Social / Replacement Skill Instruction Planning Guide
TARGET SKILL:
INTRODUCE: Introduce and Discuss the Skill with the Student
o Introduce the skill
o Provide a rationale for how the skill will help the student
o Provide an example of the skill in a typical situation the student encounters illustrating
how the skill would work
o Engage the student in reflection questions about the skill, how they would envision
themselves using the skill, questions they may have
o Solicit input and feedback to shape the skill and instructional process based on the
student’s interests / needs
PRACTICE: Model and Role Play the Skill:
o Provide an example of the skill in a typical situation the student encounters illustrating
how the skill would work
o Use a series of role play scenarios that the students uses for practice and reflection
o Vary scenarios across situations the student encounters / that the student is known
to have difficulty during
o Vary difficulty / emotional challenge of the situations so that as the student
develops proficiency with the role plays they learn to handle increasingly difficult
situations
o Plan for obstacles and how the student can handle the obstacles
o Engage the student in discussion to learn what they think might get in the way of
their using the skill
o Teach the student to anticipate trigger situations
o Teach the student alternative options in case the obstacles encountered prevent
them from using the skill
REMINDER TO USE & PRAISE FOR USING: Set up a system so that student is receiving
reminders ahead of skill need
o Communicate to teachers the specific skill, how and when to prompt the student
o What skill the student is learning
o When would be a good time to provide the student with a reminder to use the skill
o What to say to encourage skill use
o What to say to provide social praise for using
CORRECTIVE FEEDBACK: Have a constructive process to help the student reflect on what
they could do differently next time
o Teach the student a process for reflecting on how the skill worked and what they could do
next time
o Provide teaching staff with suggestions about how to handle skill errors and constructively
prompt what to do differently next time
NJ PBSIS (2013). NJ PBSIS is sponsored by New Jersey Department of Education, Office of Special Education Programs in collaboration
with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B. www.njpbs.org
Other (e.g.; Nurse,
Security Guard,
Custodian, Cafeteria
Staff)
Parent
Administrator
CICO Contact or Mentor
School
Counselor or School
Social Worker
Teaching &
Classroom Staff
Personnel who may be engaged in
some part of the instructional process
CST
Key Elements of the
Instructional Process for
Teaching Social and
Replacement Skills
Introduce & Discuss the
skill with the student
Typically occurs in a 1:1
setting or small group
1-2x a week
Model & Role Play
Typically occurs in a 1:1
setting or small group
1-2x a week
Reminders to Use
Daily throughout the day
Praise For Using
Daily throughout the day
Feedback during 1:1 practice
sessions
Corrective Feedback
Daily throughout the day
Feedback during 1:1 practice
sessions
NJ PBSIS (2013). NJ PBSIS is sponsored by New Jersey Department of Education, Office of Special Education Programs in collaboration
with The Boggs Center, Rutgers Robert Wood Johnson Medical School. NJ PBSIS is funded by I.D.E.A., Part B. www.njpbs.org