Beckie Rotondo, M.Ed.

At the end of today’s workshop, participants will be able to:

1. Work within a framework to teach social skills that includes: Assessment Grouping students Lesson design Instruction Generalization techniques

2. Provide specific interventions for addressing challenging behaviors related to social skills

3. Be able to write a social story

The rules and expectations that allow us to connect to others Implicit and explicit rules are everywhere Many social difficulties are related to difficulty in deriving

information from the environment Social skills are easily noticed when they are lacking….not

noticed when they are adequate Major areas of deficit: receptive and expressive

communication, inferring others’ mindsets, abstract thinking, understanding of self, perspective

Ability to get needs met through appropriate and socially accepted means

Ability to share thoughts and feelings Ability to participate in social activities with

independence

Having a social deficit is like being “monkey in the middle”

We are impaired in our understanding of their behavior, just as they are in ours

Temple Grandin-The difference between “us” and “them” (Autistics and Typicals) is compared to automobiles and trains.

The problem is that we make individuals with social deficits drive on highways instead of tracks.

Often misinterpreted by teachers and other adults as being rude or behavior problems

Highly personal Constantly changing based on who, where, when,

etc. Other people and their perceptions are the “typical”

intangible reinforcers for social skills-many students with disabilities do not find these reinforcing

Most social skills curriculums fail because they are too specific and not generalized.

For example: Do we always say please and thank you? Then why do we teach it?

1. Excess behaviors: skills demonstrated TOO much such as interrupting, refusing to compromise, imposing rules

2. Deficit behaviors: skills demonstrated TOO little such as failing to initiate, ignoring others feelings, not greeting others

Social skills should be of equal priority to children with disabilities as other academic or communication skills

Social gap widens with time Students who are included often stand out

because of social skills defecits

Who should receive social skills instruction?

Directly and incidentally In small groups Everyday in a self-contained classroom 1-2 times/week for pull-out sessions

Determine Readiness Group Members Identify skills Social competence is essential. All persons (school staff, family members, and friends) assume

responsibility when teaching social competence. Multiple appropriate opportunities and settings need to be

provided to practice a range of skills with sufficient support for each child. No one size fits all.

Consistent level of receptive language ability if possible Grouping by ability is generally more successful than grouping

strictly by age For older students, boys groups and girls groups may be

appropriate Maintain group of 4-7 students Whole Class Design: begin with large group and break into

small groups with another adult or independent activity

Determining What Social Skills to Teach

Get to know your student Use assessment tools/scales

– To determine present level of performance and current strengths and limitations

– To decide what skills to teach.– To encourage everyone to focus and prioritize skills for

practice and reinforcement at school and home – These are completed by those persons who know the

student and their levels of need best.

Examples of Social Skills Assessments

Gresham and Elliot: Social Skills Improvement System Rating Scales (standardized for ages 3-18)

Baker: Social Skills Menu Bellini: Autism Social Skills Profile Quill: Social Skills Checklist Coucouvanis: Profile of Social Difficulty

Consider teaching basic skills first

using greetings/farewells requesting help/assistance starting/ participate in/ending a conversation joining in/inviting others to participate giving a compliment following directions staying on task dealing with mistakes dealing with anger waiting getting along with others such as attending, responding, being a good sport,

compromising, showing initiation with others, cooperating, and being flexible

Select skills to teach

What is the easiest skill for students to use? Is the skill practical or socially important? Is the skill reasonable for the student to learn

right now? Is it a social problem? Does the student view it as important?

Sally Chappel, VDOE Region 5 T/TAC (December 2008)

Play Schedules Incidental Teaching Picture Stories Peer Modeling/Coaching Social Stories Power Cards Social Cards

Can teach sequence of 1 skill. Take photos of each step to build Mr. Potato Head, put photos on a ring. Teach student to learn the steps=independent play.

Can create a schedule based on play activities to prevent repetitive play with one item or “wandering” during play time

Teach as it occurs, rather than a structured lesson Goal=Amplify social environment so the student

picks up on socials cues in environment Use visual aids and reinforcement Examples: red card/green card on desk to show

when it is ok to talk and not in class, turn card to denote turns

Often not enough but should be a part of social skills instruction

Depict children demonstrating various social skills Presented like a cartoon strip composed of digital pictures to denote

what children are saying/thinking as they engage in a skill Go through each page of the story initially with student Then have the student answer questions such as “What is happening

here?” etc. For students who cannot answer, ask them to “Show me the picture

where…” Have students actively participate in making the story by posing for

pictures Assemble the story and use text to express verbalizations and

thoughts. Use different colors to illustrate this discrepancy Can be made into a game to practice putting in order, matching, etc.

Can be set up for students who are in inclusive settings

All children in class assigned a buddy and rotated daily

Class trained in: staying with, playing with, talking to buddies

Names of buddies who follow the system rules placed in a draw for small daily prize

A social story is the product that represents a process

Social stories simplify social information that many other students gather from the environment

Each story is defined by specific guidelines and characteristics

Individualized for students

Most are written in response to individual situations that are problematic

BUT, they can also be used to highlight things a student does well

Therefore, allowing the student to see both sides It is recommended that the first story ever done with

a child is based on something they do well

4 basic sentence types:DescriptivePerspectiveDirectiveAffirmative

Truthful, observable statements of fact Answers the wh- questions that guide the

development– My name is ---– Many children like to play on the playground– Sometimes, my grandmother reads to me.

Describe a person’s internal state including feelings, beliefs, opinions

used to describe OTHER people– My teacher knows about math.– My sister likes to play the piano.– Some children work so hard that they will finished

before lunch.

Identify a suggested response or choice Direct the student’s behavior Consider literal interpretation!

– I will try to stay in my chair.– I may ask for a hug.– I can choose the monkey bars, swing or slide.

Stresses the important point, affirm the student

Immediately follow another sentence type– Most people eat dinner before dessert. That is a

good idea.– The toilet makes a sound when I flush it. This is

okay.

2-5 descriptive, affirmative or perspective sentences

for every 1 directive

Picture the goal Gather information Tailor the text-write in first person, answer “wh”

questions, positive language, literal accuracy, avoid “anxious” words, visual supports, reflect interest

Teach with the title-does not address behavior, but rather reinforces important information

The more complex the issue, the shorter the story should be Quiet and calm place Introduce simple and straightforward “I wrote you a story” Student can draw pictures Have others read to them Common sense dictates review You may not want to fade a social story (does anyone take

away our calendars?) Many students build up folders of their stories and refer back as

needed (assembly days, trips, etc.)

Tips for Teaching a Social Story

Example of a Social Story

Mrs. Smith usually talks to the class from the front of the room. Sometimes she talks to all of the children from another place. She does this when she wants to talk to all of the children at the same time. This saves time for Mrs. Smith and for the children. She usually starts by saying, “Class, listen….” This means it is time for me and everyone else to listen. It is important to try to listen to Mrs. Smith when she is talking to the class

Non-example

Mrs. Smith talks to the class from the front of the room. I have trouble listening to Mrs. Smith and knowing when it is time to listen. I will try to listen. I will try to keep my hands to myself.

Power Cards

Using a favorite character to make a point Small-could fit in pocket or lunch bag Easy to pull out and use during difficult times Meant to be read every day Prevention/intervention

(Kathy Morris)

Examples

Tiger Woods began playing golf at an early age. He won his first competition at the age of 8. Tiger had to work hard and practice often. His persistence paid off. He became the youngest player ever to hold the number one position in the sport of golf.

I will try to be like Tiger and work hard at what I want to accomplish.

Example

Sometimes Dora likes to be alone. However, because she is Dora the Explorer, she may have people around her who are helping her to explore.

I will be like Dora the Explorer. There may be people around me. I will remember that they are trying to help me. I will not get upset or run away because they are helping me.

Social Cards

When going to someone’s house:

1. Ring the doorbell.

2. Wait for someone to answer the door.

3. Wait for permission to enter house.

Or

Leave if you do not have permission to enter of if no one answers the door.

30-40 minute session New skill introduced each week and

practiced throughout the week Sessions should consist of direct instruction

as well as less structured practice time

Sample Lesson Outline

Talk Time-Begin with a few minutes of open time for students to interact. This is a time when the instructor can observe skills taught previously. For students with conversation deficits, use an item within sight to prompt conversation

Skill Time-This is the direct instruction of the target skill. Skills should be broken down and develop a “statement” for each skill. Students should be able to identify examples and non-examples of the skill through modeling, video, pictures, etc.

Game Time/Practice-This is the time where skills are practiced. Use of games is most appropriate. Play skills using toys, turn taking using board games, more abstract concepts through game show format

token economy should be established for students during social skill instruction-play money, marble jar, etc.

Should be easily transferable to various settings When target skill is displayed, all staff involved should be

aware and able to reinforce with token Instructor can then review these tokens when group

reassembles Involve parents and other staff- “Here’s the Scoop” Have students keep folder for social skills materials in desk-

binders of stories Use key words/phrases and inform all who interact with student

Specific Interventions for Common Concerns

Personal Space Conversation Hallway Rating Scales

“Space Invader” statement Teach that space invaders get too close to

another person OR their belongings Visualize with hula hoops Social story

Script how to start a conversation Have student list likes/dislikes of peers to

identify what they want to talk about 2 question rules Conversation boxes to practice and illustrate

whose turn

This is a skill that needs to be taught and not assumed

Teach rules in classroom Practice when time is available-not when you

are on your way somewhere Use visuals in the hallway Station other staff members around school

Teach students to rate behavior 1-5 Rating scales change for each skill, define

with words/pictures Identify which number is ideal for specific

skill Use rating scale visual to prompt response

Hidden Curriculum

Unstated rules or customs that make the world a confusing place

Rules or guidelines that are often not directly taught but are assumed to be known– impacts social interactions, school performance,

safety– Idioms, metaphors, slang—things most people

“just pick up”

The Hidden Curriculum

Do you have the time? I should have told you, but…

Get off my back! It should be obvious that…

Do not pick you nose! Everyone knows that…

Shut up! Common sense tells us that…

Get out of here! No one ever…

Feeling blue

Put a lid on it!

Talk to the hand!

Hit the road!

You’re on fire!

Bathroom Rules

Pull up your pants before coming out of the stall

Do not talk about what you did in the bathroom

Boys-don’t talk to others around you Boys-when using the urinal, unzip your

pants, don’t pull them all the way down

Birthday Parties

Do not ask to be invited Birthday parties may not be on the actual

birthday Buy a present that they would like, not what

you like Only the person whose birthday it is gets to

blow out the candles

Social Skills Training” Jed E. Baker “Tools for Teaching Social Skills in School” Michele Hensley www.tinsnips.org http://jillkuzma.wordpress.com/ www.speakingofspeech.com www.speakingofspeech.com/Social_Skills_Pragmatics.html http://www.ccsd.edu/LittleTor.cfm?subpage=1804 http://www.fcps.edu/ss/its/howtos/socstor/socstories.htm http://skillbuildingbuddies.com/category/video/social