MARION Tier II Social Skills Instructions

MARION Tier II Social Skills

Social Skills Instruction

Social Skills

• “Those behaviours which, within a given situation, predict important social outcomes for children.” Gresham, 1986
  • Interactive – require at least 2 people
  • maintained by social reinforcement
  • keep skills that work and discard those that don’t
• It is our responsibility to assess what skills most predict success in our students
  • direct observation
  • ask significant others

Teaching Social Skills:
Planning Requirements

1. Scheduling and Logistics
2. Generalization strategies
3. Group management strategies
4. Teaching
   • Delivery
   • Assessment

Scheduling and Logistics

• Must consider:
  • When to meet?
  • Where to meet?
  • Who are group participants?
  • How many participants?
  • What are relevant skills?
  • How long will this take?
  • Who will teach?

Scheduling and Logistics

CHECKLIST

Longfellow Elementary

• Marion Independent School District
  • 3,341 students across 6 buildings
• 1,100 homeschool program
• 2,241 brick and mortar
  • Cover 3.4 square miles
  • Cedar Rapids metro area (urban)
• Longfellow Elementary
  • 320 students across preschool through 2nd grade
• 39% free and reduced lunch
  • 205 students across kindergarten through 2nd grade
  • As of October 25, 2022
• Tier 1: 169 students 82.4%
• Tier 2: 14 students 6.8%
• Tier 3: 2 students 1%
  • Special Education: 20 students 9.7%
  • Total: 22 students 10.7%

Grant Wood Area Education Agency

• 73,000 students across 32 school districts in Iowa
• Mission: to ensure the success of all learners
• Provide many services to assist students
• Support PBIS through training and external coaching with on-site staff

Longfellow Elementary

• Student moves to Tier 2
  • 3 Behavior incident reports
  • Parent request
  • Teacher request
  • Student request
  • Evaluation
• Tier 2 Facilitator is Rachel Zaruba, School Counselor
  • Identifies students
  • Facilitates Tier 2 interventions
  • Data entry and evaluation
  • Provides instruction

Social Academic Instructional Groups (SAIG)

Milwaukee Public School Curriculum & Second Step Curriculum

1. Classroom Survival
   • This group focuses on “academic behavior skill”. Lessons include skills like listening, following directions, asking for help, making corrections, accepting consequences, etc. Students who received BIRs for disrespect, defiance, and/or inappropriate location may benefit from this SAIG
2. Emotional Management
   • This group focuses on “problem solving skills”. Lessons include skills like knowing, expressing, and recognizing feelings, calming down, dealing with accusations, staying out of fights, etc. Students who have received BIRs for disrespect, bullying, physical aggression, and/or inappropriate location may benefit from this SAIG.
3. Second Step In Review
   • This group focuses on “problem solving skills”. Lessons include skills like knowing, expressing, and recognizing feelings, calming down, dealing with accusations, staying out of fights, etc. Students who have received BIRs for disrespect, bullying, physical aggression, and/or inappropriate location may benefit from this SAIG.

Longfellow Elementary

• Milwaukee Public Schools SAIG Curriculum
• 9 lessons
• 20 minutes
• 2 days a week – 1 week a lesson
  • Day One – Direct Instruction & Examples
  • Day Two – Role Play & Activity/Game
• Committee for Children Second Step Curriculum
• 5 Lessons
• 20 Minutes
• 2 days a week – 2 weeks a lesson
  • Day one- Teaching Lesson
  • Day two- Teaching Lesson
  • Day three- Practice Activity
  • Day four- self application practice

Longfellow Elementary

• Participant Selection
  • 2-3 Students who…
  • Are good role models
  • May need a little extra help
  • Get along with with SAIG student
    = Total: 3 to 4 students

Generalization Strategies

• Must be planned for in advance
  • Before Training
  • During Training
  • After Training

What happens in group will not be sufficient to facilitate generalization!!

Generalization Strategies
Strategies To Use Before Training

• Make training setting look/feel like natural setting
• Train in the natural setting
• Target useful skills (likely to be reinforced by others)

Generalization Strategies
Strategies To Use During Training

• Use naturally occurring (real) examples within role plays (ask teachers for real examples)
• Use naturally occurring reinforcers (function!)
• Provide a range of useful skill variations

Generalization Strategies
Strategies to Use After Training (in the real world)

• Prompt students to display skill (Pre-Corrects)
• Set-ups (traps) for facilitating desired behavior
• Reinforce displays of skills in real world

Generalization Strategies

Involve others in the training and create opportunities for practice and reinforcement in the natural environment

Generalization Strategies

CHECKLIST

Generalization Is Difficult

• In Small Group
  • Examples and non examples
  • Role play
  • Teacher, student, observer
  • Go to location if possible
• In Classroom
  • Soft Start
  • Feedback on DPR
• School Wide
  • Feedback on DPR across context
  • Lunch/recess & specials teachers provide feedback on DPR
  • Linked PBIS language with Second Step & SAIG

Group Management Strategies

• Develop a set of group rules
  • focus on active participation
  • focus on instruction
• These students are likely to have some challenging behaviors
  • Good idea to have a system in place to start
• Develop tricks and strategies
  • For maintaining attention and desired behavior

Effective Instructional Practices and Student Success/Failure
Consider the degree to which teachers provide:

• Focus on students (time spent teaching)
• Opportunities to respond (OTR)
• Feedback

Group Management

• Teach a set of basic group rules in the first session
• Example:
  • Listen – look at the person who is talking and stay quiet
  • Participate – do what teacher tells you to do
  • Freeze – stop everything you are doing and become a statue
• Teach this as a lesson

Review Key Group Rules each session

Group Management

Basic Strategies

• Use frequent specific verbal praise
• Focus on positive
  • Provide reinforcement to those being positive
  • Redirect or ignore misbehavior as possible
• Point system
  • reinforcement for specific desired behaviors
  • Withholding for specific undesired behaviors
• Reminders and pre-correction

Acknowledgement!
Big Idea: Students need feedback to know whether they are right or wrong – teachers must provide it

Behavior Management

Focus on the Positive (praise and ignore)

Group Management Strategies

CHECKLIST

Longfellow Elementary

• RELATIONSHIPS
• Paw Prints
  • Specific positive acknowledgement
  • Specific corrective feedback
• 4 to 1 Ratio
• Seating Arrangement
• Daily Progress Report
• Lesson Structure
  • Day One – Teach
  • Day Two- Interact / Play

Teaching

• Teach same as you would any academic skill
  • teacher modeling of key skills
  • student practice with teacher guidance
  • individual practice with real examples
  • clear set up and advance organizer
  • model and demonstrate
  • facilitate high levels of engagement
  • guided practice
  • consistent and immediate feedback
  • review and assess

Lesson Components

• rule for why to use the key skill
• rule for when to use the skill
  • and for when not to use it
• set of useful skill variations
• natural examples

Introduce solutions to problem

model / demonstrate the skill

• teacher provides first model and questions students to assess for understanding
• only the teacher models incorrect responses
• select examples from natural context
• at least two positive demonstrations of each example

Teacher Models Negative Example

• Only the teacher models negative behavior – never the students
• Have students tell you why wrong and what bad things would happen as a result

Role play activities

• Focus on real examples
• Have student “think aloud”
• Teacher can provide coaching during lesson
• Teacher may need to prompt appropriate responses
• Involve all members of the group by assigning tasks / questions

Role Play Set-Up (use real examples)

• Engage all students by giving them jobs as judges during the role play
• Set up “judges”

Assess for Mastery

• Assess on untrained examples through role plays
• assess each student as often as possible (daily)
• request demonstration of skill whenever possible (verbally or role play)

CHECKLIST

Longfellow Elementary

• Follow curriculum for ”key skills”
• Real life examples
  • Both Counselor led and student led
• Extra games activities
  • Jenga, Connect 4, Chutes and Ladders, Uno, puzzles, etc

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Direct Link
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References

• International Sealing Distribution Association
• Center on PBIS | PBIS Leadership Forum

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