Teaching Social Skills Across Multiple Settings Brittany N. Bates, LSSP

Questions That Need Answers Who needs social skills instruction? What types of social skills needs exist? What are the levels of acquisition? In what settings can we present social skills instruction?

Who needs social skills instruction? Text BRITTANYBATE931 to 37607 Students who receive Special Education services AND those in General Education Taking ownership of ALL students is important.

Differences to Consider Executive functioning deficits may be more prevalent in students with a disability. Inhibition Self-awareness Working memory (verbal & nonverbal) Self-motivation Self-regulation Planning and problem-solving

Self-regulation & Inhibition Motor inhibition Verbal inhibition Impulsive cognition Impulsive motivation Emotional dysregulation

What types of social skills needs exist?

Arnold Golstein’s reasons for social skills deficits They don’t know another way to (re)act. They know other ways to behave but haven’t had enough practice for competence. They tried another way, but it didn’t work the first time. Tension and anxiety interfere.

What are the levels of acquisition? Maintenance/Generalization Fluency Acquisition

In what settings can we present social skills instruction? ANY & ALL!

What does the “hidden curriculum” look like? Let’s get to it!

Explicit Instruction Does the student HAVE the skill? Requires: Defining Modeling Drilling and repeated practice Incorporate behavioral principles Try group incentives Consider response cost When providing skill instruction, the following are important: Explain the importance AND the skill Illustrate (with an activity, role-play, video modeling, etc.) Practice Can be whole group or small group, but peer models are important

Collaborative Instruction The instruction is not useful if it cannot be practiced across providers Everyone needs to be involved! Ideas: Home-school communication Shared documents or threads with updates Check-in meetings Target a different skill for designated amounts of time

Specific Strategies for Social Skills Instruction

Targeting Impulse Control Catch him/her engaging in positive behavior and provide praise. Model your thought process. Use visual reminders. Tootling/Positive Peer Reports

Incidental Teaching The speed with which you address the behavior/skill is important Social Behavior Mapping Social Autopsies Problem-solving training

For Reflection & Problem-Solving Circles For Teaching For Reflection & Problem-Solving Allows for instruction to be received without distraction Allows for role-playing Allows for honesty, respect, and openness Allows for honesty, respect, and openness Requires guidelines, identification of values, and use of the talking piece Requires a strong and creative facilitator Incorporates agreement and gauging of readiness

Other Strategies Classroom jobs Group activities with assigned roles Pen Pals Books/Students can write their own stories Model manners Games Group activities with assigned roles Big Buddies Class meeting (can be similar to circles) Step-by-step visuals

Resources Pinterest & Google! Staff trained in areas related to behavior 101 Ways to Teach Children Social Skills http://www.socialskillscentral.com/free/101_Ways_Teach_Children_Social_Skills.pdf What Works When With Children and Adolescents Think Good – Feel Good Socially ADDept Second Edition: Teaching Social Skills to Children with ADHD, LD, and Asperger’s The Tough Kid Social Skills Book

Brittany N. Bates, LSSP brbates@pasadenaisd.org “It doesn’t matter what your pattern has been; all that matters is what you want it to become.” -Sarah Jakes Roberts