.”
S
S
h
h
o
o
w
w
i
i
n
n
g
g
S
S
p
p
o
o
r
r
t
t
s
s
(
(
w
w
o
o
)
)
m
m
a
a
n
n
s
s
h
h
i
i
p
p
:
:
“Student…
“Student…
–
accepts referee’s call without comment.”
accepts referee’s call without comment.”
–
abides by the rules & their intent.”
abides by the rules & their intent.”
–
congratulates an opponent at end of a contest
congratulates an opponent at end of a contest
.
.
”
”
43
Y
Y
o
o
u
u
r
r
t
t
a
a
s
s
k
k
:
:
(
(
5
5
m
m
i
i
n
n
u
u
t
t
e
e
s
s
)
)
^
^
G
G
o
o
t
t
o
o
y
y
o
o
u
u
r
r
c
c
o
o
m
m
p
p
l
l
e
e
t
t
e
e
d
d
“
“
S
S
o
o
c
c
i
i
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
M
M
a
a
t
t
c
c
h
h
i
i
n
n
g
g
F
F
o
o
r
r
m
m
”
”
By yourself
By yourself
or
or
with your colleague
with your colleague
(s)
(s)
–
Decide which social skill is most important to teach
Decide which social skill is most important to teach
–
Precisely define the behavior so that it is:
Precisely define the behavior so that it is:
specific to the setting and students of concern
specific to the setting and students of concern
able to be identified as “
able to be identified as “
displayed
displayed
” or “
” or “
not displayed
not displayed
” by
” by
anyone observing the youngster
anyone observing the youngster
(s)
(s)
.
.
Be ready to offer your definition to our group
Be ready to offer your definition to our group
(if selected randomly by Dr. Mac from the roster)
(if selected randomly by Dr. Mac from the roster)
.
.
44
4
4
.
.
T
T
a
a
s
s
k
k
a
a
n
n
a
a
l
l
y
y
z
z
e
e
t
t
h
h
e
e
t
t
a
a
r
r
g
g
e
e
t
t
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
^
^
D
D
e
e
l
l
i
i
n
n
e
e
a
a
t
t
e
e
t
t
h
h
e
e
s
s
i
i
m
m
p
p
l
l
e
e
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
s
s
t
t
h
h
a
a
t
t
c
c
o
o
m
m
p
p
r
r
i
i
s
s
e
e
t
t
h
h
e
e
c
c
o
o
m
m
p
p
l
l
e
e
x
x
“
“
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
a
a
l
l
l
l
y
y
d
d
e
e
f
f
i
i
n
n
e
e
d
d
”
”
a
a
c
c
t
t
i
i
o
o
n
n
.
.
T
T
h
h
e
e
y
y
m
m
i
i
g
g
h
h
t
t
b
b
e
e
d
d
i
i
s
s
p
p
l
l
a
a
y
y
e
e
d
d
e
e
i
i
t
t
h
h
e
e
r
r
:
:
–
i
i
n
n
s
s
e
e
q
q
u
u
e
e
n
n
t
t
i
i
a
a
l
l
o
o
r
r
d
d
e
e
r
r
–
a
a
t
t
t
t
h
h
e
e
s
s
a
a
m
m
e
e
t
t
i
i
m
m
e
e
a
a
s
s
o
o
t
t
h
h
e
e
r
r
s
s
u
u
b
b
-
-
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
s
s
S
S
a
a
m
m
e
e
t
t
i
i
m
m
e
e
:
:
“
“
L
L
i
i
s
s
t
t
e
e
n
n
i
i
n
n
g
g
”
”
–
Face up with eyes on speaker
Face up with eyes on speaker
–
Nose pointed toward speaker
Nose pointed toward speaker
–
Lips closed except for ‘positive sounds (explained)
Lips closed except for ‘positive sounds (explained)
–
Be able to paraphrase message & comment
Be able to paraphrase message & comment
respectfully
respectfully
.
.
45
S
S
u
u
b
b
-
-
s
s
k
k
i
i
l
l
l
l
s
s
i
i
n
n
S
S
e
e
q
q
u
u
e
e
n
n
t
t
i
i
a
a
l
l
O
O
r
r
d
d
e
e
r
r
:
:
“
“
R
R
e
e
s
s
p
p
e
e
c
c
t
t
i
i
n
n
g
g
t
t
h
h
e
e
O
O
p
p
i
i
n
n
i
i
o
o
n
n
o
o
f
f
O
O
t
t
h
h
e
e
r
r
s
s
”
”
^
^
O
O
f
f
f
f
e
e
r
r
a
a
n
n
e
e
m
m
p
p
a
a
t
t
h
h
y
y
s
s
t
t
a
a
t
t
e
e
m
m
e
e
n
n
t
t
:
:
–
“I know that you feel that way, but…”
“I know that you feel that way, but…”
–
“I can see how you might think that way, however…”
“I can see how you might think that way, however…”
G
G
i
i
v
v
e
e
a
a
n
n
a
a
s
s
s
s
e
e
r
r
t
t
i
i
v
v
e
e
(
(
n
n
o
o
t
t
h
h
o
o
s
s
t
t
i
i
l
l
e
e
)
)
s
s
t
t
a
a
t
t
e
e
m
m
e
e
n
n
t
t
o
o
f
f
f
f
e
e
e
e
l
l
i
i
n
n
g
g
s
s
:
:
(
(
I
I
f
f
a
a
p
p
p
p
l
l
i
i
c
c
a
a
b
b
l
l
e
e
)
)
–
“this really gets my goat.”
“this really gets my goat.”
–
“it’s frustration to have my views distorted.”
“it’s frustration to have my views distorted.”
D
D
i
i
s
s
a
a
g
g
r
r
e
e
e
e
o
o
n
n
s
s
u
u
b
b
j
j
e
e
c
c
t
t
w
w
i
i
t
t
h
h
o
o
u
u
t
t
a
a
t
t
t
t
a
a
c
c
k
k
i
i
n
n
g
g
s
s
p
p
e
e
a
a
k
k
e
e
r
r
:
:
–
“I view it differently, because…”
“I view it differently, because…”
–
“The way I see it, the truth is that…”
“The way I see it, the truth is that…”
.
.
46
A
A
n
n
o
o
t
t
h
h
e
e
r
r
O
O
n
n
e
e
i
i
n
n
S
S
e
e
q
q
u
u
e
e
n
n
t
t
i
i
a
a
l
l
O
O
r
r
d
d
e
e
r
r
“
“
Following directions
Following directions
”
”
–
Listen carefully to the direction
Listen carefully to the direction
–
Restate the direction (out loud or to self)
Restate the direction (out loud or to self)
–
If confused, ask for clarification
If confused, ask for clarification
–
Attempt to accomplish the task
Attempt to accomplish the task
–
Ask for assistance if needed
Ask for assistance if needed
.
.
47
Y
Y
o
o
u
u
r
r
T
T
a
a
s
s
k
k
(
(
5
5
m
m
i
i
n
n
u
u
t
t
e
e
s
s
)
)
:
:
U
U
s
s
e
e
T
T
.
.
A
A
.
.
t
t
o
o
“
“
B
B
r
r
e
e
a
a
k
k
D
D
o
o
w
w
n
n
”
”
t
t
h
h
e
e
c
c
o
o
m
m
p
p
l
l
e
e
x
x
,
,
m
m
u
u
l
l
t
t
i
i
-
-
s
s
t
t
e
e
p
p
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
^
^
Task analyze the behavior that you selected
Task analyze the behavior that you selected
as being the most needed.
as being the most needed.
O
O
R
R
S
S
e
e
l
l
e
e
c
c
t
t
“
“
G
G
r
r
e
e
e
e
t
t
i
i
n
n
g
g
o
o
t
t
h
h
e
e
r
r
s
s
”
”
–
Familiar (family & friends)
Familiar (family & friends)
–
Unfamiliar
Unfamiliar
Adult
Adult
Peer
Peer
–
Same gender
Same gender
–
Other gender
Other gender
–
Younger
Younger
–
Older
Older
O
O
R
R
S
S
e
e
l
l
e
e
c
c
t
t
a
a
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
f
f
r
r
o
o
m
m
t
t
h
h
e
e
“
“
S
S
o
o
c
c
i
i
a
a
l
l
S
S
k
k
i
i
l
l
l
l
s
s
M
M
a
a
t
t
c
c
h
h
i
i
n
n
g
g
F
F
o
o
r
r
m
m
”
”
.
.
48
5
5
.
.
T
T
E
E
A
A
C
C
H
H
^
^
Plan out a unit for the teaching of the
Plan out a unit for the teaching of the
behavior. Do so as you would for a unit on
behavior. Do so as you would for a unit on
academic material.
academic material.
Would anyone like to share a couple of ideas
Would anyone like to share a couple of ideas
of some parts of lessons that would be in
of some parts of lessons that would be in
their unit
their unit
?
?
Examples of social skills units planned using
Examples of social skills units planned using
today’s process can be found at:
today’s process can be found at:
www.behavioradvisor.com/SocialSkills.html
www.behavioradvisor.com/SocialSkills.html
Essentially, the steps to follow when teaching
Essentially, the steps to follow when teaching
social skills are
social skills are
…
…
49
T
T
e
e
l
l
l
l
‘
‘
e
e
m
m
:
:
I
I
n
n
t
t
r
r
o
o
d
d
u
u
c
c
e
e
&
&
d
d
i
i
s
s
c
c
u
u
s
s
s
s
W
W
h
h
a
a
t
t
’
’
s
s
i
i
n
n
y
y
o
o
u
u
r
r
i
i
n
n
t
t
r
r
o
o
?
?
^
^
–
Observations on class behavior toward others
Observations on class behavior toward others
–
Belief in ability to do better
Belief in ability to do better
–
Overview of program
Overview of program
–
Why & how program will benefit them.
Why & how program will benefit them.
How will it benefit them
How will it benefit them
?
?
?
?
S
S
h
h
o
o
w
w
‘
‘
e
e
m
m
:
:
M
M
o
o
d
d
e
e
l
l
t
t
h
h
e
e
n
n
e
e
w
w
b
b
e
e
h
h
a
a
v
v
i
i
o
o
r
r
(
(
p
p
e
e
r
r
h
h
a
a
p
p
s
s
w
w
i
i
t
t
h
h
c
c
o
o
-
-
t
t
e
e
a
a
c
c
h
h
e
e
r
r
)
)
(
(
Y
Y
o
o
u
u
T
T
u
u
b
b
e
e
“
“
s
s
o
o
c
c
i
i
a
a
l
l
s
s
k
k
i
i
l
l
l
l
s
s
t
t
r
r
a
a
i
i
n
n
i
i
n
n
g
g
”
”
)
)
.
.
W
W
a
a
t
t
c
c
h
h
‘
‘
e
e
m
m
:
:
R
R
o
o
l
l
e
e
p
p
l
l
a
a
y
y
S
S
h
h
a
a
r
r
e
e
w
w
i
i
t
t
h
h
‘
‘
e
e
m
m
:
:
F
F
e
e
e
e
d
d
b
b
a
a
c
c
k
k
S
S
e
e
n
n
d
d
‘
‘
e
e
m
m
f
f
o
o
r
r
t
t
h
h
:
:
(
(
p
p
e
e
r
r
h
h
a
a
p
p
s
s
p
p
l
l
a
a
c
c
e
e
d
d
i
i
n
n
s
s
i
i
t
t
u
u
a
a
t
t
i
i
o
o
n
n
s
s
w
w
h
h
e
e
r
r
e
e
c
c
a
a
n
n
u
u
s
s
e
e
s
s
k
k
i
i
l
l
l
l
)
)
–
Positive recognition for use
Positive recognition for use
(perhaps prompted at 1
(perhaps prompted at 1
st
st
)
)
–
H
H
o
o
m
m
e
e
w
w
o
o
r
r
k
k
a
a
s
s
s
s
i
i
g
g
n
n
m
m
e
e
n
n
t
t
s
s
(
(
5
5
W
W
&
&
H
H
A
A
s
s
h
h
e
e
e
e
t
t
s
s
)
)
–
Surprise tests
Surprise tests
.
.
B
B
r
r
i
i
n
n
g
g
‘
‘
e
e
m
m
b
b
a
a
c
c
k
k
:
:
–
Periodic review sessions
Periodic review sessions
–
Role play troublesome situations
Role play troublesome situations
–
Set new goals
Set new goals
.
.
Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?
Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?
50
6
6
.
.
F
F
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^
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Teach new social skills while periodically revisiting
Teach new social skills while periodically revisiting
old ones.
old ones.
Work on “
Work on “
generalization
generalization
”
”
(while observing the cautions we mentioned)
(while observing the cautions we mentioned)
...
...
51
P
P
o
o
o
o
f
f
!
!
^
^
Biggest problem in social skills training is
Biggest problem in social skills training is
getting behaviors to:
getting behaviors to:
–
endure longer than end of the training session, &
endure longer than end of the training session, &
–
transfer to other settings.
transfer to other settings.
What factors would hinder generalization
What factors would hinder generalization
?
?
–
Lack of cues & prompts in new setting
Lack of cues & prompts in new setting
–
Different cues being present (not practiced before)
Different cues being present (not practiced before)
–
Skills we taught are not promoted in new setting
Skills we taught are not promoted in new setting
–
Lack of opportunity to display the new behavior
Lack of opportunity to display the new behavior
–
Lack of reinforcement for display in new setting
Lack of reinforcement for display in new setting
.
.
52
T
T
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T
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:
:
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a
l
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i
i
z
z
a
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t
i
i
o
o
n
n
?
?
^
^
Practice
Practice
throughout the day
throughout the day
different settings
different settings
under varied conditions
under varied conditions
Prompt & coach in naturally occurring situations
Prompt & coach in naturally occurring situations
Unannounced tests involving other staff &
Unannounced tests involving other staff &
students
students
Self-report forms
Self-report forms
(click)
(click)
after each event, period,
after each event, period,
or day.
or day.
Periodic meetings to access progress &
Periodic meetings to access progress &
success
success
.
.
53
P
P
u
u
b
b
l
l
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d
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i
c
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a
&
&
M
M
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e
e
^
^
(Goldstein & McGinnis)
(Goldstein & McGinnis)
The Prepare Curriculum
The Prepare Curriculum
&
&
Skillstreaming
Skillstreaming
in early childhood
in early childhood
the elementary school child
the elementary school child
the adolescent
the adolescent
(Boys Town Press)
(Boys Town Press)
Basic social skills for youth
Basic social skills for youth
(Hill Walker)
(Hill Walker)
Walker Social Skills Curriculum –
Walker Social Skills Curriculum –
“Accepts”
“Accepts”
“Model Me Kids”
“Model Me Kids”
Video Training Series
Video Training Series
(click to go to sample)
(click to go to sample)
Self-help books
Self-help books
from:
from:
–
MaginationPress.com
MaginationPress.com
–
FreeSpirit.com
FreeSpirit.com
(search for “social skills”)
(search for “social skills”)
(McIntyre)
(McIntyre)
The Behavior Survival Guide for Kids
The Behavior Survival Guide for Kids
(+ lesson plans)
(+ lesson plans)
54
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^
^
Back to Steps slide
Back to Steps slide
By Laura Candler at http://home.att.net/~clnetwork/socialsk.htm
By Laura Candler at http://home.att.net/~clnetwork/socialsk.htm
55
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Brainstormed
Brainstormed
with kids.
with kids.
Go to Blank
Go to Blank
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56
Return to the previous point
Return to the previous point
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57
3
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When
When
(describe what happened without using “you”)
(describe what happened without using “you”)
I feel
I feel
(identify feelings)
(identify feelings)
I would like
I would like
(make a request)
(make a request)
Show Intervention Central Video
Show Intervention Central Video
Return to the rest of slide show
Return to the rest of slide show
58
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Criticizing a student’s performance…
59
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“Jackson, I admire your generosity to friends.
“Jackson, I admire your generosity to friends.
It’s a positive personal trait to want to provide
It’s a positive personal trait to want to provide
them with the lunch that they forgot to bring.
them with the lunch that they forgot to bring.
That said, extorting money from others on their behalf
That said, extorting money from others on their behalf
detracts from that act of friendship. It can bring you
detracts from that act of friendship. It can bring you
trouble and keep others from seeing your friendship
trouble and keep others from seeing your friendship
efforts positively.
efforts positively.
However, let me reiterate: Your attempts to please
However, let me reiterate: Your attempts to please
friends is an admirable characteristic. So let’s discuss
friends is an admirable characteristic. So let’s discuss
how to be both friendly and law-abiding
how to be both friendly and law-abiding
.
.
”
”
(Engage in
(Engage in
Problem Solving
Problem Solving
)
)
click
click
61
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1. “You can be proud of remembering to capitalize
1. “You can be proud of remembering to capitalize
the first word of each sentence, even if you forgot
the first word of each sentence, even if you forgot
to use any punctuation. So what do we need to
to use any punctuation. So what do we need to
remember? Right. Don’t leave out those commas,
remember? Right. Don’t leave out those commas,
periods, and question marks in the next draft.”
periods, and question marks in the next draft.”
2. “You’ve added many more adjectives, creating a
2. “You’ve added many more adjectives, creating a
more interesting piece. Now let’s focus on adding
more interesting piece. Now let’s focus on adding
more adverbs in the last rewrite. You’re getting the
more adverbs in the last rewrite. You’re getting the
hang of adding details, and I’m anxious to read a
hang of adding details, and I’m anxious to read a
final draft with even more detail.”
final draft with even more detail.”
3. Both of the above items are examples of well-
3. Both of the above items are examples of well-
worded “
worded “
criticism sandwiches
criticism sandwiches
”
”
.
.
Activ
Activ
62
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:
:
Tom McIntyre
Tom McIntyre
Coordinator of the graduate program in behavior
Coordinator of the graduate program in behavior
disorders
disorders
Department of Special Education
Department of Special Education
Hunter College
Hunter College
New York, NY 1021
New York, NY 1021
Thomas.mcintyre@hunter.cuny.edu
Thomas.mcintyre@hunter.cuny.edu
www.BehaviorAdvisor.com
www.BehaviorAdvisor.com
63
To Do 4 Online
Reproduce the participant packet (PDF
form?) for downloading with this
Powerpoint show.
64
Click for flashdrive
Click for flashdrive
avi
avi
Explore the reasons behind students lacking social skills in school settings and analyze the challenges some face even after receiving social skills instruction. Discover the key social skills required for appropriate interactions and the importance of social competence for overall well-being. Delve into the concept of Social Skills Training to help students develop the ability to relate well to others. Consider the impact of different settings on social comfort and the groups of students who often struggle with social challenges.
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While Youre Waiting Consider the following questions. Why do some students lack the social skills needed to interact appropriately with others in the school setting? Why do some kids, even after social skills instruction, fail to display desired behaviors? When you think of a student in your class who lacks appropriate interaction behaviors, what skills in particular would you like to see him/her display? 1
Socially Skilled: The ability to respond to social activities or environments in a manner that produces, maintains, & enhances positive interpersonal effects. Social Competence OR Social-Emotional Health One s overall social capability the composite or multitude of desires & abilities that result in being socially skilled . So what makes you so socially able? -Motivated to learn appropriate actions -Perceive social situations accurately -Able to identify the skills to use -Able to adequately perform the necessary skills -Sensitive to social feedback -Can tweak behaviors to fit situational requirements -Willing & able to emulate behaviors of others -Able to generalize to appropriate situations . 2
Social Skills Training: The teaching of appropriate interaction skills. Direct instruction via planned lessons & spontaneous training in a teachable moment . Indirectvia prompting, modeling, descriptive praise , & ripple effect . Objective of SST: To help students develop the ability to relate well to others who share an activity and/or setting. 3
Fitting In How comfortable would you feel at: Streetcorner gathering Black barbershop Traditional large-family Chinese New Year meal Knighthood induction ceremony Cultural informants: What is needed for success in each of the above settings/events? Might some of us become more socially skilled than others in the above situations. Why? Might some of your students lack social skills for the school setting? Why? . 4
So which groups of kids struggle the most with social challenges? Mentally Retarded BD A major diagnostic criteria for these disabilities The defining characteristic of BD 3X more likely to be socially rejected than gen. ed. kids 2X LD & MR kids PDD: Aspergers & Autism Low income ( disorganized segment labeled or not) One s social competence affects later life: Job security Love & social relationships Interactions with legal authorities. 5
The Usual Please Anyone here teach social skills? If so: How so? Which curriculum? With whom? How often? If not: Why not? 6
SESSION AGENDA Overview Different types of social skills Why don t our kids have them? Why don t kids show them after they ve been taught? Procedures for teaching S.S. to large & small groups Cultural issues Without a net: Teaching S.S. without $1000 curricula 7
Social Skills Training ^ Different Realms 1. Survival: Form the basic foundation for acquisition of more advanced skills & those in other realms such as: 1. Social interaction 2. Appropriate classroom behavior, work habits, & academic survival skills. (see below) 2. Interpersonal: Enhance chances of successful social interaction with persons of all ages & relationships. 3. Problem solving: Thinking strategies to prevent social problems or escape social discomfort. 4. Conflict resolution: Dealing with highly emotional situations, & resolving existing intrapersonal & interpersonal conflicts. 5. Others are often listed, like Interpersonal perspective taking , Feelings identification , Communication skills , etc. However, we ll address the first four. 8
1. Survival Skills ^ What are the basic social skills? When in someone s presence, Acknowledge the other person Listen attentively & respond appropriately Conduct an accurate on-going self-evaluation of behavior Self reinforce for success What are the basic appropriate classroom behavior, work habits, & academic survival skills? Able & willing to Comply with directions Maintain attention to task Seek assistance, attention & answers appropriately Accept & learn from consequences related to actions. 9
Which skills would you work on developing in Gayle? Video: The Friday spelling test. 10
2. Interpersonal Skills ^ To enhance the chances of social success & building of friendships, one must know how to ? Share Ask for permission Join an activity Contribute to discussions Answer questions Interrupt a busy person or conversation Wait for one s turn or authority figure s attention Begin/End a conversation Give/Accept compliments. 11
Which skills would you work on? (and with whom?) Video: Shelly & lunchtime in the classroom. 12
3. Conflict resolution (intra & interpersonal) ^ Includes social skills for dealing with life s frustrations & threats. They include being able to deal with Being left out Negative peer pressure. Others? Teasing & taunting Accusations Anger directed at you by others The urge or pressure to fight Losing Making mistakes (publicly & privately) Fear Anger . 13
Which skills would you work on? (and with whom?) Video:Craig during down time while waiting to be called to the assembly. 14
Problem Solving & Conflict Resolution ^ When one is involved in or facing a problematic situation , one needs to be able to ? Ask for help Apologize Negotiate. Understand & consider the feelings of others Understand & manage one s own feelings Decide what to do & Make good choices Go with Plan B Respond to failure appropriately (accept it & learn from the experience) Accept consequences (and learn from the experience) Act assertively (not passive or aggressive) Use I (us & we)messages . Click for 3 parts of I message 15
CLICKERS: Which is the properly phrased I message ? (Eye brows through my lesson plan before each class) 1. I get upset when you treat others badly. 2. I need for all of my students to be sitting criss-cross applesauce. 3. I m unable to teach when you re so noisy. 4. I m disappointed to see that you re out of your seat again. 5. All of the above(numbered)statements are properly phrased I messages . 16
Use your garbage mouth again & youre headed to the office. With your attitude, you re gonna end up dead or on welfare. Select a negative YOU Statement . Imagine the situation in which it was said. Rephrase it. (Self or partners) You ve got more excuses than any 12 people I know. You know, it s not that you re stupid. You re just lazy. You re more trouble than you re worth. Why do you always yell out answers? Can t you raise your hand? Why are you out of your seat again? Are you hyperactive or rude? If you re not writing, you re not earning points & can t go. Be careful Atlas! You re going to drop it. BETTER YET: Recollect a negative you message heard (or said) recently. Rephrase it. * Feel free to disapprove of the BEHAVIOR, but NOT the student s CHARACTER. ( Symptom Estrangement or Descriptive Criticism ). 17
Why Dont Kids Have Social Skills? (before instruction) Never learned appropriate behavior Misread social cues given off by others (Neurological?) Don t notice boredom or rejection by others View social forays of others as being threatening Lack of supervision & training by elders An alternative value & response system was taught Know (cognitively)what they should do, but don t have: Practice Self-management due to: Being overwhelmed by emotions Misinterpretation of situational cues. 18
Manners & Boundaries: Civility, Appropriate Behavior & Re-channeling of Negative Energies Includes: 1. Knowing oneself & one s emotions 2. Sizing up a situation quickly & responding within an acceptable conversational or interactional time frame 3. Proficient reading of the signals of others facial expressions & body language voice (volume, intonation) contextual cues 4. Having a practiced, easily accessed set of verbal skills (vocabulary, intonation) physical actions (hand extension, eye contact, smile). 19
Why Dont Kids Have Social Skills? (after instruction) Don t view skills as being useful in their lives. New actions don t bring equalor betterbenefits. Display of new behavior is awkwardly performed. Student is unsuccessful. Views initial failure of new strategies as harbinger of future failure. Know what to do, but past interactions finds them objectionable to others. Due to the interpersonal history, they are quickly rejected or rarely given the chance to display their new skills. Under stress, resorts to old patterns of reaction. 20
The Flume: Class IV section (Bulls Bridge, Housatonic River, CT) 21
Types of Interpersonal Deficiencies ^ Skill deficit: Student cannot I.D. correct response for a social situation; actions are not in the student's behavior repertoire. Performance deficit: Correct social response can be identified by the student when questioned, but is displayed only during the role play situations. How do we respond to each? Skill deficits usually respond to direct instruction. Performance deficits usually require a guarantee that the new behavior will capture at least the same amount of benefits as the current behavioral response (& practice, practice, practice to make it default choice). 22
Teaching as it was & should be Same ol , Same ol As with the teaching of academics, begin with the prerequisite skills & then move on to the more advanced ones. Old School (Pre-NCLB & High stakes testing) Your social skills curriculum will be comprised of realistic, meaningful lessons that teach what is next in line for students to learn (with regard to classroom decorum & social needs). 24
Teaching Social Skills: Whole Class ^ Hold a class-wide discussion on the need for people skills . Have students contribute which skills create a more productive & pleasant learning environment. Select one social skill for the week. With kids, operationalize the behaviors via a T-chart Click to enlarge Click for example (attentive listening) Motivate as usual (posters, charts, point sheets, descriptive praise, etc.) Ingrain the skill Practice immediately (e.g., Active listening & recognition of others practiced via round robin questioning session) Give a daily mini-lesson everyday (or review periodically during left-over instructional time Recognize youngsters for displays & approximations skills http://home.att.net/~clnetwork/socialsk.htm for more detail on teaching the whole class 25
Teaching to Small Groups ^ 1. SELECT target students via assessment (Teach all the kids in a self-contained BD class). 2. Identify reinforcers that MOTIVATE. 3. Identify & define the TARGET behaviors. 4. TASK ANALYZE the target behavior. (if not already done by a packaged program) 5. TEACH. **We ll do it all during a later activity** 26
Teaching social skills Video: Teaching social skills to a small group. NEA video of man with BD kids (3rd or 4th sequence) 27
Jerry-Riggs & MacGyvers ^ Follow the suggested guidelines as best you can, modifying and improvising as necessary. Create groups of 1-5 students with similar skill needs Choose easy-to-master skills 1st Set up rules & procedures Collect data Teach to high-status kids 1st Conduct sessions early in the morning Make the lessons fun Make lessons pertinent to their lives How would you modify any of the following recommended skills to be more applicable to the lives of certain youngsters? (Next slide) 28
Take a minute to review these behaviors. Might some of the preferred actions ever be contra- indicated with certain kids? 29 From Kay Burke http://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.html
The American Way? If a student displays actions appropriate in his/her cultural group, but incorrect in mainstream North American culture(e.g., lowering one's eyes when spoken to by an adult, physically fighting when mother's honor is insulted by another), is it appropriate to teach the "right ways" preferred in the schools (and found in social skills kits)? When, how & why would you do so? 30
When does differentiation of behaviors for different situations & settings trump generalization to other settings? Streetcorner kids . Why? Traditional cultural differences are present in the home... Differences in correct behavior such as? Eye contact Body spacing & touch conformities Gender constrictions on body spacing & touch Conversational pauses How one responds to directions one does not wish to follow. 31
Be Like Me Often, packaged social skills programs promote social actions that, while esteemed by adults, would never be shown by any socially accepted kids in the mainstream (or student s social group). In that case, becoming skilled in the new behavior does little to promote acceptance & positive interactions in most of the youngster s lifespace. 32
The Typical Social Skills Lesson (desired outcome) Situation: Victor shows his yellow lunch card to the cashier. Joe, standing behind him with two other kids (from higher economic standing) taunts Victor saying Hey Po Boy Eating on my parents taxes again? How do you like the food I m buying for you? Joe s friends chuckle. Victor: Please mind your own business. Joe: Yeah, sure dirtball. You just go on over to your friends at the trailer trash table. Victor: Joe, I don't appreciate the way you talk about me and my family. (Victor walks away.) 33
Casey:Yo' Punk! Wsup with not passing the ball to me under the net? Open yo eyes, sleepy. Role Play #1 (to be followed by discussion). Kip:Man, my blindfolded hook beats yo best lay up. Casey:I ain t seein all dat today. Yo J is broke. Kip:Man, you be gettin used like soap by yo man the whole game. Don t be talking no trash to me til you get yo game on, Bubbles. Casey:Your mama throws better when she s workin the pole, J man. Kip:Oh playin house, huh? N----er, yo mama score more times today than you. She better at lay downs than yo lay ups. (Casey moves aggressively toward Kip who says Bring it on soapy. ). Situation:Two teams are playing basketball. Time is running out & the score is close when Kip & Casey have a 2-on-1 fast break. The sole defender goes out to guard Kip who pulls up to miss a long-distance jump shot from beyond the 3-point circle. Casey is furious because he was wide open under the basket hoping for the ball. 34
Role Play #2(to be followed by discussion) Casey:Hey, Kip. I was open under the hoop. Pass the ball, man.(Respectful with suggestion. Disagreement is with the problem, not the person.) Kip:Alright, man. I'll get you next time. I thought I could hit it or you d get the rebound. (Has opportunity to respond with reason) Casey:Let's just get the ball back, Bro. (Focus on solution & keeping the bond) Outcome: They play hard. Kip gets a rebound and passes the rock down-court to Casey who scores on a break-away lay-up. 35
Micro-Cultures: Teaching Tough Kids^ Joke & laugh about the new behaviors in order to ? Address & defuse the issues up front (& again later) Switch to serious tone to talk about their importance. Why would resistant kids want to use the new actions if they re contra-indicated in their milieu? What are the benefits outside of their present life- space? Job interviews, disciplinary meetings, police stops, meeting new people outside of group, etc. We must also engage in character education in order to avoid ? creating better manipulators. 36
From Talk to Action During the rest of today s session, we ll be putting this information into practice Remembering that each lesson or experience should be processed & evaluated in 2 ways: How well was the behavior displayed? (Social skills) What has been learned from the experiences? (Cognitive skills) In other words Students report on what they have learned from a role play or real-life attempt as well as their progress in displaying appropriate social skills via the 5 W & HA! example (click here). 37
Select Target Students ^ Student s Self Assessment 1st step - Students complete (by self or in conference) Teaching Social Skills: Student Self-Report Form (elem.) OR How Are My Social Skills Checklist (adolescent) (Pages 1 - 4 in your packet) 1. 2nd step Use the information for ? - understanding of the student - determining accuracy of self perceptions - conversation starters to attempt to motivate active participation from the student. ?Any thoughts on the questions asked of the students? If you re enrolled in an online staff development course, you can find a checklist at: http://www.4-h.uiuc.edu/opps/pyd_club/lp_careadult_socialskills.pdf 38
Teachers Assessment ^ 1st step Complete the Social Competence Screening Form (SCSF) (To identify students in most need) (Page 5 in packet) 2nd step Complete the Social Skills Matching Form , circling the numbers of the students (from the SCSF) who need instruction in each of the 23 skills listed (or others you identify). (Pages 6-7 in packet) 3rd step - Use info from the SSMF to form groups for each social skill unit. Your Task: Complete the teacher forms. Take 10 minutes to do so. Tom is available to explain & assist. If you re enrolled in an online staff development course, you can find a checklist at: http://www.centraliowachildcare.org/healthconsulting/schoolagescreentoolkg.pdf 39
2. Identify reinforcers that will motivate participation. ^ Move Clifford along the wall toward Emily 0439734312-crop-325x325 Raffle tix Group or individual points toward event or privilege (1-3 points for each 5 min. review of attention/participation) Progressively open or close window blinds Others that might work for your students? 40
3. Identify & define target behaviors. ^ Decide upon the most needed social behavior. Define the behavior so precisely that everyone agrees as to which actions are to be demonstrated. Instead of Student will be polite. , identify the actions: Students will say Thank you. when someone does something nice for them or gives them something. Students will say Excuse me. when needing to interrupt conversations or concentration of others. Rather than uttering a directive when seeking assistance, students will make a request that includes the word Please . 41
Precision Definitions: Brainstorm with me Asking permission: Student verbally requests the privilege of engaging in an action. Staying out of fights: Student walks away from verbal or physical aggression aimed at him/her. Showing Sports(wo)manship: Student accepts referee s call without comment. abides by the rules & their intent. congratulates an opponent at end of a contest. 42
Your task: (5 minutes) ^ Go to your completed Social Skills Matching Form By yourself or with your colleague(s) Decide which social skill is most important to teach Precisely define the behavior so that it is: specific to the setting and students of concern able to be identified as displayed or not displayed by anyone observing the youngster(s). Be ready to offer your definition to our group (if selected randomly by Dr. Mac from the roster). 43
4. Task analyze the target behavior ^ Delineate the simple behaviors that comprise the complex behaviorally defined action. They might be displayed either: in sequential order at the same time as other sub-behaviors Same time: Listening Face up with eyes on speaker Nose pointed toward speaker Lips closed except for positive sounds (explained) Be able to paraphrase message & comment respectfully. 44
Sub-skills in Sequential Order: Respecting the Opinion of Others ^ Offer an empathy statement: I know that you feel that way, but I can see how you might think that way, however Give an assertive (not hostile) statement of feelings: (If applicable) this really gets my goat. it s frustration to have my views distorted. Disagree on subject without attacking speaker: I view it differently, because The way I see it, the truth is that . 45
Another One in Sequential Order Following directions Listen carefully to the direction Restate the direction (out loud or to self) If confused, ask for clarification Attempt to accomplish the task Ask for assistance if needed. 46
Your Task (5 minutes): Use T.A. to Break Down the complex, multi-step behavior ^ Task analyze the behavior that you selected as being the most needed. OR Select Greeting others Familiar (family & friends) Unfamiliar Adult Peer Same gender Other gender Younger Older ORSelect a behavior from the Social Skills Matching Form . 47
5. TEACH ^ Plan out a unit for the teaching of the behavior. Do so as you would for a unit on academic material. Would anyone like to share a couple of ideas of some parts of lessons that would be in their unit? Examples of social skills units planned using today s process can be found at: www.behavioradvisor.com/SocialSkills.html Essentially, the steps to follow when teaching social skills are 48
Tell em: Introduce & discuss Whats in your intro? ^ Observations on class behavior toward others Belief in ability to do better Overview of program Why & how program will benefit them. How will it benefit them? ? Show em:Model the new behavior(perhaps with co- teacher) (YouTube social skills training ). Watch em: Role play Share with em: Feedback Send em forth: (perhaps placed in situations where can use skill) Positive recognition for use (perhaps prompted at 1st) Homework assignments (5W & HA sheets) Surprise tests. Bring em back: Periodic review sessions Role play troublesome situations Set new goals . Sequence #4 of NEA video ( connecting ) here. Male T with BD students.? 49
6. Follow-up ^ Monitor performance. Collect data for evaluation & decision- making purposes(Pages 12 -13 in your packet) Teach new social skills while periodically revisiting old ones. Work on generalization (while observing the cautions we mentioned)... 50
