all students can succeed! effective interventions for behavioral and social challenges jed baker,...
TRANSCRIPT
All Students Can All Students Can Succeed!Succeed!
Effective Interventions Effective Interventions for behavioral and social for behavioral and social
challengeschallenges
Jed Baker, Ph.D.Jed Baker, Ph.D.
www.socialskillstrainingprojewww.socialskillstrainingproject.comct.com
Quote from Yoda – Star Quote from Yoda – Star WarsWars
FEAR IS THE PATH TO THE DARK FEAR IS THE PATH TO THE DARK SIDE SIDE
FEAR leads to ANGERFEAR leads to ANGER ANGER leads to HATEANGER leads to HATE HATE leads to SUFFERINGHATE leads to SUFFERING
90% of Teaching and 90% of Teaching and Parenting is ToleranceParenting is Tolerance
Can we tolerate our own discomfort Can we tolerate our own discomfort long enough to think about what to long enough to think about what to do? do?
Discipline is a starting point: But Discipline is a starting point: But what if it does not work?what if it does not work?
Handling Our Own Handling Our Own Feelings Feelings
Hope! Yet expect delays in what you Hope! Yet expect delays in what you want to accomplish.want to accomplish.
The individual’s behavior is not intended The individual’s behavior is not intended to simply challenge your authority, but is to simply challenge your authority, but is rather a reflection of his/her lack of rather a reflection of his/her lack of coping skills.coping skills.
Most observers do not question your Most observers do not question your competence, they get that this is part of competence, they get that this is part of dealing with kids or challenging dealing with kids or challenging students. Laugh it off.students. Laugh it off.
Quote from Quote from Educator/Philosopher Educator/Philosopher Chaim Ginott (1971)Chaim Ginott (1971)
““As a teacher, I have come to the frightening As a teacher, I have come to the frightening conclusion that I am the decisive element conclusion that I am the decisive element in the classroom. It is my personal in the classroom. It is my personal approach that creates the climate. It is my approach that creates the climate. It is my daily mood that makes the weather. daily mood that makes the weather.
As a teacher, I possess tremendous power to As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I make a child’s life miserable or joyous. I can be a tool of torture or an instrument of can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt inspiration. I can humiliate or humor, hurt or heal. or heal.
In all situations, it is my response that In all situations, it is my response that decides whether a crisis will be escalated decides whether a crisis will be escalated or de-escalated, a child humanized or or de-escalated, a child humanized or dehumanized.”dehumanized.”
OverviewOverview Understanding challenging behaviors Understanding challenging behaviors
in social communication disordersin social communication disorders
Overview of behavior management and Overview of behavior management and frustration skillsfrustration skills
RelationshipRelationship Crisis ManagementCrisis Management Repeat Problems/Prevention plan Repeat Problems/Prevention plan
(www.apbs.org)(www.apbs.org)
Overview of Tiered Social Overview of Tiered Social SkillsSkills Tier 1: School-wideTier 1: School-wide
Adding structure and options at lunch/recessAdding structure and options at lunch/recess Training of aides, staffTraining of aides, staff Peer sensitivity training, creating inclusion Peer sensitivity training, creating inclusion
environmentsenvironments Tier 2: Case conference students in need of skill Tier 2: Case conference students in need of skill
enhancementenhancement Lunch bunches, social skill groups, theme based groupsLunch bunches, social skill groups, theme based groups Consultation with specialistsConsultation with specialists
Tier 3: Individualized Social Skill Action Plans for Tier 3: Individualized Social Skill Action Plans for 504/IEPs504/IEPs Target Relevant skills: parental inputTarget Relevant skills: parental input Establish motivation to socialize Establish motivation to socialize Teach skills Teach skills Generalization: teacher/aide/parent promptsGeneralization: teacher/aide/parent prompts Peer sensitivity training, peer buddies Peer sensitivity training, peer buddies Evaluating outcome: teacher/aide/parent inputEvaluating outcome: teacher/aide/parent input
OverviewOverview Key Components of social skills training Key Components of social skills training
Tier 3Tier 3 What to teach? (Gresham et al., 2001) Match to What to teach? (Gresham et al., 2001) Match to
deficitdeficit Motivation (White et al., 2006) Social/intrinsicMotivation (White et al., 2006) Social/intrinsic Skill acquisition (Bellini & Peters, 2008; Skill acquisition (Bellini & Peters, 2008;
Mateson et al., 2007)Mateson et al., 2007) Generalization (Bellini, 2007) Dose, natural Generalization (Bellini, 2007) Dose, natural
settingsetting Peer sensitivity (Baker, 2003, 2005; Hughs & Peer sensitivity (Baker, 2003, 2005; Hughs &
Carter, 2008)Carter, 2008) Evaluating outcomeEvaluating outcome
Difficulties Associated Difficulties Associated with Challenging with Challenging
BehaviorBehavior Difficulty with abstract thinking & Difficulty with abstract thinking &
perspective-taking.perspective-taking. Misbehavior is often unintentional! Misbehavior is often unintentional!
Teach perspective more than discipline. Teach perspective more than discipline. Inflexibility: Limited problem solvingInflexibility: Limited problem solving
Learning facts is more enjoyable than Learning facts is more enjoyable than socializing.socializing.
Preparation and expanded problem Preparation and expanded problem solving avoids meltdownssolving avoids meltdowns..
Difficulties Associated Difficulties Associated with Challenging with Challenging
BehaviorBehavior Low Frustration ToleranceLow Frustration Tolerance
Limbic system: Controls emotions and Limbic system: Controls emotions and fight, flight or freeze responsefight, flight or freeze response
Forebrain: Reasoning and planningForebrain: Reasoning and planning Limbic system can hijack the rest of the Limbic system can hijack the rest of the
brainbrain Prevent rage and distract when in ragePrevent rage and distract when in rage..
Behavior ManagementBehavior Management
Step 1: Relationship IssuesStep 1: Relationship Issues Warmth and caringWarmth and caring
Structure with use of visual Structure with use of visual supports, differentiated supports, differentiated instructioninstruction
Build confidence: 80/20 ruleBuild confidence: 80/20 rule
Avoid escalating power Avoid escalating power struggles. struggles.
Behavior ManagementBehavior Management
Step 2: Crisis ManagementStep 2: Crisis Management Non-verbal skills to increase Non-verbal skills to increase
safety.safety. Listen, agree, apologize when Listen, agree, apologize when
necessarynecessary Collaborate: Ask “what do you Collaborate: Ask “what do you
want? Lets find the right way to want? Lets find the right way to get that.”get that.”
When logic is gone: DistractWhen logic is gone: Distract Novel itemsNovel items Special interestsSpecial interests Sensory activitiesSensory activities
Ignore if you are triggerIgnore if you are trigger
Make a plan for next timeMake a plan for next time
Behavior ManagementBehavior Management
Step 3: Repeat Behavior ProblemsStep 3: Repeat Behavior Problems Explore why it happens: Interview, Explore why it happens: Interview,
observe & and keep an ABC journalobserve & and keep an ABC journal No More Meltdowns APP, available at No More Meltdowns APP, available at
APP store or www.symtrend.com/nmmAPP store or www.symtrend.com/nmm Develop a good prevention planDevelop a good prevention plan
Typical TriggersTypical Triggers
Biological issues: hunger, tiredness, illnessBiological issues: hunger, tiredness, illness Sensory issues: noise, light, touch, over-Sensory issues: noise, light, touch, over-
stimulation, boredomstimulation, boredom Lack of structureLack of structure Challenging or new work, feared situationsChallenging or new work, feared situations Having to wait, not get what one wants, Having to wait, not get what one wants,
disappointmentsdisappointments Threats to self-esteem: losing, mistakes, Threats to self-esteem: losing, mistakes,
criticismcriticism Unmet wishes for attention: ignored, want Unmet wishes for attention: ignored, want
others to laughothers to laugh
Components of a Components of a Behavior PlanBehavior Plan
see www.apbs.orgsee www.apbs.org
1.1. Change the triggers: Change the triggers: sensory/biological, structure, task sensory/biological, structure, task demandsdemands
2.2. Teach skills to deal with triggersTeach skills to deal with triggers: :
3.3. Reward new skillsReward new skills
4.4. Loss system Loss system if not already frustratedif not already frustrated
Demands for WorkDemands for Work
1.1. Change the triggersChange the triggers Model, prompt rather than test, explain Model, prompt rather than test, explain
learning curvelearning curve Give choice of work, use special interestsGive choice of work, use special interests Visual supports: instructions, webs, Visual supports: instructions, webs,
outlines, labelsoutlines, labels Reduce length, use timer Reduce length, use timer
2.2. Teach “Trying When It’s Hard”Teach “Trying When It’s Hard” Try a littleTry a little Ask to watch first or ask for helpAsk to watch first or ask for help Take a break and try againTake a break and try again Negotiate how muchNegotiate how much
Demands for WorkDemands for Work
3.3. Reward systemReward system For trying, not for being correct For trying, not for being correct Trying PosterTrying Poster
44.. Avoid Avoid loss system loss system when frustratedwhen frustrated
Waiting, Accepting No, Waiting, Accepting No, Stopping FunStopping Fun
1.1. Change the triggersChange the triggers Use a visual timer and shorten wait timeUse a visual timer and shorten wait time Create a visual schedule. Use a “to do” Create a visual schedule. Use a “to do”
box box Highlight reward for waiting/accepting no Highlight reward for waiting/accepting no
& prime ahead& prime ahead
2.2. Teach skills (invisible payoff)Teach skills (invisible payoff) Waiting: get some laterWaiting: get some later Accepting no: get something else laterAccepting no: get something else later Stopping on time: get to go back laterStopping on time: get to go back later
Waiting, Accepting No, Waiting, Accepting No, Stopping FunStopping Fun
3.3. Reward systemReward system Points for waiting, accepting no and Points for waiting, accepting no and
stopping on time stopping on time Disappointment posterDisappointment poster
4.4. Natural Natural loss systems: loss systems: Can’t stop, can’t do it againCan’t stop, can’t do it again
Self-esteem:Self-esteem: Mistakes, Mistakes, Losing, TeasingLosing, Teasing
1.1. Change the triggersChange the triggers Offer choice: let them win or not see Offer choice: let them win or not see
mistakesmistakes Stack the deck: with activities that they do Stack the deck: with activities that they do
well (80/20) well (80/20) Prime ahead Prime ahead Protect from teasingProtect from teasing
2.2. Teach skills (invisible payoff)Teach skills (invisible payoff) Mistakes help us learnMistakes help us learn Win the invisible game: friendship/self-Win the invisible game: friendship/self-
controlcontrol Teasing: check it out 1Teasing: check it out 1stst, stop, ignore, report, stop, ignore, report
Self-esteem:Self-esteem: Mistakes, Mistakes, Losing, TeasingLosing, Teasing
3.3. Reward systemReward system: : Rewards for handling imperfection are Rewards for handling imperfection are
greater than rewards for winning or greater than rewards for winning or doing work right.doing work right.
4.4. Avoid Avoid loss systems loss systems when frustratedwhen frustrated
Unmet Needs for AttentionUnmet Needs for Attention1.1. Change the triggersChange the triggers
Schedule attention: special timeSchedule attention: special time Use a timer and red/green cardsUse a timer and red/green cards Provide an appropriate outlet: theatre, Provide an appropriate outlet: theatre,
presentationpresentation
2.2. Teach “Positive Ways to Get Attention”Teach “Positive Ways to Get Attention” How to get adult attentionHow to get adult attention How to get peer attention: Public versus How to get peer attention: Public versus
private topicsprivate topics Rules of comedy: Can’t make fun of Rules of comedy: Can’t make fun of
vulnerable, use slapstick, random thoughts, vulnerable, use slapstick, random thoughts, and self-deprecationand self-deprecation
Unmet Needs for Unmet Needs for AttentionAttention
3.3. Reward systemReward system: : Rewards for appropriate topicsRewards for appropriate topics
4.4. Loss systems: Loss systems: Response costResponse cost
Warning
Loss of:10 min
Simpsons
WarningLoss of:snack
Loss of:20 min
Simpsons
Loss of:30 min
Simpsons
Sensory Needs: Self-Sensory Needs: Self-StimulationStimulation
1.1. Change the triggersChange the triggers Alter sensory environment Alter sensory environment For boredom, reduce wait time and For boredom, reduce wait time and
engageengage Modify frustrating work Modify frustrating work
2.2. Teach skills Teach skills Alternative ways/times to self-stimAlternative ways/times to self-stim How to be a self-advocate for better How to be a self-advocate for better
environmentenvironment
Sensory Needs: Self-Sensory Needs: Self-StimulationStimulation
3.3. Reward systemReward system Reward new ways to self-stim Reward new ways to self-stim
4.4. Loss systems:Loss systems: Maybe response costMaybe response cost
Unexpected Triggers: Unexpected Triggers: Self-CalmingSelf-Calming
1.1. Prepare for unexpected Prepare for unexpected Collaborate on ways to distract and Collaborate on ways to distract and
soothe in preparation for the unexpected soothe in preparation for the unexpected upsets. Create a relaxation folder.upsets. Create a relaxation folder.
Establish a safe personEstablish a safe person
2.2. Teach skills Teach skills Self-talk: “Self-talk: “All problems can be solved if All problems can be solved if
you can wait and talk to the right you can wait and talk to the right personperson.”.”
Draw or write the thing that Draw or write the thing that distracts/soothes you.distracts/soothes you.
Unexpected Triggers: Unexpected Triggers: Self-CalmingSelf-Calming
3.3. Reward systemReward system: : for using calming strategiesfor using calming strategies
4.4. Natural Natural loss systems: loss systems: outbursts will limit continued outbursts will limit continued
participation in certain events.participation in certain events.
Lifeline RulesLifeline Rules You can use 50:50, Ask a Specific You can use 50:50, Ask a Specific
Person, Poll the audience.Person, Poll the audience. You may use lifelines more than once, You may use lifelines more than once,
but as a group you have only three but as a group you have only three lifelines.lifelines.
The rule of thumb regarding dealing with a full blown meltdown is: A. Try to reason with the youngster when he is upset.B. Do not bother to reason with him, instead try to take away privileges while he is upset.C. Try to distract him while he is upset, and then when he is calm, develop a plan to deal with the problem if it happens again.D. Use promises or threats.
For For $8,000$8,000
Lifelines
Is that your final answer?
ResourcesResourcesMusic Music
CDCD
Social Skills Books
Elementary Level Middle, High School and Beyond
Challenging behaviorDVD
Now an APP too!
Social skill picture book
Social skill picture book for high school
Key Components of Key Components of Skills TrainingSkills Training
Prioritize skill goalsPrioritize skill goals MotivationMotivation Skill acquisitionSkill acquisition GeneralizationGeneralization Peer sensitivityPeer sensitivity Evaluate outcomeEvaluate outcome
Action PlanAction Plan Prioritize 3-4 skill goals for each Prioritize 3-4 skill goals for each
student student Consider how to measure skillConsider how to measure skill ModificationsModifications Where will you teach skill lesson? Where will you teach skill lesson?
Class, group, individualClass, group, individual What strategies to teach? What strategies to teach?
Structured learning, Social Stories, Structured learning, Social Stories, cognitive picture rehearsal, video cognitive picture rehearsal, video modeling, picture booksmodeling, picture books
Action PlanAction Plan
How will you generalize?How will you generalize? Prime with cue card, chartPrime with cue card, chart When will you coach them?When will you coach them? Review with card. Chart or self-Review with card. Chart or self-
monitoringmonitoring Reward/loss programReward/loss program
Should we target typical peers?Should we target typical peers?
1. Motivation1. Motivation
Pre-Pre-verbalverbal
ReasoneReasonerr
DTT-LovaasDTT-Lovaas
Adult Adult directed, directed, reward not reward not necessarily necessarily related to related to responseresponse
PRT – KoegelPRT – Koegel
VBT – SundbergVBT – Sundberg
Reward is naturally related Reward is naturally related to responseto response
Floortime DIR – GreenspanFloortime DIR – Greenspan
Follows lead of child in playFollows lead of child in play
RDI-Gutstein, activity pulls RDI-Gutstein, activity pulls for attentionfor attention
Verbal Verbal ReasoneReasonerr
Behavior Behavior charts and charts and token token systems systems where where rewards rewards promised for promised for target target behaviorsbehaviors
Link behavior to student’s Link behavior to student’s goalsgoals
Increase self-awareness of Increase self-awareness of strengths prior to strengths prior to challenges (at least by 14)challenges (at least by 14)
Have students teach othersHave students teach others
Make interaction funMake interaction fun
External/contrived Internal/naturalistic
2. Skill Acquisition2. Skill Acquisition How to teach How to teach
Limited receptive languageLimited receptive language: ABA : ABA (DTT/PRT/VBT), video modeling, picture (DTT/PRT/VBT), video modeling, picture books, cognitive picture rehearsal. books, cognitive picture rehearsal.
Good receptive languageGood receptive language: Social Stories, : Social Stories, structured learningstructured learning
Where to teachWhere to teach Class FormatClass Format Small Group: Talk time, Small Group: Talk time, skillskill time, activity time, activity
time.time. Individual: When attention and cooperation Individual: When attention and cooperation
may not be available in group.may not be available in group.
3. Generalization3. Generalization
Prime the skillPrime the skill Verbally cue the skillVerbally cue the skill Visually cue the skill: Assignment Visually cue the skill: Assignment
sheet, cue card or behavior chartsheet, cue card or behavior chart Coach skill use as it happensCoach skill use as it happens
Baiting in classBaiting in class Natural situations, lunch bunches, Natural situations, lunch bunches,
cooperative group projects, play cooperative group projects, play times, internships, frustrating times, internships, frustrating workwork
3. Generalization3. Generalization Provide feedback about skill useProvide feedback about skill use
Classroom Marble JarClassroom Marble Jar Individual reward chartIndividual reward chart Self-monitoringSelf-monitoring
4. Peer Sensitivity4. Peer Sensitivity
Sensitivity/kindness lessonsSensitivity/kindness lessons for for typical peers and staff.typical peers and staff. To increase understanding when they To increase understanding when they
are disliked:are disliked: Include those who are left outInclude those who are left out Stand up for those who are teased Stand up for those who are teased Offer help if someone is upsetOffer help if someone is upset
To create peer buddies/coachesTo create peer buddies/coaches
4. Peer Sensitivity4. Peer Sensitivity GeneralizationGeneralization of kindnessof kindness: :
Classroom milieu: The marble jarClassroom milieu: The marble jar Lunch buddyLunch buddy Academic buddyAcademic buddy Extra-curricular buddyExtra-curricular buddy
Evaluating OutcomeEvaluating Outcome
Observable behaviorsObservable behaviors Frequency, duration, latencyFrequency, duration, latency Time sampling: whole. Part, Time sampling: whole. Part,
momentarymomentary Response ratioResponse ratio
Rating ScalesRating Scales Likert ratings of skillsLikert ratings of skills Social skill checklistsSocial skill checklists Consumer satisfactionConsumer satisfaction
Evaluating OutcomeEvaluating Outcome
Remnants of behaviorRemnants of behavior FriendshipsFriendships GradesGrades Bullying reportsBullying reports
Overview of Peer Overview of Peer SensitivitySensitivity
I am here to talk with you about a I am here to talk with you about a student in your class. He is the same student in your class. He is the same as you and different.as you and different.
How are we all the same and How are we all the same and different?different?
We are also different in the way we We are also different in the way we sense things? sense things?
What are the Five What are the Five Senses?Senses?
SenseSense DifficultyDifficulty SeeingSeeing BlindnessBlindness HearingHearing DeafDeaf TouchTouch Touch ChangesTouch Changes TasteTaste Taste ChangesTaste Changes SmellSmell Smell ChangesSmell Changes
The Sixth Sense:The Sixth Sense: The The Social SenseSocial Sense
1. Knowing what to do and say in 1. Knowing what to do and say in social situations. social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play
2. Reading body language 2. Reading body language
3. Easy to make friends.3. Easy to make friends.
Hey. How’s it going?Can I play too?
Social Blindness:Social Blindness: Problems with the Social Problems with the Social
SenseSense1. Trouble knowing what to do and 1. Trouble knowing what to do and
say in social situations. say in social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play Off the topicOff the topic
2. Trouble with body language.2. Trouble with body language. Little Eye ContactLittle Eye Contact
3. Hard to make friends3. Hard to make friends4. Trouble with Sports.4. Trouble with Sports.
?
John’s Difficulties: Social John’s Difficulties: Social BlindnessBlindness
1. Trouble knowing what to do and 1. Trouble knowing what to do and say in social situations. say in social situations. Starting ConversationsStarting Conversations Asking to PlayAsking to Play
2. Hard to read body language2. Hard to read body language
3. Hard to make friends3. Hard to make friends
4. Talks a lot about video games4. Talks a lot about video games
5. Annoys when rejected5. Annoys when rejected
John’s Strengths and John’s Strengths and TalentsTalents
1. Intelligent even though new work 1. Intelligent even though new work may upset him.may upset him.
2. Great artist. 2. Great artist.
3. Excellent memory for facts3. Excellent memory for facts
4. Good at Video Games4. Good at Video Games
5. Caring Person 5. Caring Person
Famous People with Famous People with Social BlindnessSocial Blindness
Albert Einstein - Albert Einstein - PhysicistPhysicist Social difficulties, Social difficulties,
Learning DisabilityLearning Disability
Bill Gates - Founder Bill Gates - Founder of Microsoftof Microsoft Social DifficultiesSocial Difficulties
Famous People with Famous People with Social BlindnessSocial Blindness
Thomas Edison - Thomas Edison - InventorInventor Social difficulties, Social difficulties,
Learning ProblemsLearning Problems
Wolfgang Mozart - Wolfgang Mozart - ComposerComposer Social DifficultiesSocial Difficulties
Marie Curie – Nobel prize Marie Curie – Nobel prize winner in chemistrywinner in chemistry Social difficulties, discovered Social difficulties, discovered
radioactive elementsradioactive elements
Temple Grandin – designer Temple Grandin – designer of livestock handling of livestock handling facilities, associate facilities, associate professor of animal science, professor of animal science, noted authornoted author Social DifficultiesSocial Difficulties
Famous PeopleFamous People
Group ExerciseGroup Exercise
1. One student leaves for a moment 1. One student leaves for a moment while others learn how to join in.while others learn how to join in.
2. Student returns and tries to join in. 2. Student returns and tries to join in. Everyone gets rewards for joiningEveryone gets rewards for joining
How Can We Help How Can We Help John?John?
InviteInvite him to join in conversation him to join in conversation and play during lunch/recess and and play during lunch/recess and other times.other times.
Stand up for himStand up for him if he is teased. if he is teased. Offer helpOffer help if he is upset. if he is upset.
Marble jarMarble jar Lunch buddiesLunch buddies Extra-curricular buddiesExtra-curricular buddies
Social Skills Training Social Skills Training Strategies Strategies
InformalInformal
Incidental Teaching (all the time, Incidental Teaching (all the time, most important) most important)
FormalFormal
Good Receptive LanguageGood Receptive Language Structured Learning (groups or Structured Learning (groups or
individual)individual) Social-Stories (individual) Social-Stories (individual)
Social Skills Training Social Skills Training StrategiesStrategies
Limited Receptive LanguageLimited Receptive Language ABA: DTT, PRT, VBT, (For prerequisite ABA: DTT, PRT, VBT, (For prerequisite
skills: following instructions, action skills: following instructions, action /object identification & basic language /object identification & basic language concepts) concepts)
Social Skill Picture Books (groups or Social Skill Picture Books (groups or individual)individual)
Cognitive-Picture Rehearsal (individual)Cognitive-Picture Rehearsal (individual) Video Review (groups or individual) Video Review (groups or individual) Greenspan, first stages of RDIGreenspan, first stages of RDI
Incidental TeachingIncidental Teaching It is experiential rather than a didactic It is experiential rather than a didactic
skill lessonskill lesson It is coaching social interaction as it is It is coaching social interaction as it is
unfolding naturally. It involves:unfolding naturally. It involves: Pointing out the perception/feelings of others Pointing out the perception/feelings of others
in the moment.in the moment. Highlighting non-verbal cues.Highlighting non-verbal cues. Correcting misperceptions (e.g., accidents Correcting misperceptions (e.g., accidents
vs. malicious actions). vs. malicious actions). Prompting conversation, play, & emotion Prompting conversation, play, & emotion
management skills as they are neededmanagement skills as they are needed Social Autopsy is an important Social Autopsy is an important
component.component.
Structured LearningStructured Learning
Didactic instruction of skill stepsDidactic instruction of skill steps
Model correct way, and maybe Model correct way, and maybe wrong waywrong way
Role-play with feedback until Role-play with feedback until proficientproficient
Structured LearningStructured Learning
Practice and GeneralizationPractice and Generalization Steps go home to parents, teacher or aide Steps go home to parents, teacher or aide
whowho QuizzesQuizzes Models & Role-playsModels & Role-plays PromptsPrompts Reinforces with praise, reward, or token Reinforces with praise, reward, or token
economy.economy. Need a gimmick for role-play or Need a gimmick for role-play or
instruction!instruction!
Listening PositionListening Position
1. Make eye contact.1. Make eye contact.
2. Quiet hands and feet. Stay still.2. Quiet hands and feet. Stay still.
3. Quiet mouth. Don’t talk while 3. Quiet mouth. Don’t talk while others are talking.others are talking.
Example of Picture Example of Picture BooksBooks
Accepting No for an Accepting No for an AnswerAnswer1. Sometimes parents and people say 1. Sometimes parents and people say
“No” when you ask them for “No” when you ask them for something.something.
2. Say, “Okay” and do not get mad. 2. Say, “Okay” and do not get mad.
3. If you accept no, then the other 3. If you accept no, then the other person will be happy and may let you person will be happy and may let you do something you want to do later. do something you want to do later.
1. Sometimes people say 1. Sometimes people say “No” when you ask them “No” when you ask them
for something.for something.
No. Do this work first.
Can I play this game?
When the boy asks to play the game, the teacher says no and tells him to do his work first.
2. Say, “Okay” and do 2. Say, “Okay” and do not get mad. not get mad.
Wrong WayWrong WayThe boy gets mad and does The boy gets mad and does not accept no for an not accept no for an answer.answer.
Right WayRight WayThe boy says okay and does not The boy says okay and does not get mad. He knows he will get get mad. He knows he will get to play the game later.to play the game later.
Okay.
I am happyhe accepted no.
No. I want to play now.
No. You must go sitand do your work.
3. If you accept no, then the other 3. If you accept no, then the other person will be happy and may let person will be happy and may let you do something you want to do you do something you want to do
later.later.
Wrong WayWrong Way
The boy still can’t play The boy still can’t play because he would not because he would not accept no and wait to play.accept no and wait to play.
Right WayRight WayThe boy now gets to play The boy now gets to play because he waited until he because he waited until he finished his work.finished his work.
Now that you finished your work, you
can play the game.
GoodMorning.
I am happy I waited. I am angry that I stillhave to do work and
can’t play.
Cognitive Picture Cognitive Picture RehearsalRehearsal
Antecedents: Triggers to problem Antecedents: Triggers to problem behaviorbehavior
Behavior: Appropriate behavior or skillBehavior: Appropriate behavior or skill
Consequence: Rewards, not Consequence: Rewards, not punishments.punishments.
Matt is playing at the Matt is playing at the computer.computer.
The teacher tells Matt to The teacher tells Matt to get off the computer.get off the computer.
Time to get off the computer.I feel mad.
Matt remembers what Matt remembers what will happen if he gets off will happen if he gets off
the computer.the computer.
Time to get off the computer
If I get off,the teacher will be happy
and let me use the computeragain. She will also give
me a point towards my reward.
Matt decides to accept Matt decides to accept that he must get off the that he must get off the
computer.computer.
Thank you for stopping.
Okay. I will stop.
I am so happy and proud of Matt. He did a great
job listening.
The teacher rewards The teacher rewards Matt for getting off the Matt for getting off the
computer.computer.You get a point
on your reward chart.
Okay. I will stop.
Later that day, the teacher lets Later that day, the teacher lets Matt use the computer again Matt use the computer again
because he did such a great job because he did such a great job getting off the computer getting off the computer
earlier.earlier.You can use the computer again because
you got off the computer earlier.
Thanks!
Social StoriesSocial Stories
Create a narrative, written in the Create a narrative, written in the first person, to increase first person, to increase understanding of target social understanding of target social situation.situation.
Start with child’s perspective of a Start with child’s perspective of a target situation and expand it to target situation and expand it to include others’ perspectives. Give include others’ perspectives. Give choices and show positive outcome.choices and show positive outcome.
Social StoriesSocial Stories
Use 2-5 descriptive and perspective Use 2-5 descriptive and perspective statements for every directive statements for every directive statement.statement.
Use language that makes sense to Use language that makes sense to child.child.
Read 3-5 times per day and just Read 3-5 times per day and just before target situation.before target situation.
Video Modeling or Video Modeling or ReviewReview
Video peers and then target student. Video peers and then target student. Use to prime skill before situations. Use to prime skill before situations.
Use video to review behavior in Use video to review behavior in target situations. target situations.
Menu of Skills by Topic Menu of Skills by Topic AreaArea
Prerequisites to learning from others:Prerequisites to learning from others: Joint AttentionJoint Attention Receptive language (intra-verbalsReceptive language (intra-verbals))
Core Conversational Skills (Responding and Core Conversational Skills (Responding and Initiating)Initiating)
Play and working cooperativelyPlay and working cooperatively Understanding Yours and Others’ FeelingsUnderstanding Yours and Others’ Feelings Conflict resolution/Assertiveness/Teasing Conflict resolution/Assertiveness/Teasing Friendship to DatingFriendship to Dating Employment SkillsEmployment Skills