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Universal Social Skills Interventions: Bringing Research to the Real World. Michael J. Vance, M.A., Elizabeth Godbold, M.A., B.C.B.A., Keri Menesses, M.A., Jessica Rodriguez, Jeffrey Chenier, M.A., Lisa Libster, M.A., Katherine Hunter, Sarah Landry, Emily Patty Frank M. Gresham, Ph.D.

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universal social skills interventions bringing research to the real world
Universal Social Skills Interventions: Bringing Research to the Real World

Michael J. Vance, M.A., Elizabeth Godbold, M.A., B.C.B.A.,

Keri Menesses, M.A., Jessica Rodriguez, Jeffrey Chenier, M.A.,

Lisa Libster, M.A., Katherine Hunter, Sarah Landry, Emily Patty

Frank M. Gresham, Ph.D.

Louisiana State University

mvance1@lsu.edu

slide2

What are social skills?

    • Learned behaviors
    • Enable effective, positive interactions
    • Help avoid/escape unacceptable behaviors that would result in negative interactions
    • Not social tasks or competence

mvance1@lsu.edu

slide3

Why are social skills important?

    • Academically
    • Behaviorally
    • Protective against
      • Poor problem solving
      • Lack of empathy
      • Bullying
      • Peer rejection
    • Students with poor social skills are at risk for internalizing and externalizing behavioral disorders

mvance1@lsu.edu

slide4
RTI

Intensive

Selected

Universal

mvance1@lsu.edu

classwide intervention program
Classwide Intervention Program
  • Universal Intervention
  • 3 Developmental Levels
  • Student and Teacher Materials
  • 6-step instructional approach

mvance1@lsu.edu

primary prevention
Primary Prevention
  • Goal of primary prevention to identify deficits that would likely be present in the future
  • If there are deficits after elementary school, do they just disappear?
  • Let’s identify them before they balloon into something worthwhile of a secondary intervention

mvance1@lsu.edu

primary prevention7
Primary Prevention
  • Using this model, we are able to use data from the program to identify skill deficits and to recommend children to more selective interventions

mvance1@lsu.edu

ssis as primary prevention
SSIS as Primary Prevention
  • Intended to teach those with social skills deficits and to prevent problem behavior from occurring
  • Not intended to fix problematic behavior that already exists, but will likely help
  • Will also help identify those children who have deficits beyond the scope of the SSIS for intensified intervention

mvance1@lsu.edu

classwide intervention program9
Classwide Intervention Program
  • Listen to others
  • Follow the steps
  • Follow the rules
  • Pay attention to your work
  • Ask for help
  • Take turns when you talk
  • Get along with others
  • Stay calm with others
  • Do the right thing
  • Do nice things for others

mvance1@lsu.edu

participants
Participants
  • 2008-2009 school year
  • Four schools (2 District 1, 2 District 2)
    • $500 compensation
  • 3 classes each: Pk, K, 1, 2, 3, 4, 5
  • 22 teachers
    • Received 3 hour training
    • $200 compensation
  • Approx. 450 students

mvance1@lsu.edu

participants11
Participants

mvance1@lsu.edu

participants12
Participants
  • Teacher Characteristics
    • 100% Female (22)
    • 91% B.A. or B.S. (20)
    • 46% Elementary certification/1-5 (10)
    • Avg. 7 years experience
    • Avg. 1 year at current school
    • Avg. 1 other grade taught previously

mvance1@lsu.edu

participants13
Participants
  • Student Characteristics
    • 50/50 MF
    • PK/K: 27% (123)
    • EE: 49% (222)
    • UE: 23% (104)
    • 7% attrition (33)
    • 11% additions (48)
    • 2% moved classrooms (7)
    • 0.01% expelled (2)

mvance1@lsu.edu

pre measures
Pre Measures
  • Performance Screening Guide
  • Teacher Rating of Targeted Student Concern
  • Teacher Perception of Intervention
  • Classwide Rating of Social Skills

mvance1@lsu.edu

other measures
Other Measures
  • Collected 3 weeks BL, TX, 3 weeks post
    • Daily conduct grades
    • Absences
    • Office referrals, suspensions, expulsions
  • Collected during TX
    • Teacher ratings of each unit
      • Duration
      • Effectiveness
      • Behavioral changes

mvance1@lsu.edu

method
Method
  • Teachers implemented program
    • October 6 - March 3
  • Treatment integrity
    • Lesson specific integrity forms
    • 56% of lessons observed (357)
    • 26% IOA (164)
  • Weekly feedback meetings
    • Discuss and graph integrity
    • Assess teacher thoughts on unit

mvance1@lsu.edu

post measures
Post Measures
  • Grade level feedback session*
  • Performance Screening Guide*
  • Teacher Rating of Targeted Student Concern
  • Teacher Perception of Intervention*
  • Classwide Rating of Social Skills

mvance1@lsu.edu

results
Results
  • Grade level feedback
    • Strengths
      • Videos
      • Role plays
    • Weaknesses
      • Repetition
      • Lesson length
      • Age appropriateness

mvance1@lsu.edu

results19
Results
  • Grade level feedback
    • Cultural relevance
      • Varied by school

mvance1@lsu.edu

results20
Results
  • Grade level feedback
    • General Suggestions
      • Layout
      • Skill steps
      • Repetition
      • Videos
    • Suggestions for younger grades
      • Songs, storybooks, younger video models
    • Suggestions for older grades
      • Vary booklet activities and videos

mvance1@lsu.edu

results21
Results

note: only fully observed lessons are included

mvance1@lsu.edu

results22
Results

note: to qualify for Tier 2, students had to receive a 1 or 2 rating on the PSG

a Significantly higher (p<0.05) compared to math and reading ratings at pre or post (pre, post)

b Significantly higher (p<0.05) from pre to post

mvance1@lsu.edu

slide23

Year Two

Intensive

Selected

Universal

4/3/2014

mvance1@lsu.edu

LOUISIANA STATE UNIVERSITY

23

tier 2 selected interventions25
Tier 2: Selected Interventions
  • Skill Acquisition
    • Coaching
    • Modeling
    • Role Playing
    • Social Problem Solving
    • Performance Feedback
    • Generalization Training
  • Skill Performance
    • Antecedent-based
      • Peer Mediated Strategies
        • Positive Peer Reporting
      • Cuing and prompting
      • Precorrection
    • Consequence-based
      • Reinforcement-based Strategies
      • Group-Oriented Contingency Systems
        • Good Behavior Game
      • Behavioral Contracts
      • School-Home Notes

mvance1@lsu.edu

tier 2 selected interventions26
Tier 2: Selected Interventions
  • Acquisition Interventions
    • Goal to teach students more about social skills
    • Similar to Tier 1 interventions
    • 20 weeks
    • Two lessons a week

mvance1@lsu.edu

tier 2 selected interventions27
Tier 2: Selected Interventions
  • Acquisition Interventions
    • Small group interventions
    • Currently running three across three schools
    • ~four-five students
    • Meet two times a week 30-45 minutes

mvance1@lsu.edu

tier 2 selected interventions28
Tier 2: Selected Interventions
  • Performance Interventions
    • Goal to make appropriate social skills more reinforcing to students
    • Aims to increase pro-social behaviors in the classroom

mvance1@lsu.edu

tier 2 selected interventions29
Tier 2: Selected Interventions
  • Performance Interventions
    • Teacher Consultation
    • Teacher/Graduate Student run interventions
    • Frequent feedback

mvance1@lsu.edu

tier 2 selected interventions30
Tier 2: Selected Interventions
  • Performance Interventions
    • Check in check out
    • Positive peer reporting
    • Peer tutoring
    • Self Monitoring
    • Response Cost

mvance1@lsu.edu

limitations and future directions
Limitations and Future Directions
  • Students moving in and out of a class
  • Having to wait for Tier 3
  • Lack of some teacher buy in at second tier

mvance1@lsu.edu

questions
Questions?

mvance1@lsu.edu