Embedding Social Skills Instruction into a Multi-tiered System of Supports Webinar

1. EmbeddingSocial Skills Instruction into a Multi-tiered System of Supports Webinar Sherry Schoenberg, Julie Erdelyi & Rebecca Lallier November 6, 2013

2. Webinar Logistics • Orient to Webinar Screen • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

3. Agenda • Best practices in teaching social skills within multi-tiered systems of support • Introduction to Social Cognition • Intro to Second Step Curriculum Within a Multi-tiered Framework

4. Why is Teaching of Social Skills Important? Research Links SEL to Higher Student Success • 23% gain in SE skills • 9% gain in attitudes about self/others/school • 9% gain in pro-social behavior • 11% gain on academic performance via • standardized tests (math and reading) • And Reduced Risks for Failure • 9% difference in problem behaviors • 10% difference in emotional distress Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.

5. Social Skills Basics Social skills curriculum must match the specific need. An ideal curriculum does not exist. Basic set of “Preferred Teaching Practices” exists. Initially, learning how to teach social skills takes time and energy.

6. Social skills curriculum must match the specific need Acquisition Deficits • Absence of knowledge for executing skill or failure to discriminate which social behaviors are appropriate in specific situations (can’t do) Performance Deficits • Skill is present in repertoire, but student fails to perform at acceptable levels (won’t do) Fluency Deficits • Lack of exposure to sufficient or skilled models of social behavior, insufficient rehearsal/practice or low rates or inconsistent delivery of reinforcement of skilled performances

9. There is not one ideal curriculum!

10. Preferred Teaching Practices Tell (coaching) Show (modeling) Do (role play) Practice (behavioral rehearsal) Monitor Progress (feedback) Generalize (apply in multiple settings)

11. Social Skills Instruction at the Universal Level • Generally taught by classroom teacher • Considered part of the curriculum • Built into the weekly schedule • Often starts with the teaching of school-wide expectations and progresses to issues of concern based on data i.e., bullying, harassment, other risk behaviors • Acknowledgement system should be linked to demonstration of skills covered in social skills instruction

12. Social Skills Instruction at the Targeted Level • Pre-corrections, prompts and acknowledgments linked to universal social skill instruction with greater frequency • Linked to a school’s check in/check out strategies • Social skills group pre-teach skills introduced in the universal curriculum and provides extra opportunities for practice and feedback • Targeted lessons presented as game-based instruction can ameliorate behavior challenges in the small group

13. Social Skills Instruction at the Intensive Level • Link with functional assessment and behavior planning • Create individualized plans within the context of the Universal (school-wide) social skills instruction. • Integrate what the student does well • Evidence of generalization should include school, home and community

14. Implementation Process Pre-Implementation

15. Teaching Social Understanding to Promote Positive School Culture Julie Erdelyi, M.A. Program Manager , Communication Services at the Stern Center for Language and Learning

16. Enter: Social COGNITION Social cognition provides positive and clear behavior expectations, and teaches the WHY behind the actions. We know that social cognitive challenges impact a students ability to access the core curriculum.

17. Skill vs. Cognition: Greeting • Skill • Look at the person • Wave and/or say “HI” • Reinforce the sequence • Cognition • Think about who is around you & decide who you want to be friendly to. • Decide how to best greet the person based on expectation and prior knowledge. • Say “Hi” (verbal or nonverbal) in whatever way is expected

18. A Big Assumption We assume that social knowledge is in place and that students are able to use social cognition to regulate their behavior in a group.

19. Concepts that Support Universal Application • Important Universal Concepts • The Incredible 5 Point Scale • Hidden Curriculum

20. Monitoring My Anxiety Level A Rating Scale for Sam Forget it. My self control is zero. I need an advocate. It is pretty hard for me to control myself. I’ll need somebody safe with me or a way out in a hurry. I’m okay. But I would like somebody nearby to support me. I’m cool. No problem. I'm in complete control for at least ___minutes. I’ll even be able to help someone else. 5 4 3 2 1

21. The scale can also serve as a quiet, unobtrusive reminder to the student to self monitor behavior.

22. Vocabulary • Listening with your eyes and brain. • Brain in/Brain out • Body in/Body out • Too much/Too little/Just right • Thinking bubble/Talking bubble • Smart Guess/Wacky Guess • People files • Social Fake • ‘Thinking about you’ vs. ‘Just me’ person • “I do”, “We do” • Listen, Care, Change • Predict, Care, Change • Giving and receiving information

23. Define School-wide Expectations for Social Behavior Identify 3-5 expectations in short statements. Use positive statements (what to do, not what to avoid doing) Make them memorable!

24. Define School-wide Expectations for Social Behavior • Be respectful • Be responsible • Be safe • Be kind • Be a friend • Be-there-be-ready • Hands and feet to self • Respect self, others, property • Follow directions of adults

25. References Buron, K.& Curtis, M. (2003). The Incredible 5-Point Scale: Assisting Students with Autism Spectrum Disorders in Understanding Social Interactions and Controlling Their Emotional Responses. Shawnee Mission, KS: Autism Asperger Publishing Company.www.5pointscale.com Delsandro, Elizabeth. (2010). We Can Make It Better! San Jose, CA: Think Social Publishing, Inc. www.socialthinking.com Gray, C. (1994). The New Social Story Book: Illustrated Edition. Arlington, TX: Future Horizons, INC. www.thegraycenter.org. Moreau, M.R. (2010). It’s All About the Story!: An interactive Guide Using the Story Grammar Marker For Parents and Educators of Children with Asperger’s Syndrome, Autism and Related Communication Disorders. Springfield, MA: MindWing Concepts, Inc. Schmidt-Mertes, Gretchen. M.Ed., 2008-2011Puget Sound Autism Aspergers Support Associates Gretchenschmidt-mertes@psaasa.org

26. Questions/Comments?

27. Dothan Brook School:Social Skills within MTSS Rebecca Lallier, M.Ed.

28. Social Skills within MTSS • Social skills are explicitly taught to ALL students through school-wide, classroom, and counseling lessons. UNIVERSAL • Students with behavioral and/or emotional challenges and/or lagging skills receive additional social skills instruction in a small group setting. TARGETED • Students whose needs are not met through the above receive 1:1 social skills instruction. INTENSIVE

29. Social Skills Curricula at DBS All used at universal, targeted, & intensive • Second Step • Think Social and Superflex & the Team of Unthinkables (adapted) • The Zones of Regulation (adapted) • The Incredible Flexible You (Kindergarten) • DBS Counseling Curriculum

30. Why Second Step? • easy to teach • engaging for students • shared language • wealth of supportive resources available • easily usable for all three tiers • aligned to Common Core and American School Counselor Association Mindsets & Behaviors

31. Second Step Research Develops: • Self regulation skills • Social-emotional competencies • School connectedness Prevents: • Problem behaviors • Peer rejection • Impulsivity • Low academic achievement

33. Second Step Posters K & G1 Puppets Listening Rules and Skills for Learning Cards Lesson Cards DVD Teaching Materials Binder Online Resources Unit Cards Song CD

34. Second Step Program Skills and Topics K - 3 4 - 5 • Skills for learning • Empathy • Emotion management • Friendship skills and problem solving • Skills for learning and empathy • Emotion management • Problem solving

35. Skills for Learning • Listening • Focusing attention • Following directions • Using self-talk • Being Assertive

36. Emotion Management • Staying in Control • Steps for Staying in Control (All grades) • Focus on anger and checking assumptions (grade 7) • De-escalating tense situations (grade 8) 37

37. Early Learning - Grade 3 Lessons

39. Grades 4 & 5 Lessons

40. Classroom Posters

41. DBS Universal Second Step • Second Step, PreK-5 • Built into master schedule • Simultaneous (Tuesdays 8:15-8:45/9:00) • ALL staff assigned to classrooms to co-teach (other than nurse, secretary, custodian, food service) • Following Through lessons incorporated into morning meeting and taught by classroom teachers (5 minute activity Wed, Thurs, Fri, Mon) • Home links - “homework” for families

42. Targeted Second Step • Second Step • Weekly pre-teaching by counselors, special educators, and SLP • Co-taught as needed!!! • students do not miss academics or related arts • built into the master schedule (2013 & 2014) during enrichment block • Grade-level group time selected by teachers (2015)

43. Targeted Kindergarten Group

44. Impact of Targeted Second Step • Increased success in classroom Second Step lessons (Teachers LOVE this!) • Recent FBA – the ONLY instructional classroom setting where the behavior does not occur is during the classroom Second Step lessons!

45. Impact of Targeted, continued • Better understanding and generalization of skills • More opportunity to tie the skills to students’ particular circumstances & behavioral needs. • Increased problem-solving skills

46. Students Respond:“How does pre-teaching help you?” “You understand the lessons [in the classroom]. If others don’t understand you can explain it to them.” “I remember what we did. I answer questions. I know the answers.”

47. More Words of Wisdom “It makes it easier for me. I won’t have to think about it as long. Otherwise they would be asking the next question by the time I thought of the answer. “I know what I’m going to say so I don’t get stressed and mad.”

48. Intensive Second Step • During individual counseling sessions • Digital tools & art activities - role plays and “teaching others” • 1:1 reinforcement with Otter Club (Targeted) para • Most are getting Second Step social skills training within a targeted group as well as in the classroom

49. Impact of Intensive • Depends on the friend! • Significant behavior changes for some • Moving to targeted supports only • Increased opportunity to practice and problem-solve around specific situations • Reduced feelings of shame • Vision of self as “expert” helper to others

50. Impact of Universal Second Step 89.5%of DBS staff agree that Second Step adds to the DBS PBIS program (2014-15)