Teaching Social Skills:Second Steps and Similar

Programs

Teaching Social Skills:Second Steps and Similar

Programs

Bruce Stiller, Ph.D.

Behavior Must Be TaughtBehavior Must Be Taught

We believe behavior should be We believe behavior should be taughttaught -- -- the same way we teach reading and the same way we teach reading and other academic skillsother academic skills

We identify the correct skill; we model We identify the correct skill; we model it; we differentiate the correct behavior it; we differentiate the correct behavior from the most common errors; we from the most common errors; we practice to mastery; we reinforce practice to mastery; we reinforce correct responses at a high rate initially correct responses at a high rate initially and then intermittently, and we correct and then intermittently, and we correct errors by reteaching the skillerrors by reteaching the skill

Basic Format for Basic Format for Teaching Social Skills in Teaching Social Skills in

Second StepsSecond Steps Broad Skill areas or “units” are Broad Skill areas or “units” are

identified. Examples: Empathy identified. Examples: Empathy Training; Impulse Control; Problem Training; Impulse Control; Problem Solving; Anger Solving; Anger Management/Assertiveness; Management/Assertiveness; Friendship Skills Friendship Skills

Social Stories/Discussion to generate Social Stories/Discussion to generate thought/interestthought/interest

Use of Role Play to teach/practice new Use of Role Play to teach/practice new skills or “replacement behaviorsskills or “replacement behaviors””

Whole Class v. Targeted Whole Class v. Targeted GroupGroup

Teaching an entire class is likely to Teaching an entire class is likely to impact the behavior ofimpact the behavior of Green ZoneGreen Zone students who need minimal students who need minimal instruction. It is not likely to instruction. It is not likely to impact the behavior of impact the behavior of Yellow Yellow or or Red Red Zone Zone studentsstudents

To impact To impact Yellow ZoneYellow Zone students, use students, use a small group format to allow time a small group format to allow time for lots of practice for each student. for lots of practice for each student.

Key Considerations for Key Considerations for Targeted Group Targeted Group

InstructionInstruction Do not teach to an entirely Do not teach to an entirely

homogenous group. It can be homogenous group. It can be extremely difficult to establish a extremely difficult to establish a prosocial group normprosocial group norm if all of the if all of the students have moderate to severe students have moderate to severe rates of antisocial behaviorrates of antisocial behavior

Include Include “prosocial plants”“prosocial plants” (students (students who are leaders and good role who are leaders and good role models)models)

Key Considerations for Key Considerations for Targeted Group Targeted Group

InterventionIntervention ForFor Green ZoneGreen Zone students, the students, the

instruction itself, with occasional re-instruction itself, with occasional re-teaching at “instructional moments” teaching at “instructional moments” will often get resultswill often get results

For For Yellow ZoneYellow Zone students, the Social students, the Social Skills instruction will most likely need Skills instruction will most likely need to dovetail with a Behavior Support to dovetail with a Behavior Support Plan such as CICOPlan such as CICO

For For Red Zone Red Zone students, the Social Skills students, the Social Skills instruction will almost certainly need to instruction will almost certainly need to be integrated into a Behavior Support be integrated into a Behavior Support PlanPlan

Getting Instructional Getting Instructional ControlControl

Establish group rules and a Establish group rules and a prosocial normprosocial norm during the during the first class meetingfirst class meeting

Use and model research Use and model research validated validated behavior behavior management management strategiesstrategies

Basic Management Basic Management StrategiesStrategies

Expectations and routines are explicit and clearExpectations and routines are explicit and clear Expectations and routines have been practiced Expectations and routines have been practiced

to masteryto mastery Students receive high rates of positive feedback Students receive high rates of positive feedback

- once approximately every 5-10 minutes- once approximately every 5-10 minutes Ratio of positive to corrective feedback is at Ratio of positive to corrective feedback is at

least 4:1least 4:1 Frequent review of expectations -- especially Frequent review of expectations -- especially

following a bad dayfollowing a bad day Routines are efficientRoutines are efficient Instruction flows at a good pace. There is a Instruction flows at a good pace. There is a

minimum of “dead air”minimum of “dead air”

Making it Come AliveMaking it Come Alive

Preview the lessons -- choose the Preview the lessons -- choose the ones from that are appropriately ones from that are appropriately paced for your particular paced for your particular students. Modify as appropriatestudents. Modify as appropriate

Pacing -- keep it moving fast Pacing -- keep it moving fast

during the discussion phaseduring the discussion phase

Role PlayingRole Playing

Reserve adequate time for role playing.Reserve adequate time for role playing. Repeat the lesson as many times as necessary Repeat the lesson as many times as necessary for students to become skilled at role playingfor students to become skilled at role playing

Generate role plays that are meaningful Generate role plays that are meaningful for your class.for your class. Think about the common Think about the common errors you have seen your students make in errors you have seen your students make in contextcontext

Invite students to brainstorm some Invite students to brainstorm some common scenarios that apply to the skill common scenarios that apply to the skill being taught, and use those scenarios for being taught, and use those scenarios for your role playsyour role plays

Role PlayingRole Playing

Model the Positive Model the Positive Example firstExample first. .

Model the Most Common Model the Most Common Errors only after the Errors only after the prosocial skill has been prosocial skill has been modeledmodeled

Role PlayingRole Playing

Student Role PlaysStudent Role Plays -- -- Teacher Teacher plays antagonist; students plays antagonist; students volunteer to play “hero”.volunteer to play “hero”.

Students may Students may notnot play the play the antagonist in front of the classantagonist in front of the class

Role PlayingRole Playing

Feedback:Feedback: Provide behavior Provide behavior specific positive feedback to each specific positive feedback to each studentstudent

Students may provide positive Students may provide positive feedback only.feedback only. Precorrect for thisPrecorrect for this

Feedback:Feedback: Only the teacher may Only the teacher may provide constructive, corrective provide constructive, corrective feedbackfeedback

Practice to MasteryPractice to Mastery

Transfer to Natural Transfer to Natural SettingsSettings

TransferTransfer will not occur unless you will not occur unless you program for transferprogram for transfer

PrecorrectPrecorrect students prior to students prior to activities where this is high activities where this is high probability of errorsprobability of errors

ReteachReteach the appropriate skill in the appropriate skill in context. “context. “my turn” “your turn”my turn” “your turn”

Transfer to Natural Transfer to Natural SettingsSettings

Integrate Social Skills instruction into Integrate Social Skills instruction into a Behavior Intervention Plan (BIP)a Behavior Intervention Plan (BIP)

Attach contingenciesAttach contingencies to the students to the students

using the replacement behaviors (student using the replacement behaviors (student earns point for trying; student earns earns point for trying; student earns consequences for refusal)consequences for refusal)

Catch Students Being Good Catch Students Being Good (you never (you never know when you get a surprise)know when you get a surprise)

Functional Behavior Theory

Behavior is purposeful (there is a payoff, a maintaining consequence)Behavior is predictable (patterns)Behavior is changeable if we can make it:

Irrelevant (not triggered)Inefficient (not easiest way to get payoff)Ineffective (not rewarded)

Obtain or getobjects, activitiespeer attentionadult attentionchoices (control)

Avoid or Escapetask, activitypeersadults

Common Functions of Behavior

Teaching a Prosocial Teaching a Prosocial Replacement BehaviorReplacement Behavior

Identify an appropriate behavior that will Identify an appropriate behavior that will get the student the get the student the same thingsame thing that the that the inappropriate behavior currently gets inappropriate behavior currently gets him/her.him/her.

ModelModel the replacement behavior the replacement behavior Have student Have student practice to masterypractice to mastery When the opportunity arises in the “real” When the opportunity arises in the “real”

setting, setting, promptprompt the replacement behavior the replacement behavior ReinforceReinforce the student’s attempt to use the student’s attempt to use

the replacement behaviorthe replacement behavior

Identify the “Replacement” Identify the “Replacement” BehaviorBehavior

An appropriate Replacement Behavior:An appropriate Replacement Behavior: Serves the same functionServes the same function as the as the

problem behaviorproblem behavior The replacement behavior is a member of The replacement behavior is a member of

the same response class as the problem the same response class as the problem behaviorbehavior

Is as, or more efficientIs as, or more efficient than the than the problem behaviorproblem behavior physical effort, schedule of reinforcement, physical effort, schedule of reinforcement,

time to reinforcementtime to reinforcement Is socially acceptableIs socially acceptable

Which of the Following are Which of the Following are Appropriate Replacement Appropriate Replacement

Behaviors?Behaviors?

Jason is nine and Jason is nine and criescries when asked to do when asked to do difficult tasks. The crying is maintained difficult tasks. The crying is maintained by avoiding or escaping the tasks.by avoiding or escaping the tasks.

Possible Replacement Behaviors:Possible Replacement Behaviors: More rewards for doing tasksMore rewards for doing tasks Asking for a break from tasksAsking for a break from tasks Asking to do something other than the Asking to do something other than the

taskstasks Requesting adult attentionRequesting adult attention Asking to have soda after tasks are doneAsking to have soda after tasks are done

Which of the Following are Which of the Following are Appropriate Replacement Appropriate Replacement

Behaviors?Behaviors?

Jason is nine and Jason is nine and criescries when asked to do when asked to do difficult tasks. The crying is maintained difficult tasks. The crying is maintained by avoiding or escaping the tasks.by avoiding or escaping the tasks.

Possible Replacement Behaviors:Possible Replacement Behaviors: More rewards for doing tasksMore rewards for doing tasks Asking for a break from tasksAsking for a break from tasks Asking to do something other than the Asking to do something other than the

taskstasks Requesting adult attentionRequesting adult attention Asking to have soda after tasks are doneAsking to have soda after tasks are done

Which of the Following are Which of the Following are Appropriate Replacement Appropriate Replacement

Behaviors?Behaviors?

Leslie is 12, has severe intellectual Leslie is 12, has severe intellectual disabilities, does not use words, and disabilities, does not use words, and hits hits her headher head. Head hitting is maintained by . Head hitting is maintained by adult attentionadult attention during work periods. during work periods.

Which is the best Replacement Which is the best Replacement BehaviorBehavior hide under her desk and be ignoredhide under her desk and be ignored sign for “more” to another studentsign for “more” to another student take completed work up to show the take completed work up to show the

teacherteacher move to sit by another studentmove to sit by another student engage in stereotypiesengage in stereotypies

Which of the Following are Which of the Following are Appropriate Replacement Appropriate Replacement

Behaviors?Behaviors?

Leslie is 12, has severe intellectual Leslie is 12, has severe intellectual disabilities, does not use words, and disabilities, does not use words, and hits hits her headher head. Head hitting is maintained by . Head hitting is maintained by adult attentionadult attention during work periods. during work periods.

Which is the best Replacement Which is the best Replacement BehaviorBehavior hide under her desk and be ignoredhide under her desk and be ignored sign for “more” to another studentsign for “more” to another student take completed work up to show the take completed work up to show the

teacherteacher move to sit by another studentmove to sit by another student engage in stereotypiesengage in stereotypies

Student Name: Jason S. Date: 5/1/05

BEHAVI OR SUPPORT PLAN: COMPETING BEHAV IOR PATHWAY

ConsequencePeers back off -- discontinueteasing

AntecedentTeasing orother negativepeerinteractions

Setting EventOverweight --contributes tooverreactions/lackof confidence

Alternative Behavior"This is insulting. Iwant it to stop"

Problem BehaviorDisruptive --throwing things;loud; noncompliant

Desired BehaviorInitiates positive

interactions with peers-- joins in activities ofmutual interest; etc.

ConsequencePositive attentionfrom peers

FunctionEscapeunwantedpeer att.

Behavior Support PlanBehavior Support PlanJason S.Jason S.

Setting Event Strategies (make the problem behavior irrelevant)Setting Event Strategies (make the problem behavior irrelevant)Build self esteem by giving the student a role in which he can excel. He is a Build self esteem by giving the student a role in which he can excel. He is a good student. Pair him with a student who is not as academically able.good student. Pair him with a student who is not as academically able.

Behavior Teaching Strategies (make the problem behavior inefficient)Behavior Teaching Strategies (make the problem behavior inefficient)

Teach student a replacement behavior that accomplishes the same thingTeach student a replacement behavior that accomplishes the same thing

the problem behavior accomplishes. 3 half hour sessions with school the problem behavior accomplishes. 3 half hour sessions with school

counselor on anger management, leading to the replacement behavior:counselor on anger management, leading to the replacement behavior:

““this is insulting. I want it to stop” Prompt this behavior when he becomes this is insulting. I want it to stop” Prompt this behavior when he becomes agitated.agitated.

Reinforcement Strategies (make the replacement behavior more Reinforcement Strategies (make the replacement behavior more rewarding)rewarding)

Student earns the class 5 minutes free time on Friday for each day he gets Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.through class without an anger outburst.

And Now for Extra Fun And Now for Extra Fun ….….

Play the Play the Concentration GameConcentration Game Teaches students to ignore Teaches students to ignore

distractionsdistractions Students learn not to reinforce Students learn not to reinforce

inappropriate behavior of peersinappropriate behavior of peers Efficient use of timeEfficient use of time A truly fabulous reinforcer!!!A truly fabulous reinforcer!!!

Social Skills ProgramsSocial Skills Programs Second StepsSecond Steps -- Committee for Children -- Committee for Children

1-800-634-4449 www.secondstep.org/1-800-634-4449 www.secondstep.org/ Steps to RespectSteps to Respect -- Committee for -- Committee for

Children 1-800-634-4449 Children 1-800-634-4449 www.cfchildren.org/www.cfchildren.org/

Be CoolBe Cool -- James Stanfield Co., Inc. -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm

Tools for Teaching Social Skills in Tools for Teaching Social Skills in SchoolSchool -- Hensley, Dillon, Pratt, Ford, & -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95Burke 2005, Boys Town Press $29.95