Life long success is more dependent upon social competency than on scholastic ability. - PowerPoint PPT Presentation

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Life long success is more dependent upon social competency than on scholastic ability.

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Life long success is more dependent upon social competency than on scholastic ability.
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Life long success is more dependent upon social competency than on scholastic ability.

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    1. My Child Needs Social Skill Instruction.So Now WHAT?? January 11, 2010 Presented By: Christine Grover Blake, M.Ed. REACH Educational Services Plymouth/Forestdale

    2. Life long success is more dependent upon social competency than on scholastic ability.

    3. Social Competency Is the ability of individuals to use strategies and tactics in order to negotiate daily social tasks that they may encounter including making, maintaining and negotiating friendships joining on-going peer interactions communicating requests and desires to others knowing the rules and making judgment calls responding to directives from others reading social cues, problem solving and coping strategies

    4. What the kids say socials skills are . being able to talk to people, interact and stuff like that. Max - 13 not saying or doing the wrong thing! Emme - 9 when you know how your parents or teachers want you to act an not doing the wrong thing. Sam-10 learning to communicate with other people Eric 11 making friends. Kyle - 7

    5. What it all comes down to the skills necessary to share your space with others effectively.

    6. Social Skill Deficits Social Skill difficulties may present as: Poor Conversation/Interaction Skills Failure to read body language Interrupting Anger and aggression Sharing enjoyment Taking anothers perspective Teasing, being blunt or frank Barreling in to with words or actions Criticizing Controlling

    7. Kids and Parent Perspective Kids: Nobody ever wants to play with me. How come I didnt get invited to that birthday party? Joe is teasing me. I never have anyone to play with at recess. I have no friends. Parents: My kids not interested Gnawing feeling Not knowing how to help

    8. The thing I like about you best is that you like me!Ziggy

    9. Learning Social Skills (not typically taught at school; however are expected!) Typically Developing Child Observes others Trial and error Accepts on the spot performance feedback See immediate pay off for socially appropriate behavior Child with deficits Not always attending/focused/motivated by social Forgets about the last time Takes feedback as criticism Are on to the next activity or thought/doesnt see connection

    10. Simply providing the opportunity for socialization does not result in the development of social skills. Osmosis does not work

    11. We need to do something!

    12. Goal of Instruction 2-Tiers Eliminate unacceptable/unexpected social behavior Teach an alternative and socially acceptable behavior * * * One part can not be done without the other * * *

    13. ReadySet Betcha Thought I was Gonna Say GO!

    14. Assess Social Functioning.. Assessment is a highly important component in the selection of and instruction of social skills Assessment can not be done by administering standardized test Direct observation across multiple activities and settings is an essential component of evaluation Interviews Professional completion of skill checklists and instruments over time such as: Skill Streaming Checklist Walker-McConnell Scale of Social Competence and School Adjustment Social Skill Rating System (SSRS) Vineland Adaptive Behavior Scale Scales of Independent Behavior Revised Parental: Jed Baker Social Skills Training Kathleen Quill Do-Watch-Listen-Say Judith Caucouvanis Super Skills Tony Atwood - OASIS

    15. Three Prong Intervention Method Direct Instruction Incidental Teaching/Capturing Teachable Moments Generalization

    16. Prong 1 Direct Instruction Where to start: Schedule a specific social skill time or in the home a social skill homework time This time should be a time isolated from multi-task, competitive or high stressed social situations Initially start off with just one skill at a time prioritize then scaffold Choose a skill that is most meaningful to the child and developmentally appropriate Systematically build skills Time on direct instruction will be dependent upon whether this is a skill or performance deficit

    17. Prong 1 Direct Instruction One to one instruction with parent or teaching staff Small group of like peers

    18. Social Skill Groups 2 5 kids Similar with respect to age, language ability and cognition Conducted in a distraction free environment Provides participants with why they are involved in the group and an overview of interventions Establish rules and reinforcement system for the group Start with small skills that children will have initial success with Use visuals, graphic organizers and notes Provide performance feedback Provide multiple opportunities to practice skill Establish strong connection and communication with home

    19. Direct Instruction How to teach: *This is a joint process between the child with social skill deficits and an adult. *The goal is to concretely and visually establish the cause/effect relationship between social behavior and social outcomes for children BASIC Define/outline the behavior in words/pictures that clearly explains what the typical expectations of other are and what others would consider to be inappropriate/odd/weird and unexpected Brainstorm all the WH?s to the extent student is able to do so ADVANCED (Previous) Establish how this behavior effects others thoughts and feelings Associate how the behavior is linked to both positive and negative consequences/outcomes

    20. Outlining Skill Younger Children Social Stories Social Direction Cards/Instruction Lists Power Card Strategy Older Children Expected and Unexpected Behavior Mapping Social Rules/Check Lists

    21. Social Stories by Carol Gray Saying Hi People like it when I say "hi" to them. There are many times during the day when I can say "hi" to people. I can say "hi" to my family when I get up in the morning. I can say "hi" to my bus driver. I can say "hi" to my friends and teachers when I get to school. I can even say "hi" to people I see in the hallway. I can say "hi" to new people that I meet. I makes people happy when you say "hi" to them. I will try to say "hi" to the people I see during the day.

    22. Taking Turns at School Sometimes when I am at school, I need to take turns. Sometimes at school my friends will get to answer first or kick a ball first or talk to the teacher first. It's okay when this happens, because I will get my turn. While I wait for my turn, I will stay calm. I will not get upset. I will not cry. I will wait for my turn and be happy. It is okay to be the last person to take a turn. Everyone is last sometime! Sometimes at school, my friends will get to do something, and I will not get to do that. It is okay when this happens because sometime I will get to do something that my friends won't. When I do not get a turn, I will stay calm. I will not get upset. I will not cry. I will be happy for my friends!

    23. Power Cards The Survivors play a game The contestants on Survivor love to play games! In fact, playing games on the show is how they win rewards or win immunity. Sometimes the players and teams win their games, but sometimes, they lose. When they win, they give each other "high fives," smile or say, "Alright!" When they lose their game, the Survivors might not be happy. They could take a deep breath and say, "Maybe next time," or say "Good job" to their opponent. The contestants on Survivor think everyone should have fun playing games. They also want you to remember three things when playing games with other people: Games should be fun for everyone. If you win a game, you can: Smile, give high fives, or say, "Alright!" If you lose a game, you can: Take a deep breath and say, "Good job" to the opponent or say, "Maybe next time." Play games the Survivor way and your friends will have fun playing games with you!

    24. Social Instruction Lists Listening 1. Look at the speaker 2. Use a friendly face 3. Have a calm body 4. Keep quiet until your turn

    25. At A School Dance Behaviors That Are EXPECTED Expected How it Makes Consequences How You Feel Behaviors Others Feel You Experience About Yourself ______________________________________________________________________ - Initiate friendly - Friendly - People acknowledge - Happy greeting with you positively others - Ignore it if you - Satisfied - People dance with you - Pleased dont like the music - Do not feel you - Happy - People talk to you - Calm must dance with only one person Michele Garcia Winner, Social Behavior Mapping

    26. At A School Dance Behaviors That Are UNEXPECTED Unexpected How it Makes Consequences How You Feel Behaviors Others Feel You Experience About Yourself ______________________________________________________________________ - Complaining - Irritated - People will not want - Annoyed constantly about to be with you music selection - Dance by your- - Uncomfortable - People talk about you - Hurt self - Looking - Unfriendly - People wont talk or dance - Calm miserable with you

    27. Responding To Rumors 1. Look at the person directly and use his name. 2. Make a neutral response or correct any misinformation with facts you know. 3. Change the topic as soon as possible. 4. If the information is untrue, consider reporting this to an adult. 5. Assure yourself that you will always be factual in sharing information. 6. Remember to treat others like you would like to be treated. 7. You may want to think about the person who is spreading the rumor.

    28. Practice 1. Videos/Movies 2. Video Modeling 3. Role Play/Behavioral Rehearsal 4. Games/Contrived Opportunities

    29. Prong 2: Incidental Instruction Identifying a match peer Orchestrated for success Rehearse/Preview before hand Have planned activities/Keep the time short Siblings? Let the child take the lead Dont micro-manage Coach, signal Never give feedback in front of the peer Process following the event Unexpected/Expected Behavior Michelle Garcia Winner Review instruction list Social Autopsy Richard Lavoie SOCCSS Brenda Smith Myles

    30. Prong 2 Incidental Instruction Activities Groups/Social games: Subtly sabotage situations to encourage social collaborations and cooperation Speech Groups/Pragmatic Groups Circle of Friends: A group of typical peers are identified and brought together weekly to participate in activities with the child with special needs Buddy Systems; classroom companion Friends Club: Group of students who take turns playing with the student supervised during unstructured times Peer Tutoring: Students that work 1:1 with the student to develop academic or social skills as necessary. Lunch Bunch: Small group of friends at lunch who work on conversation and social skills in a teacher facilitated group.

    31. Prong 3: This is the real world!

    32. Prong 3 Generalized Instruction Monitoring in the school, home and community Whole group situations Natural opportunities

    33. Processing Use for both teaching and reinforcement of skills Never use as a punishment Explicitly establishes cause and effect relationship by: Identifying behavior (cause) Identifying response (effect) Identifying outcome (current or future plan)

    34. It takes team work!