TEACHING SOCIAL
UNDERSTANDING TO PROMOTE
POSITIVE SCHOOL CULTURE
Webinar
October 17, 2012
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Julie Erdelyi, M.A.
Program Manager , Communication
Services at the Stern Center for
Language and Learning
SUPPORTING SOCIAL COMPETENCE,
ACADEMIC ACHIEVEMENT & SAFETY
OUTCOMES
Supporting
Decision
Making
PRACTICES
Supporting
Student
Behavior
SYSTEMS
Schoolwide PBS
Supporting
Staff
Behavior
EVIDENCE-BASED FEATURES OF
SW-PBS
 Prevention
 Define
and teach positive social
expectations.
 Acknowledge positive behavior.
 Arrange consistent consequences for
problem behavior.
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EVIDENCE-BASED FEATURES OF SW-PBS
 On-going
collection and use of data
for decision-making.
 Continuum of intensive, individual
interventions.
 Administrative leadership: Team
based implementation (Systems that
support effective practices).
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SWPBS IS ABOUT…
*Improving classroom &
school climate
*Improving support
for students with EBD
*Decreasing reactive
management
*Integrating academic &
behavior initiatives
*Maximizing academic
achievement
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School- Wide Positive Behavior Support
Primary Prevention:
Universal systems for
all students, staff and
settings.
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior.
Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk Behaviors.
~80% of students
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.
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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
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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.
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CONCEPTS THAT SUPPORT UNIVERSAL
APPLICATION
 Important
Universal Concepts
The Incredible 5 Point Scale
 Hidden Curriculum

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MONITORING MY ANXIETY LEVEL
A RATING SCALE FOR SAM
5
4
3
2
1
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.
•The scale can also serve as a quiet,
unobtrusive reminder to the student to
self monitor behavior.
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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
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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!
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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
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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
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