2. Teaching Social Skills: Second Steps and Similar Programs Bruce Stiller, Ph.D.

3. Behavior Must Be Taught We believe behavior should be taught -- the same way we teach reading and other academic skills We believe behavior should be taught -- the same way we teach reading and other academic skills We identify the correct skill; we model it; we differentiate the correct behavior from the most common errors; we practice to mastery; we reinforce correct responses at a high rate initially and then intermittently, and we correct errors by reteaching the skill We identify the correct skill; we model it; we differentiate the correct behavior from the most common errors; we practice to mastery; we reinforce correct responses at a high rate initially and then intermittently, and we correct errors by reteaching the skill

4. Basic Format for Teaching Social Skills in Second Steps Broad Skill areas or “units” are identified. Examples: Empathy Training; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills Broad Skill areas or “units” are identified. Examples: Empathy Training; Impulse Control; Problem Solving; Anger Management/Assertiveness; Friendship Skills Social Stories/Discussion to generate thought/interest Social Stories/Discussion to generate thought/interest Use of Role Play to teach/practice new skills or “replacement behaviors” Use of Role Play to teach/practice new skills or “replacement behaviors”

5. Whole Class v. Targeted Group Teaching an entire class is likely to impact the behavior of Green Zone students who need minimal instruction. It is not likely to impact the behavior of Yellow or Red Zone students Teaching an entire class is likely to impact the behavior of Green Zone students who need minimal instruction. It is not likely to impact the behavior of Yellow or Red Zone students To impact Yellow Zone students, use a small group format to allow time for lots of practice for each student. To impact Yellow Zone students, use a small group format to allow time for lots of practice for each student.

6. Key Considerations for Targeted Group Instruction Do not teach to an entirely homogenous group. It can be extremely difficult to establish a prosocial group norm if all of the students have moderate to severe rates of antisocial behavior Do not teach to an entirely homogenous group. It can be extremely difficult to establish a prosocial group norm if all of the students have moderate to severe rates of antisocial behavior Include “prosocial plants” (students who are leaders and good role models) Include “prosocial plants” (students who are leaders and good role models)

7. Key Considerations for Targeted Group Intervention For Green Zone students, the instruction itself, with occasional re-teaching at “instructional moments” will often get results For Green Zone students, the instruction itself, with occasional re-teaching at “instructional moments” will often get results For Yellow Zone students, the Social Skills instruction will most likely need to dovetail with a Behavior Support Plan such as CICO For Yellow Zone students, the Social Skills instruction will most likely need to dovetail with a Behavior Support Plan such as CICO For Red Zone students, the Social Skills instruction will almost certainly need to be integrated into a Behavior Support Plan For Red Zone students, the Social Skills instruction will almost certainly need to be integrated into a Behavior Support Plan

8. Getting Instructional Control Establish group rules and a prosocial norm during the first class meeting Establish group rules and a prosocial norm during the first class meeting Use and model research validated behavior management strategies Use and model research validated behavior management strategies

9. Basic Management Strategies Expectations and routines are explicit and clear Expectations and routines are explicit and clear Expectations and routines have been practiced to mastery Expectations and routines have been practiced to mastery Students receive high rates of positive feedback - once approximately every 5-10 minutes Students receive high rates of positive feedback - once approximately every 5-10 minutes Ratio of positive to corrective feedback is at least 4:1 Ratio of positive to corrective feedback is at least 4:1 Frequent review of expectations -- especially following a bad day Frequent review of expectations -- especially following a bad day Routines are efficient Routines are efficient Instruction flows at a good pace. There is a minimum of “dead air” Instruction flows at a good pace. There is a minimum of “dead air”

10. Making it Come Alive Preview the lessons -- choose the ones from that are appropriately paced for your particular students. Modify as appropriate Preview the lessons -- choose the ones from that are appropriately paced for your particular students. Modify as appropriate Pacing -- keep it moving fast during the discussion phase Pacing -- keep it moving fast during the discussion phase

11. Role Playing Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing Reserve adequate time for role playing. Repeat the lesson as many times as necessary for students to become skilled at role playing Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context Generate role plays that are meaningful for your class. Think about the common errors you have seen your students make in context Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays Invite students to brainstorm some common scenarios that apply to the skill being taught, and use those scenarios for your role plays

12. Role Playing Model the Positive Example first. Model the Positive Example first. Model the Most Common Errors only after the prosocial skill has been modeled Model the Most Common Errors only after the prosocial skill has been modeled

13. Role Playing Student Role Plays -- Teacher plays antagonist; students volunteer to play “hero”. Student Role Plays -- Teacher plays antagonist; students volunteer to play “hero”. Students may not play the antagonist in front of the class Students may not play the antagonist in front of the class

14. Role Playing Feedback: Provide behavior specific positive feedback to each student Feedback: Provide behavior specific positive feedback to each student Students may provide positive feedback only. Precorrect for this Students may provide positive feedback only. Precorrect for this Feedback: Only the teacher may provide constructive, corrective feedback Feedback: Only the teacher may provide constructive, corrective feedback Practice to Mastery Practice to Mastery

15. Transfer to Natural Settings Transfer will not occur unless you program for transfer Transfer will not occur unless you program for transfer Precorrect students prior to activities where this is high probability of errors Precorrect students prior to activities where this is high probability of errors Reteach the appropriate skill in context. “my turn” “your turn” Reteach the appropriate skill in context. “my turn” “your turn”

16. Transfer to Natural Settings Integrate Social Skills instruction into a Behavior Intervention Plan (BIP) Integrate Social Skills instruction into a Behavior Intervention Plan (BIP) Attach contingencies to the students using the replacement behaviors (student earns point for trying; student earns consequences for refusal) Attach contingencies to the students using the replacement behaviors (student earns point for trying; student earns consequences for refusal) Catch Students Being Good (you never know when you get a surprise) Catch Students Being Good (you never know when you get a surprise)

17. 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)

18. Obtain or get objects, activities peer attention adult attention choices (control) Avoid or Escape task, activity peers adults Common Functions of Behavior

19. Teaching a Prosocial Replacement Behavior Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him/her. Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him/her. Model the replacement behavior Model the replacement behavior Have student practice to mastery Have student practice to mastery When the opportunity arises in the “real” setting, prompt the replacement behavior When the opportunity arises in the “real” setting, prompt the replacement behavior Reinforce the student’s attempt to use the replacement behavior Reinforce the student’s attempt to use the replacement behavior

20. Identify the “Replacement” Behavior An appropriate Replacement Behavior: An appropriate Replacement Behavior: Serves the same function as the problem behavior Serves the same function as the problem behavior The replacement behavior is a member of the same response class as the problem behavior The replacement behavior is a member of the same response class as the problem behavior Is as, or more efficient than the problem behavior Is as, or more efficient than the problem behavior physical effort, schedule of reinforcement, time to reinforcement physical effort, schedule of reinforcement, time to reinforcement Is socially acceptable Is socially acceptable

21. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: Possible Replacement Behaviors: More rewards for doing tasks More rewards for doing tasks Asking for a break from tasks Asking for a break from tasks Asking to do something other than the tasks Asking to do something other than the tasks Requesting adult attention Requesting adult attention Asking to have soda after tasks are done Asking to have soda after tasks are done

22. Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: Possible Replacement Behaviors: More rewards for doing tasks More rewards for doing tasks Asking for a break from tasks Asking for a break from tasks Asking to do something other than the tasks Asking to do something other than the tasks Requesting adult attention Requesting adult attention Asking to have soda after tasks are done Asking to have soda after tasks are done

23. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior Which is the best Replacement Behavior hide under her desk and be ignored hide under her desk and be ignored sign for “more” to another student sign for “more” to another student take completed work up to show the teacher take completed work up to show the teacher move to sit by another student move to sit by another student engage in stereotypies engage in stereotypies

24. Which of the Following are Appropriate Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior Which is the best Replacement Behavior hide under her desk and be ignored hide under her desk and be ignored sign for “more” to another student sign for “more” to another student take completed work up to show the teacher take completed work up to show the teacher move to sit by another student move to sit by another student engage in stereotypies engage in stereotypies

26. Behavior Support Plan Jason S. 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 good student. Pair him with a student who is not as academically able. Behavior Teaching Strategies (make the problem behavior inefficient) Teach student a replacement behavior that accomplishes the same thing the problem behavior accomplishes. 3 half hour sessions with school counselor on anger management, leading to the replacement behavior: “this is insulting. I want it to stop” Prompt this behavior when he becomes agitated. Reinforcement Strategies (make the replacement behavior more rewarding) Student earns the class 5 minutes free time on Friday for each day he gets through class without an anger outburst.

27. And Now for Extra Fun …. Play the Concentration Game Play the Concentration Game Teaches students to ignore distractions Teaches students to ignore distractions Students learn not to reinforce inappropriate behavior of peers Students learn not to reinforce inappropriate behavior of peers Efficient use of time Efficient use of time A truly fabulous reinforcer!!! A truly fabulous reinforcer!!!

28. Social Skills Programs Second Steps -- Committee for Children 1-800- 634-4449 www.secondstep.org/ Second Steps -- Committee for Children 1-800- 634-4449 www.secondstep.org/ Steps to Respect -- Committee for Children 1- 800-634-4449 www.cfchildren.org/ Steps to Respect -- Committee for Children 1- 800-634-4449 www.cfchildren.org/ Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm Be Cool -- James Stanfield Co., Inc. www.stanfield.com/conflict/htm www.stanfield.com/conflict/htm Tools for Teaching Social Skills in School -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95 Tools for Teaching Social Skills in School -- Hensley, Dillon, Pratt, Ford, & Burke 2005, Boys Town Press $29.95