Implementing effective social skill
instruction across the continuum of
SW-PBS supports
Tim Lewis, Ph.D.
University of Missouri
Lisa Powers, Ph.D.
Special School District of
St. Louis County
Center
for
PBS
Universal
• Matrix of school-wide expectations across
settings
– List of problems = replacements
– “Scope and sequence” of social skills
• Simple lessons with activities
• Year long teaching schedule
Center
for
PBS
Benton
I am….
All Settings
Classroo
m
Hallways
Cafeteria
Bathrooms
Playground
Assemblies
Safe
•Keep
bodies calm
in line
•Report any
problems
•Ask
permission
to leave any
setting
Maintain
personal
space
Walk
Stay to the
right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in
school approved
games only
Stay in approved
areas
•Walk
•Enter and exit
gym in an
orderly manner
Respectful
•Treat others
the way you
want to be
treated
•Be an
active
listener
•Follow adult
direction(s)
•Use polite
language
•Help keep
the school
orderly
Be
honest
Take
care of
yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy
of others
Clean up after self
Keep body to self
•Line up at first
signal
•Invite others who
want to join in
•Enter and exit
building peacefully
•Share materials
•Use polite
language
Be an active
listener
Applaud
appropriately to
show
appreciation
A Learner
•Be an
active
participant
•Give full
effort
•Be a team
player
•Do your job
•Be a risk
taker
•Be
prepared
•Make
good
choices
Return to
class
promptly
•Use proper
manners
•Leave
when adult
excuses
•Follow bathroom
procedures
•Return to class
promptly
•Be a problem
solver
•Learn new games
and activities
•Raise your
hand to share
•Keep
comments and
questions on Center
for
topic
PBS
Small Group
• Students displaying social skill challenges as
primary concern
• Set of skills targeting common concerns
• Set of clear generalisation strategies for
classroom teachers to implement
Center
for
PBS
Individual
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Social skill deficits / performance problem
Guided by functional behavioral assessment
Replacement “social skill” meets need
Environment supports use of new skill
– High rates of reinforcement
– New skill accesses previous function of problem
behavior
Center
for
PBS
Definition- Social Competence
“Social competence represents an evaluative term
based on judgments (given certain criteria) that
a person has performed a task adequately.
These judgments may be based on opinions of
significant others (e.g., parents, teachers),
comparisons to explicit criteria (e.g., number of
social tasks correctly performed in relation to
some criterion), or comparisons to some
normative sample.” (Gresham, 1986, p. 146)
Center
for
PBS
Definition -Social Skills
Social skills are defined as "those behaviors which,
within a given situation, predict important social
outcomes" (Gresham, 1986, p. 5).
a) social skills are simply one facet of an overall
construct of social competence – if taught in isolation
you will never reach the larger objective of improved
social functioning, b) they are linked to the
environment in which they occur, and c) targeted
skills should reflect the larger school set of
behavioral expectations
Center
for
PBS
Assessment: Student Identification
(Data, System)
Emphasize the use of existing data / assessment
sources such as ODR, visits to discipline room,
teacher referral, number of “buddy room”
visits
Center
for
PBS
Assessment: Skill Selection
(Data)
• Teacher Ratings
• Ratings by others
• Direct Observation
Must address the importance of discussing
cultural, language, and other factors that
impact perceptions of “appropriate” social
skills
Center
for
PBS
Lesson Components
(Practices)
• rule for when to use the skill
• set of useful skill variations
–
–
–
–
–
teach the rule (TELL)
demonstrate the skill (SHOW)
students practice the skill (PRACTICE)
review and test the skill (PRACTICE)
assign homework (PRACTICE)
Teaching social skills follows the same format as
teaching academic skills
Center
for
PBS
Promoting Maintenance and Generalization
Strategies To Use During Training (practices)
•
Use naturally occurring examples within role
plays
• Use naturally occurring reinforcers
• Use language of school-wide PBS system
• Pinpoint activities students likely to engage
Center
for
PBS
Promoting Maintenance and Generalization
Strategies To Use During Training (practices)
• Train in the targeted setting
• During training, include peers the target
student(s) likely to encounter in the problem
setting
• Use a number of trainers or other adults during
training
• Continue training for a sufficient amount of
time
Center
for
PBS
Promoting Maintenance and Generalization
Strategies to Use Within the Target Setting (system, policy)
• Prompt students to display skill (Pre-Corrects)
• Reinforce displays of skills in generalized settings using
language of school-wide PBS system
• Enlist a variety of others to prompt and reinforce skills in
generalized settings
• Individual contracts and behavior change plans
• Group contingencies
Center
for
PBS
Top 10 Lessons Learned
Developing Targeted Groups:
Social Skills Clubs
Lisa Powers, Ph.D.
Michele Kelk, Ph.D.
Kate Bell, Ph.D.
Special School District of St. Louis County
Center
for
PBS
Pre-requisites
• Establishing the System for Targeted Group
(Social Skills)
–
–
–
–
–
–
Who will coordinate
Set goal
Involve parents/students/staff
Decide on a name
Team in place to review student data bi-monthly
Use existing structures/interventions currently in the
school
Center
for
PBS
#10. School-wide systems firmly in
place
• Allows for efficient allocation of resources
• Increases implementation by all
staff/faculty
• Student is “set-up” for success
• Applied across all school settings
Center
for
PBS
#9. Develop a Student Selection/Screening
Process
• Develop an efficient referral system
–
–
–
–
–
–
•
•
•
•
Risk factors
Universal screening procedures
Discipline referrals
Teacher/parent/student nomination
Instructional time lost
Academic deficits
Skill deficit
Performance deficit
Perception deficit
Function of behavior
Center
for
PBS
#8. Identify and Implement Empirically
Validated Curriculum/Materials
•
•
•
•
•
•
•
•
•
•
Bully Proofing your School
Cool Tools: An Active Approach to Social Responsibility
First Steps to Success
Good Talking Words
Second Step Violence-Prevention Curricula
Stop and Think
Skillstreaming
The Social Skills Curriculum
The Tough Kid Social Skills
The Walker Social Skills Curriculum: The Accepts
Program
Center
for
PBS
Free Curriculum
• http://pbiscompendium.ssd.k12.mo.us/
– Electronic curriculum
– 84 social skills lessons
– Lesson design
– Age appropriate activities
– Role play rating sheets
– Age appropriate homework sheets
– Assessment surveys
– Progress reports
Center
for
PBS
Social Skill Areas
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•
•
•
•
•
Cooperation Skills
Assertion Skills
Friendship Skills
Empathy Skills
Self-Control Skills
School & Classroom Skills
Center
for
PBS
#7. Train and Support Social Skills
Instructor(s)
• Instructor fluency
• Professional development
–
–
–
–
Model social skills instruction
Use a Direct Instruction Model format
Provide practice with feedback during training session
On-site coaching supporting participants
implementation of social skills
– Integrity of Implementation Checklist
Center
for
PBS
#6. Plan for Group Management
and Group Membership
• Group membership
– Activities/Ice Breakers
• Behavior management
• Teach group expectations
– Group rules
– Role play rules
• Reinforcement procedures
• Consider size of group
Center
for
PBS
#5. Implement an Effective Instructional
Model
• Advance Organizer
–
–
–
–
•
•
•
•
Attention
Rationale ~ Rule for when to use the skill
Goal/Expectation
Review
Teach ~ Teach the rule/skill steps
Modeling ~ Demonstrate the skill
Role Play ~ Students practice the skill
Post Organizer
– Review and test
– Preview
– Cue Use ~ Assign homework
Center
for
PBS
#4. Plan for Generalization
Communication, Communication, Communication
– Coordinate classroom lessons connected to targeted group
social skills
– Public posting, skill and skill steps
• School-wide
• Classrooms
– Monday Memo: Skill of the Week
– Discuss Skill of the Week during staff meetings
– Reinforcement tickets weekly, skill connected to school-wide expectations
(include skill steps)
– Frequent feedback to staff/student connected to reinforcement tickets
– School-wide video
– Visual cues or prompts for students posted in student folder
Center
for
PBS
#3 Evaluate Academic and
Behavior Outcomes
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•
•
•
•
•
•
Grades
DIBELS/CBM
Attendance
SSRS
ODR
Surveys (Parents, Teachers, Students)
Integrity of Implementation Checklist
Center
for
PBS
STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
AVERAGE PERCEN T D ECLIN E IN REFERRALS
20
18
50%
%
NUMBER OF REFERRALS
16
14
12
10
8
6
4
2
0
A*
B
C
D
E
F*
G
H
I
J*
K
L
M
N
O
P
STUDENT NAME
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
REFERRALS 99-00
REFERRALS 00-01
Center
for
PBS
Social Skills Group - Comparision Between Years
01-02
16
02-03
Referrals
Days Suspended
Average
Decrease
Decrease
49%
63%
14
12
Average
10
8
6
4
2
0
Student 1 Student 2 Student 3
Student
4*
Student 5 Student 6
Student
7**
Student 1 Student 2 Student 3
Student
4*
Student 5 Student 6
*Student 4 dropped from group after January - Student choice
**Student 7 - 2 Referrals 1st semester while in group. Parent did not sign for group to continue until 3-11-03. 6 of the referrals while out of group.
Student
7**
Center
for
PBS
Classroom Teacher Survey
Very Much
Somewhat
Neutral
A Little
Not at All
The students identified for participating in
the Social Skills Club engaged in problem
behavior before participating in the club.
The students who participated in the
Social Skills Club demonstrated more
prosocial behavior.
The students who participated in the
Social Skills Club showed improvements
in the classroom.
Students who participated in the Social
Skills Club were observed using some of
the skills taught in the club.
Would you recommend this program
(Social Skills Club) to a friend or
colleague?
Would you recommend your school
implement this program again next year?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Center
for
PBS
Parent Survey
Very Much
Somewhat
Neutral
A Little
Not at All
Did your child enjoy the Social Skills
Club?
Did your child show improvement in
school while participating in the
Social Skills Club?
Did you see your child use any of the
skills taught in the Social Skills Club
at home?
Did you see any changes in your
child’s behavior at home since
participating in the Social Skills Club?
Would you want your child to
participate in the Social Skills Club
next year?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Agreement
Center
for
PBS
Student Survey
Very Much
Somewhat
Neutral
A Little
Not at All
100%
90%
80%
Percent Agreement
70%
60%
50%
40%
30%
20%
10%
0%
Was the Social Skills Club
helpful for you?
Did your classroom teacher help you
with the skills taught in the club?
Would you recommend your school offer the
Social Skills Club again next year?
Center
for
PBS
“It taught me more how to become a better
person and pull my grades up and now I
am never in the office.” 3rd grade student
“What I like best about the program are the
skills that were taught. If I could practice
these skills a little more it would be
helpful.” 5th grade student
Center
for
PBS
#2 Share Success with
Staff/Community/School Board
Celebrate!
Center
for
PBS
# 1 Use Research to Guide the
Development and Restructuring of
Social Skills Groups
• A Big Thanks to PBIS.org
– Research is Trustworthy, User Friendly, &
Assessable
– Is School-wide Positive Behavior Support an
Evidence-based Practice?
• Peer Reviewed Journals
Center
for
PBS