Social Observational Learning What is it? How do we get there? And, how can it shape my instruction?

Methods of learning Shaping Incidental Trial and Error Direct Instruction Communication Shaping Incidental e.g., Learning to Ride a bike, swim Direct Reinforcement—become more effective, more efficient Trial based Discrete trials e.g., Sight words e.g., Basic math facts Direct Reinforcement— contrived social reinforcement Trial based Joint attention Must have prerequisite language skills e.g., “This is a square” Direct reinforcement— contrived social reinforcement

Higher order methods of learning Re-combinative Generalization Social Observational Learning Combination of separate learned responses Transfer of learned response to new environment e.g., crossing a street in new city Direct reinforcement Generalized Imitation Delayed Discrimination Responses e.g., “I watch, I can do later” Intermediate monitoring response Transfer of learned contingency (generalized response) NO Direct Reinforcement of behaviors in the learning process

Learning methods: Similarities and differences Trial and Error Verbal/Communication Direct Instruction Re-combinative Generalization Social Observational Learning Similarities Content What else? Differences Procedural

Objectives Define Social Observational Learning Identify its prerequisite skills Set up lessons to develop prerequisite skills Set up lessons to develop social observational learning Develop extension activities

New Place? What do you do? Foreign Country Start at a new school Go to an event for the first time First time to a restaurant Slow down Stay on the periphery Watch others Then ask questions As you learn more you ask more specific questions

Social Observational Learning—Think of it as….. Learning without direct instruction Although, can be combined with Learning by watching others Learning by modeling/imitation of others May be delayed May not be in the original environment

SOL: Prerequisite skills Joint Attention 2 or more people are attending to the same thing Can be initiated thru eye gaze, body orientation, gestures, or communication Generalized Imitation Skill that allows a person to imitate what they observe without direct feedback Motor skills, verbal skills No thought involved except to coordinate movements

Joint Attention Skills: Let’s teach them Eye gaze shift Gestures Proximal point Distal point Body language Direct communication I SPY….. Verbally Visually (icons)

How do we get students to initiate or increase joint attention initiations? Pair yourself with a known reinforcer You present it You interact while reinforcer is present Non-contingent reinforcement (NCR) Give the reinforcer freely and often When staff become conditioned reinforcers (students know you give reinforcement), then Give tangibles Have history of social experiences Students are more likely to initiate bids of joint attention

How would joint attention skills help a student? Increase opportunities for social reinforcement Increase ability to develop social skills Increase communication skills Increase opportunities for social observational learning WHY??

Generalized Imitation Skills: Let’s teach them Imitation Drills Gross, Fine 2-step With objects Lengthen the routine Delayed Imitation Time between the presentation of the skill and when the target student needs to complete it Cross-Modal Two-step or mixed trials Gross, fine, oral, verbal, object, ….finer discriminations within mode Goal is to require more attention from student both to detail and to time given Follow the leader

How would generalized imitation skills help a student? Base skill for all other learning Allows staff to break any skill down and demonstrate thru modeling Allows student to enter completely new environments and immediately contact success/effectiveness in the environment Allows student to learn thru social learning (WHY??)

Social observational Learning: Let’s teach it SET IT UP Make it systematic: Routine or procedural-based Teach reflection: Higher order thinking about how you watch others, how you copy them when they are successful, or how you retain it to use at another time Practice it daily

Social Observational learning Practice it Direct instruction with models, video models, turn-taking Incorporate with other skills Teach re-combinative generalization: Higher order discussions about how they can use this skill in their daily lives Students need to come up with examples and then chart the examples

Benefits of social observational learning Increase independence Decrease prompt dependency Peer Models Collaboration Reduce instruction time Maximize learning opportunities Acquire new skills without explicit instruction Procedural Knowledge that can be applied in all settings

Applications of social observational learning Small group instruction Successive peer instruction (one at a time/around the world) Content-based instruction Procedural-based instruction Taking turns Make it a game (grid game) Small groups can take successive turns OF COURSE DISCUSS THEIR THINKING AFTERWARDS AND MAKE THEM AWARE OF THIS PROCESS

Implications for Social Observational Learning New skills are acquired and become more complex and acute or precise over time The more we practice, the more precise a skill becomes the more “automatic”—thought revolving the use of skill seems to become unnecessary (riding a bike) This is also true for social learning Imitating others helps shape our behavior, language, vernacular, dialect, social skills (observable behavior) And in turn, it shapes our thoughts patterns, emotions, choices, problem- solving, etc.

Extension activities Problem-solving in new situations Empathy Collaboration/Cooperation with peers Visualization, reflection Planning, predicting Stress awareness Reflection activities after a lesson is complete

Questions/discussion?