EmbeddingSocial Skills Instruction into a

Multi-tiered System of Supports Webinar

Richard Boltax, Julie ErdelyiRebecca Lallier & Amy Wheeler

November 6, 2013

While You’re Waiting…

Consider the following questions.

• Why do some students interact inappropriately with others in the school setting?

• Why do some students, even after social skills instruction, fail to demonstrate desired behaviors?

• When you think of a student in your class who is not interacting appropriately, what particular behaviors would you like to see?

Introductions

When we call your name please:

1)Say “hello”2)Tell us what school you are from.3)Indicate who is in the room with you, if

anyone.

Webinar Logistics

• 2 Ways to Interact:– Raise your hand using the icon on your screen– Type a question into the text box

• Intermittently we will provide opportunities to interact.

• This webinar will be recorded.• Please note, your microphone will be muted

unless otherwise indicated.

Agenda

• Best practices in teaching social skills within multi-tiered systems of support

• Introduction to Social Cognition • Embedding Social Skills Curriculum

Within a Multi-tiered Framework

Teacher Ranked Top 10

1. Listen to others2. Follow the steps3. Follow the rules4. Ignore distractions5. Ask for help6. Take turns when you talk7. Get along with others8. Stay calm with others9. Be responsible for your behavior10. Do nice things for others

Elliott, 2006

Some Reasons Students Don’t use Social Skills after Instruction

• Don’t view skills as being useful.

• New behavior doesn’t bring equal or better benefits.

• New behavior is awkwardly performed. Student feels unsuccessful and perceives future failure.

• Due to the interpersonal history, student is quickly rejected or rarely given the chance to demonstrate new skills.

• Under stress, resorts to old patterns of reaction.

Classification of Social Skills

Acquisition Deficits– Absence of knowledge for executing skill or failure to discriminate

which social behaviors are appropriate in specific situations (can’t do)

Performance Deficits– Skill is present in repertoire, but student fails to perform at acceptable

levels (won’t do)

Fluency Deficits– Lack of exposure to sufficient or skilled models of social behavior,

insufficient rehearsal/practice or low rates or inconsistent delivery of reinforcement of skilled performances

Types of Social Skills Concerns Actions & Interventions

Social Skill Strengths: student knows and uses social skills consistently and appropriately

Reinforce to maintain desired social behaviorUse student as a model for other students

Performance Use behavior techniques to increase student practice and performance of desired social behavior

Frequency Provide extensive opportunities to practice across a wide range of exemplars

Acquisition Direct instruction of the desired social behavior

Competing Problem Behaviors Use behavior techniques to reduce interfering behaviorsCollect further information (e.g. FBA - direct observations, interviews, comprehensive assessment of problem behaviors).

Goals of PBIS

Safe & Healthy School Environments

Increased Instructional

Opportunities

ACADEMICALLY SKILLED

SOCIALLY COMPETENT & EMOTIONALLY INTELLIGENT

PBIS, MTSS and Second Step: Key Connections

MTSS and PBIS Second Step

Tier 1

Primary

~ 80% Students Master Skills

Classroom Curriculum

All Students Participate

Tier 2

Secondary

~ 15% Students Require Extra Support for Mastery

Small Group Interventions

Pre teach/re teach

Tier 3

Tertiary

~ 5% Students Require More Intensive Interventions

Individual Supports

Tie

r 1

Str

ateg

ies:

All

Stu

den

ts

Five Foundational Practices1. Clear Expectations

2. Explicitly Taught

3. System for Acknowledging Desired Behavior

4. System for Discouraging Undesired Behavior

5. Data System to Support Decision Making

4 - 5K - 3• Skills for learning

• Empathy

• Emotion management

• Friendship skills and problem solving

• Skills for learning and empathy

• Emotion management

• Problem solving

Second Step Program Skills and Topics

Skills for Learning

• Listening• Focusing attention• Following directions• Using self-talk• Being Assertive

Instructional Approach

• Tell (coaching)• Show (modeling)• Do (role play)• Practice (behavioral rehearsal)• Monitor Progress (feedback)• Generalize (apply in multiple settings)

Emotion Management

• Staying in Control Steps for Staying in Control (All

grades) Focus on anger and checking

assumptions (grade 7)De-escalating tense situations

(grade 8)

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Research Links SEL to Higher Student Success

Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.

•23% gain in SE skills

•9% gain in attitudes about self/others/school

•9% gain in pro-social behavior

•11% gain on academic performance via standardized tests (math and reading)

• 9% difference in problem behaviors• 10% difference in emotional distress

And Reduced Risks for Failure

Skill for Social and Academic Success

Second Step is a

Classroom Curriculum

Tier 1Primary

Universal

All Students Receive

Tier 1 Universal

Instruction

100 % 80% of Students

Master Skills Without Further

Intervention

~ 80 %

Some Schools Use Second Step as a

Tier 2 Small Group Intervention

All Students Receive

Tier 1

Universal Instruction

100 %

Pre-teach Second Step lessons in small groups to

complement universal, Tier 1

delivery.

~ 15 %

Second Step Content May Inform

Tier 3 Individual Interventions

All Students Receive

Tier 1

Universal Instruction

100 %

Individual Support Plan may include reinforcement of

or re-teaching Second Step skills

and concepts

~ 5 %

Pre-Implementation

Second StepImplementation Process

Social Skills Instruction at the Universal Level

• Generally taught by classroom teacher• Considered part of the curricula offering• Built into the weekly schedule• Often starts with the teaching of school-wide

expectations and progresses to issues of concern based on data i.e., bullying, harassment, other risk behaviors

• Acknowledgement system should be linked to demonstration of skills covered in social skills instruction

Social Skills Instruction at the Targeted Level

• Pre-corrections, reminders, acknowledgment and other feedback linked to universal social skill instruction and given with more frequency to students identified for targeted support

• Easily linked to a school’s check in/check out strategies• Social skills group formed to pre-teach skills introduced

in the universal curriculum as well as provide extra opportunities for practice and feedback

• Targeted lessons that are presented as game based instruction can ameliorate behavior challenges in the small group

Social Skills Instruction at the Intensive Level

• Link with functional assessment and behavior planning

• Create individualized plans within the context of the Universal (school-wide) social skills instruction.

• Integrate what the student does well• Evidence of generalization should include

school, home and community

Generalization

• Demonstrating the skill across multiple setting• Requires opportunities for practice along with

feedback• Schools that have clearly stated and practiced

expectations along with a school-wide acknowledgement system will help facilitate new learning

Questions/Comments?

Teaching Social Understanding to Promote Positive School Culture

Julie Erdelyi, M.A.

Program Manager , Communication Services at the Stern Center for

Language and Learning 31

Enter: Social COGNITION

• Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions.

• We know that social cognitive challenges impact a students ability to access the core curriculum.

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• Skill

– Look at the person

– Wave and/or say “HI”

– Reinforce the sequence

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• Cognition

– Think about who is around you & decide who you want to be friendly to.

– Decide how to best greet the person based on expectation and prior knowledge.

– Say “Hi” (verbal or nonverbal) in whatever way is expected

A Big Assumption

• We assume that social knowledge is in place and that students are able to use social cognition to regulate their behavior in a group.

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Concepts that Support Universal Application

• Important Universal Concepts

–The Incredible 5 Point Scale–Hidden Curriculum

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Monitoring My Anxiety Level A Rating Scale for Sam

54321

Forget it. My self control is zero. I need an advocate.

It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry.

I’m okay. But I would like somebody nearby to support me.

I’m cool.

No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else.

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

Vocabulary • Listening with your eyes and brain. • Brain in/Brain out• Body in/Body out• Too much/Too little/Just right• Thinking bubble/Talking bubble• Smart Guess/Wacky Guess• People files• Social Fake• ‘Thinking about you’ vs. ‘Just me’ person• “I do”, “We do”• Listen, Care, Change• Predict, Care, Change• Giving and receiving information 38

Define School-wide Expectations for Social Behavior

• Identify 3-5 expectations in short statements.

• Use positive statements (what to do, not what to avoid doing)

• Make them memorable!

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Define School-wide Expectations for Social Behavior

– Be respectful– Be responsible– Be safe– Be kind– Be a friend– Be-there-be-ready– Hands and feet to self – Respect self, others, property– Follow directions of adults

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References• Buron, K.& Curtis, M. (2003). The Incredible 5-Point Scale: Assisting Students

with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.www.5pointscale.com

• Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www.socialthinking.com

• Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www.thegraycenter.org.

• Moreau, M.R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: MindWing Concepts, Inc.

• Schmidt-Mertes, Gretchen. M.Ed., 2008-2011Puget Sound Autism Aspergers Support Associates Gretchenschmidt-mertes@psaasa.org

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Questions/Comments?

Dothan Brook School:Social Skills within MTSS

Rebecca Lallier, M.Ed.

Amy Wheeler, M.S. Ed.

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Social Skills within MTSS

Curricula• Second Step

– universal, targeted, & intensive

• Think Social and Superflex & the Team of Unthinkables (adapted)– universal, targeted, & intensive

• The Zones of Regulation (adapted)– targeted & intensive

• DBS Counseling Curriculum– universal, targeted, & intensive

Second Step

Lesson Cards

Lesson Cards

Unit CardsUnit Cards

K & G1 PuppetsK & G1

PuppetsPostersPosters

Teaching Materials Binder

Teaching Materials BinderSong CDSong CD

DVDDVD

Listening Rules and Skills for

Learning Cards

Listening Rules and Skills for

Learning Cards

Online Resources

Online Resources

Superflex & The Team of Unthinkables

Zones of Regulation

Universal Social Skills

• School-wide expectations for all school settings are taught during the first week of school. (2013)

• Expectations are taught and re-taught as needed. (2009)

• Monthly focus behaviors are identified through analysis of behavioral data. (2011)– school-wide rollout at assembly– focus behaviors are especially reinforced

Universal, continued

• Counseling curriculum is taught weekly in classrooms. Lessons are unit-based, developmental, and spiral, K-5. (1997)– social cognition (including Superflex), conflict

resolution, bullying prevention, differences & diversity

– curriculum and materials mostly developed by counselors

Universal, continued• Second Step, PreK-5

– Built into master schedule– Simultaneous (Tuesdays 8:15-8:45/9:00)– ALL staff assigned to classrooms to co-teach (other

than nurse, secretary, custodian, food service)– Following Through lessons incorporated into

morning meeting and taught by classroom teachers (5 minute activity Wed, Thurs, Fri, Mon)

– Home links - “homework” for families

Example Home Links

Impact of Universal Teaching

• Behaviors are addressed proactively

• Students & adults using common language to remind, correct, process– e.g. focus attention, self-talk, empathy,

compassion, passive, aggressive, assertive

Impact of Universal, continued

• Deepened understanding of topics taught in counseling classes (conflict resolution, bullying prevention, etc.)

• Applying concepts and vocabulary to reading• Decreased number of referrals for targeted

support• Parents report kids using skills at home

Student-Created Bullying Prevention Poster

Student-Created Bullying Prevention Poster

Targeted Social Skills

• Second Step (2013)– Weekly pre- and/or post-teaching by counselors,

one special educator, and one SLP– Co-taught as needed!!!– Built into the master schedule – during related

arts enrichment time, so students do not miss academics or regular related arts classes

Targeted, continued

• Counseling groups– Small group counseling (e.g. Confidence Boosters,

Stress Busters, FISH, etc.)– In response to particular issues that arise within a

social group, classroom, or grade level (may take place in a full class)

Impact of Targeted

• Increased success in classroom Second Step lessons (Teachers LOVE this!)

• Recent FBA – the ONLY instructional classroom setting where the behavior does not occur is during the classroom Second Step lessons!

Impact of Targeted, continued

• Better understanding and generalization of skills

• More opportunity to tie the skills to students’ particular circumstances & behavioral needs.

• Increased problem-solving skills

Ability to Adapt Lessons

“You understand the lessons [in the classroom]. If others don’t understand you can explain it to them.”

“I remember what we did. I answer questions. I know the answers.”

“How does pre-teaching help you?”

More Words of Wisdom

“It makes it easier for me. I won’t have to think about it as long. Otherwise they would be asking the next question by the time I thought of the answer.

“I know what I’m going to say so I don’t get stressed and mad.”

Intensive Social Skills

• During individual counseling sessions– Digital tools & art activities - role plays and

“teaching others”

• 1:1 reinforcement with Otter Club para

• Most are getting Second Step social skills training within a targeted group!

Impact of Intensive

• Depends on the friend!– Significant behavior changes for some

• One who was intensive last year, became targeted by spring, and is now an “independent otter,” (working way out of targeted supports)

– Increased opportunity to practice and problem-solve around specific situations

– Reduced feelings of shame– Vision of self as “expert” helper to others

Questions/Comments?