1. 11
While You’re Waiting…While You’re Waiting…
Consider the following questions.Consider the following questions.
Why do some students lack the social skillsWhy do some students lack the social skills
needed to interact appropriately withneeded to interact appropriately with
others in the school setting?others in the school setting?
Why do some kids, even after social skillsWhy do some kids, even after social skills
instruction, fail to display desiredinstruction, fail to display desired behaviors?behaviors?
When you think of a student in your class whoWhen you think of a student in your class who
lacks appropriate interaction behaviors,lacks appropriate interaction behaviors,
what skills in particular would you like towhat skills in particular would you like to
see him/her display?see him/her display?

2. 2
““Socially Skilled”:Socially Skilled”: The ability to respond to socialThe ability to respond to social
activities or environments in a manner that produces,activities or environments in a manner that produces,
maintains, & enhances positive interpersonal effects.maintains, & enhances positive interpersonal effects.
““Social Competence”Social Competence” OROR “Social-Emotional Health”“Social-Emotional Health”
One’s overall social capability… the composite orOne’s overall social capability… the composite or
multitude of desires & abilities that result in beingmultitude of desires & abilities that result in being
“socially skilled”.“socially skilled”.
So… what makesSo… what makes you so socially ableyou so socially able??
-Motivated to learn appropriate actions-Motivated to learn appropriate actions
-Perceive social situations accurately-Perceive social situations accurately
-Able to identify the skills to use-Able to identify the skills to use
-Able to adequately perform the necessary skills-Able to adequately perform the necessary skills
-Sensitive to social feedback-Sensitive to social feedback
-Can tweak behaviors to fit situational requirements-Can tweak behaviors to fit situational requirements
-Willing & able to emulate behaviors of others-Willing & able to emulate behaviors of others
-Able to generalize to appropriate situations-Able to generalize to appropriate situations ..

3. 3
““Social Skills TrainingSocial Skills Training”:”: The teaching ofThe teaching of
appropriate interaction skills.appropriate interaction skills.
– Direct instructionDirect instruction via planned lessons & spontaneousvia planned lessons & spontaneous
training in a “training in a “teachable momentteachable moment”.”.
– IndirectIndirect via prompting, modeling, “via prompting, modeling, “descriptive praisedescriptive praise”, &”, &
““ripple effectripple effect”.”.
Objective of SST:Objective of SST: To help students develop theTo help students develop the
ability to relate well to others who share anability to relate well to others who share an activityactivity
and/orand/or settingsetting..

4. 4
Fitting InFitting In
How comfortable would you feel at:How comfortable would you feel at:
– Streetcorner gatheringStreetcorner gathering
– Black barbershopBlack barbershop
– Traditional large-family Chinese New Year mealTraditional large-family Chinese New Year meal
– Knighthood induction ceremonyKnighthood induction ceremony
Cultural informants:Cultural informants: What is needed for success inWhat is needed for success in
each of the above settings/eventseach of the above settings/events??
Might some of us become more socially skilled thanMight some of us become more socially skilled than
others in the above situations. Whyothers in the above situations. Why??
Might some of your students lack social skills for theMight some of your students lack social skills for the
school settingschool setting??

5. 5
So… which groups of kids struggle theSo… which groups of kids struggle the
most with social challengesmost with social challenges??
PDD:PDD: Aspergers & AutismAspergers & Autism
MMentallyentally RRetardedetarded
BDBD
A major diagnostic criteria for these disabilitiesA major diagnostic criteria for these disabilities
The defining characteristic of BDThe defining characteristic of BD
– 3X more likely to be socially rejected than gen. ed. kids3X more likely to be socially rejected than gen. ed. kids
– 2X “ “ “ “ “ “ “ LD & MR kids2X “ “ “ “ “ “ “ LD & MR kids
Low incomeLow income (“disorganized” segment… labeled or not)(“disorganized” segment… labeled or not)
One’s social competence affects later life:One’s social competence affects later life:
– Job securityJob security
– Love & social relationshipsLove & social relationships
– Interactions with legal authoritiesInteractions with legal authorities..

6. 6
The Usual PleaseThe Usual Please
Anyone here teach social skillsAnyone here teach social skills??
If so:If so:
– How soHow so??
– Which curriculumWhich curriculum??
– With whomWith whom??
– How oftenHow often??
If not: Why notIf not: Why not??

7. 7
SESSION AGENDASESSION AGENDA
OverviewOverview
Different types of social skillsDifferent types of social skills
Why don’t our kids have them?Why don’t our kids have them?
Why don’t kids show them after they’ve been taught?Why don’t kids show them after they’ve been taught?
Procedures for teaching S.S. to large & small groupsProcedures for teaching S.S. to large & small groups
Cultural issuesCultural issues
Without a net: Teaching S.S. without $1000 curriculaWithout a net: Teaching S.S. without $1000 curricula

8. 8
Social Skills TrainingSocial Skills Training ^^
Different RealmsDifferent Realms
1.1. SurvivaSurvival:l: Form the basic foundation for acquisition ofForm the basic foundation for acquisition of
more advanced skills & those in other realms such as:more advanced skills & those in other realms such as:
1.1. Social interactionSocial interaction
2.2. Appropriate classroom behavior, work habits, &Appropriate classroom behavior, work habits, &
academic survival skills.academic survival skills. (see below)(see below)
2.2. Interpersonal:Interpersonal: Enhance chances of successful socialEnhance chances of successful social
interaction with persons of all ages & relationships.interaction with persons of all ages & relationships.
3.3. Problem solving:Problem solving: Thinking strategies to prevent socialThinking strategies to prevent social
problems or escape social discomfort.problems or escape social discomfort.
4.4. Conflict resolution:Conflict resolution: Dealing with highly emotionalDealing with highly emotional
situations, & resolving existing intrapersonal &situations, & resolving existing intrapersonal &
interpersonal conflicts.interpersonal conflicts.
5.5. Others are often listed, like “Others are often listed, like “Interpersonal perspectiveInterpersonal perspective
taking”, “Feelings identification”, “Communication skills”,taking”, “Feelings identification”, “Communication skills”,
etc.etc. However,However, we’ll address the first fourwe’ll address the first four..

9. 9
1. Survival Skills1. Survival Skills ^^
What are the basic social skillsWhat are the basic social skills?? When inWhen in
someone’s presence, …someone’s presence, …
– Acknowledge the other personAcknowledge the other person
– Listen attentively & respond appropriatelyListen attentively & respond appropriately
– Conduct an accurate on-going self-evaluation of behaviorConduct an accurate on-going self-evaluation of behavior
– Self reinforce for successSelf reinforce for success
What are the basic appropriate classroomWhat are the basic appropriate classroom
behavior, work habits, & academic survivalbehavior, work habits, & academic survival
skillsskills?? Able & willing to…Able & willing to…
– Comply with directionsComply with directions
– Maintain attention to taskMaintain attention to task
– Seek assistance, attention & answers appropriatelySeek assistance, attention & answers appropriately
– Accept & learn from consequences related to actionsAccept & learn from consequences related to actions..

10. 10
Which skills would you work onWhich skills would you work on
developing in Gayle?developing in Gayle?
Video:Video: The Friday spelling test.The Friday spelling test.

11. 11
2. Interpersonal Skills2. Interpersonal Skills ^^
To enhance the chances of social success & buildingTo enhance the chances of social success & building
of friendships, one must know how to…of friendships, one must know how to…??
ShareShare
Ask for permissionAsk for permission
Join an activityJoin an activity
Contribute to discussionsContribute to discussions
Answer questionsAnswer questions
Interrupt a busy person or conversationInterrupt a busy person or conversation
Wait for one’s turn or authority figure’s attentionWait for one’s turn or authority figure’s attention
Begin/End a conversationBegin/End a conversation
Give/Accept complimentsGive/Accept compliments..

12. 12
Which skills would you work on?Which skills would you work on?
(and with whom?)(and with whom?)
Video:Video: Shelly & lunchtime in the classroom.Shelly & lunchtime in the classroom.

13. 13
3. Conflict resolution3. Conflict resolution (intra & interpersonal)(intra & interpersonal) ^^
Includes social skills for dealing with life’s frustrationsIncludes social skills for dealing with life’s frustrations
& threats. They include being able to deal with…& threats. They include being able to deal with…
Being left outBeing left out
Negative peer pressureNegative peer pressure.. OthersOthers??
Teasing & tauntingTeasing & taunting
AccusationsAccusations
Anger directed at you by othersAnger directed at you by others
The urge or pressure to fightThe urge or pressure to fight
LosingLosing
Making mistakes (publicly & privately)Making mistakes (publicly & privately)
FearFear
AngerAnger ..

14. 14
Which skills would you work on?Which skills would you work on?
(and with whom?)(and with whom?)
Video:Video: Craig during “Craig during “down timedown time” while” while
waiting to be called to the assembly.waiting to be called to the assembly.

15. 15
Problem Solving & Conflict ResolutionProblem Solving & Conflict Resolution ^^
When one is involved in or facing a “problematicWhen one is involved in or facing a “problematic
situationsituation”, one needs to be able to…”, one needs to be able to…??
Ask for helpAsk for help
ApologizeApologize
NegotiateNegotiate..
Understand & consider the feelings of othersUnderstand & consider the feelings of others
Understand & manage one’s own feelingsUnderstand & manage one’s own feelings
Decide what to do & Make good choicesDecide what to do & Make good choices
Go with “Go with “Plan BPlan B””
Respond to failure appropriatelyRespond to failure appropriately
(accept it & learn from the experience)(accept it & learn from the experience)
Accept consequencesAccept consequences (and learn from the experience)(and learn from the experience)
Act assertivelyAct assertively (not passive or aggressive)(not passive or aggressive)
Use “IUse “I (us & we)(us & we) messages”messages”.. Click for 3 parts of I messageClick for 3 parts of I message

16. 1616
CLICKERS:CLICKERS:
Which is the properly phrased “I message”Which is the properly phrased “I message”??
((Eye browsEye brows through my lesson plan before each class)through my lesson plan before each class)
1.1. ““I get upset when you treat others badly.”I get upset when you treat others badly.”
2.2. ““I need for all of my students to be sittingI need for all of my students to be sitting
criss-cross applesauce.”criss-cross applesauce.”
3.3. ““I’m unable to teach when you’re soI’m unable to teach when you’re so
noisy.”noisy.”
4.4. ““I’m disappointed to see that you’re out ofI’m disappointed to see that you’re out of
your seat again.”your seat again.”
5.5. All of the aboveAll of the above (numbered)(numbered) statements arestatements are
properly phrased “properly phrased “I messagesI messages””..

17. 17
Select a negativeSelect a negative “YOU Statement”“YOU Statement”. Imagine the. Imagine the
situation in which it was said.situation in which it was said. Rephrase itRephrase it.. (Self or partners)(Self or partners)
““Use your garbage mouth again & you’re headed to the officeUse your garbage mouth again & you’re headed to the office..””
““With your attitude, you’re gonna end up dead or on welfareWith your attitude, you’re gonna end up dead or on welfare..””
““You’ve got more excuses than any 12 people I know. YouYou’ve got more excuses than any 12 people I know. You
know, it’s not that you’re stupid. You’re just lazyknow, it’s not that you’re stupid. You’re just lazy..””
““You’re more trouble than you’re worthYou’re more trouble than you’re worth..””
““Why do you always yell out answers?Why do you always yell out answers?
Can’t you raise your hand?”Can’t you raise your hand?”
““Why are you out of your seat again?Why are you out of your seat again?
Are you hyperactive or rude?”Are you hyperactive or rude?”
““If you’re not writing, you’re not earning points & can’t go.”If you’re not writing, you’re not earning points & can’t go.”
““Be careful Atlas! You’re going to drop it.”Be careful Atlas! You’re going to drop it.”
BETTER YET:BETTER YET: RecollectRecollect a “a “negative you messagenegative you message””
heard (or said) recently.heard (or said) recently. Rephrase it.Rephrase it.
** Feel free to disapprove of theFeel free to disapprove of the BEHAVIORBEHAVIOR, but, but NOTNOT thethe
student’sstudent’s CHARACTERCHARACTER..
(“(“Symptom EstrangementSymptom Estrangement”” oror ““Descriptive CriticismDescriptive Criticism”)”)..

18. 18
Why Don’t Kids Have Social SkillsWhy Don’t Kids Have Social Skills??
(before instruction)(before instruction)
Never learned “Never learned “appropriate behaviorappropriate behavior””
– Misread social cues given off by others (Neurological?)Misread social cues given off by others (Neurological?)
Don’t notice boredom or rejection by othersDon’t notice boredom or rejection by others
View social forays of others as being threateningView social forays of others as being threatening
– Lack of supervision & training by eldersLack of supervision & training by elders
– An alternative value & response system was taughtAn alternative value & response system was taught
KnowKnow (cognitively)(cognitively) what they should do, but don’t have:what they should do, but don’t have:
– PracticePractice
– Self-management due to:Self-management due to:
Being overwhelmed by emotionsBeing overwhelmed by emotions
Misinterpretation of situational cuesMisinterpretation of situational cues..

19. 19
Manners & Boundaries:Manners & Boundaries:
Civility, “Appropriate Behavior” &Civility, “Appropriate Behavior” &
Re-channeling of Negative EnergiesRe-channeling of Negative Energies
Includes:Includes:
1.1. Knowing oneself & one’s emotionsKnowing oneself & one’s emotions
2.2. Sizing up a situation quickly & respondingSizing up a situation quickly & responding
within an acceptable conversational orwithin an acceptable conversational or
interactional time frameinteractional time frame
3.3. Proficient reading of the signals of othersProficient reading of the signals of others
facial expressions & body languagefacial expressions & body language
voice (volume, intonation)voice (volume, intonation)
contextual cuescontextual cues
4.4. Having a practiced, easily accessed set ofHaving a practiced, easily accessed set of
verbal skills (vocabulary, intonation)verbal skills (vocabulary, intonation)
physical actions (hand extension, eyephysical actions (hand extension, eye
contact, smile)contact, smile)..

20. 20
Why Don’t Kids Have Social SkillsWhy Don’t Kids Have Social Skills??
(after instruction)(after instruction)
Don’t view skills as being useful in their lives.Don’t view skills as being useful in their lives.
New actions don’t bring equalNew actions don’t bring equal or betteror better benefitsbenefits..
Display of new behavior is awkwardly performed.Display of new behavior is awkwardly performed.
Student is unsuccessful. Views initial failure of newStudent is unsuccessful. Views initial failure of new
strategies as harbinger of future failure.strategies as harbinger of future failure.
Know what to do, but past interactions finds themKnow what to do, but past interactions finds them
objectionable to others. Due to the interpersonalobjectionable to others. Due to the interpersonal
history, they are quickly rejected or rarely given thehistory, they are quickly rejected or rarely given the
chance to display their new skills.chance to display their new skills.

21. 21
The Flume: Class IV sectionThe Flume: Class IV section
(Bulls Bridge, Housatonic River, CT)(Bulls Bridge, Housatonic River, CT)

22. 22
Types of Interpersonal DeficienciesTypes of Interpersonal Deficiencies ^^
Skill deficit:Skill deficit: Student cannot I.D. correct response forStudent cannot I.D. correct response for
a social situation; actions are not in the student'sa social situation; actions are not in the student's
behavior repertoire.behavior repertoire.
Performance deficitPerformance deficit: Correct social response can be: Correct social response can be
identified by the student when questioned, but isidentified by the student when questioned, but is
displayed only during the role play situationsdisplayed only during the role play situations..
How do we respond to eachHow do we respond to each??
Skill deficitsSkill deficits usually respond tousually respond to direct instructiondirect instruction..
Performance deficitsPerformance deficits usually require a guarantee thatusually require a guarantee that
the new behavior will capturethe new behavior will capture at leastat least the samethe same
amount of benefits as the current behavioral responseamount of benefits as the current behavioral response

23. 23
Skill Deficit or Performance Deficit?Skill Deficit or Performance Deficit?

24. 24
Teaching as it was… & should beTeaching as it was… & should be
Same ol’, Same ol’…Same ol’, Same ol’…
As with the teaching of academics, begin with theAs with the teaching of academics, begin with the
prerequisite skills & then move on to the moreprerequisite skills & then move on to the more
advanced ones.advanced ones.
Old SchoolOld School (Pre-NCLB & High stakes testing)(Pre-NCLB & High stakes testing)
Your social skills curriculum will be comprised ofYour social skills curriculum will be comprised of
realistic, meaningful lessons that teach what isrealistic, meaningful lessons that teach what is
next in line for students to learnnext in line for students to learn (with regard to(with regard to
classroom decorum & social needs)classroom decorum & social needs)..

25. 25
Teaching Social Skills: Whole ClassTeaching Social Skills: Whole Class ^^
Hold a class-wide discussionHold a class-wide discussion on the need for “on the need for “people skillspeople skills”.”.
Have students contribute which skills create a moreHave students contribute which skills create a more
productive & pleasant learning environment.productive & pleasant learning environment.
Select one social skill for the weekSelect one social skill for the week..
With kids, operationalize the behaviors via a “With kids, operationalize the behaviors via a “T-chartT-chart””
Click to enlargeClick to enlarge
Click for example (attentive listening)Click for example (attentive listening)
Motivate as usualMotivate as usual
(posters, charts, point sheets, descriptive praise, etc.)(posters, charts, point sheets, descriptive praise, etc.)
Ingrain the skillIngrain the skill
– Practice immediatelyPractice immediately (e.g., Active listening & recognition of others(e.g., Active listening & recognition of others
practiced via round robin questioning session)practiced via round robin questioning session)
– Give a daily mini-lesson everyday (or review periodicallyGive a daily mini-lesson everyday (or review periodically
during left-over instructional timeduring left-over instructional time
– Recognize youngsters for displays & approximationsRecognize youngsters for displays & approximations
http://home.att.net/~clnetwork/socialsk.htm for more detail on teaching thehttp://home.att.net/~clnetwork/socialsk.htm for more detail on teaching the
whole classwhole class

26. 26
Teaching to Small GroupsTeaching to Small Groups ^^
1.1. SELECTSELECT ttarget students via assessmentarget students via assessment
(Teach all the kids in a self-contained BD class).(Teach all the kids in a self-contained BD class).
2.2. Identify reinforcers thatIdentify reinforcers that MOTIVATEMOTIVATE..
3.3. Identify & define theIdentify & define the TARGETTARGET behaviors.behaviors.
4.4. TASK ANALYZETASK ANALYZE the target behavior.the target behavior.
(if not already done by a packaged program)(if not already done by a packaged program)
5.5. TEACHTEACH..
****We’ll do it aWe’ll do it all during a later activityll during a later activity****

27. 27
Teaching social skillsTeaching social skills
Video:Video: Teaching social skills to a small group.Teaching social skills to a small group.

28. 28
Jerry-Riggs & MacGyversJerry-Riggs & MacGyvers ^^
Follow the suggested guidelines as best you can,Follow the suggested guidelines as best you can,
modifying and improvising as necessarymodifying and improvising as necessary..
Create groups of 1-5 students with similar skill needsCreate groups of 1-5 students with similar skill needs
Choose easy-to-master skills 1Choose easy-to-master skills 1stst
Set up rules & proceduresSet up rules & procedures
Collect dataCollect data
Teach to high-status kids 1stTeach to high-status kids 1st
Conduct sessions early in the morningConduct sessions early in the morning
Make the lessons funMake the lessons fun
Make lessons pertinent to their livesMake lessons pertinent to their lives
– How would you modify any of the followingHow would you modify any of the following
recommended skills to be more applicable to therecommended skills to be more applicable to the
lives of certain youngsterslives of certain youngsters?? (Next slide)(Next slide)

29. 29
Take aTake a
minute tominute to
review thesereview these
behaviors.behaviors.
Might someMight some
of theof the
preferredpreferred
actions everactions ever
be contra-be contra-
indicatedindicated
with certainwith certain
kidskids??
From Kay BurkeFrom Kay Burke http://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.htmlhttp://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.html

30. 30
The American Way?The American Way?
If a student displays actions appropriate in his/herIf a student displays actions appropriate in his/her
cultural group, but “cultural group, but “incorrectincorrect” in mainstream North” in mainstream North
American cultureAmerican culture (e.g., lowering one's eyes when spoken(e.g., lowering one's eyes when spoken
to by an adult, physically fighting when mother's honor isto by an adult, physically fighting when mother's honor is
insulted by another),insulted by another), is it appropriate to teach the "is it appropriate to teach the "rightright
waysways" preferred in the schools" preferred in the schools (and found in social skills(and found in social skills
kits)kits)??
When, how & why would you do soWhen, how & why would you do so??

31. 31
When does differentiation of behaviorsWhen does differentiation of behaviors
for different situations & settings trumpfor different situations & settings trump
“generalization” to other settings“generalization” to other settings??
““Streetcorner kids”. WhyStreetcorner kids”. Why??
Traditional cultural differences are present in theTraditional cultural differences are present in the
home... Differences in “home... Differences in “correct behaviorcorrect behavior” such as” such as??
– Eye contactEye contact
– Body spacing & touch conformitiesBody spacing & touch conformities
– Gender constrictions on body spacing & touchGender constrictions on body spacing & touch
– Conversational pausesConversational pauses
– How one responds to directions one does notHow one responds to directions one does not
wish to followwish to follow..

32. 32
Be Like MeBe Like Me
Often, packaged social skills programsOften, packaged social skills programs
promote social actions that, while esteemedpromote social actions that, while esteemed
by adults, would never be shown by anyby adults, would never be shown by any
socially accepted kids in the mainstreamsocially accepted kids in the mainstream (or(or
student’s social group).student’s social group).
In that case, becoming skilled in the newIn that case, becoming skilled in the new
behavior does little to promote acceptance &behavior does little to promote acceptance &
positive interactions in most of thepositive interactions in most of the
youngster’s lifespaceyoungster’s lifespace..

33. 33
The Typical Social Skills LessonThe Typical Social Skills Lesson
(desired outcome)(desired outcome)
SituationSituation:: Victor shows his yellow lunch card to theVictor shows his yellow lunch card to the
cashier. Joe, standing behind him with two other kidscashier. Joe, standing behind him with two other kids
(from higher economic standing)(from higher economic standing) taunts Victor sayingtaunts Victor saying “Hey“Hey
Po’ Boy…Eating on my parents’ taxes again? How doPo’ Boy…Eating on my parents’ taxes again? How do
you like the food I’m buying for you?”you like the food I’m buying for you?” Joe’s friendsJoe’s friends
chuckle.chuckle.
Victor:Victor: ““Please mind your own business.”Please mind your own business.”
Joe:Joe: “Yeah, sure dirtball. You just go on over to your“Yeah, sure dirtball. You just go on over to your
friends at the trailer trash table.”friends at the trailer trash table.”
Victor:Victor: “Joe, I don't appreciate the way you talk about“Joe, I don't appreciate the way you talk about
me and my family.”me and my family.” (Victor walks away.)(Victor walks away.)

34. 34
Role Play #1Role Play #1
(to be followed by discussion)(to be followed by discussion)..
Situation:Situation: Two teams are playing basketball.Two teams are playing basketball.
Time is running out & the score is close whenTime is running out & the score is close when
Kip & Casey have a 2-on-1 fast break.Kip & Casey have a 2-on-1 fast break.
The sole defender goes out to guard Kip whoThe sole defender goes out to guard Kip who
pulls up to miss a long-distance jump shot frompulls up to miss a long-distance jump shot from
beyond the 3-point circle. Casey is furiousbeyond the 3-point circle. Casey is furious
because he was wide open under the basketbecause he was wide open under the basket
hoping for the ballhoping for the ball..
Casey:Casey: Yo' Punk! W’sup with not passing the ball toYo' Punk! W’sup with not passing the ball to
me under the net? Open yo’ eyes, sleepy.”me under the net? Open yo’ eyes, sleepy.”
Kip:Kip: Man, my blindfolded hook beats yo’ best layMan, my blindfolded hook beats yo’ best lay upup..
Casey:Casey: I ain’t seein’ all dat today. Yo’ “J” is broke.I ain’t seein’ all dat today. Yo’ “J” is broke.
Kip:Kip: Man, you be gettin’ used like soap by yo’ man theMan, you be gettin’ used like soap by yo’ man the
whole game. Don’t be talking no trash to me ‘tilwhole game. Don’t be talking no trash to me ‘til
you get yo’ game on, Bubblesyou get yo’ game on, Bubbles..
Casey:Casey: Your mama throws better when she’s workin’Your mama throws better when she’s workin’
the pole, J man.the pole, J man.
Kip:Kip: Oh…playin’ house, huh? N----er, yo’ mamaOh…playin’ house, huh? N----er, yo’ mama
score more times today than you. She better atscore more times today than you. She better at laylay
downs than yo’ lay upsdowns than yo’ lay ups.. (Casey moves(Casey moves aggressivelyaggressively
toward Kip who says “toward Kip who says “Bring it on soapyBring it on soapy.”).”)..

35. 35
Role Play #2Role Play #2 (to be followed by discussion)(to be followed by discussion)
Casey:Casey: Hey, Kip. I was open under the hoop. PassHey, Kip. I was open under the hoop. Pass
the ball, man.the ball, man. (Respectful with suggestion.(Respectful with suggestion.
Disagreement is with the problem, not the person.)Disagreement is with the problem, not the person.)
Kip:Kip: Alright, man. I'll get you next time. IAlright, man. I'll get you next time. I
thought I could hit it or you’d get the rebound.thought I could hit it or you’d get the rebound.
(Has opportunity to respond with reason)(Has opportunity to respond with reason)
Casey:Casey: Let's just get the ball back, Bro.Let's just get the ball back, Bro.
(Focus on solution & keeping the bond)(Focus on solution & keeping the bond)
Outcome:Outcome: They play hard. Kip gets a reboundThey play hard. Kip gets a rebound
and passes “and passes “the rockthe rock” down-court to Casey” down-court to Casey
who scores on a break-away lay-up.who scores on a break-away lay-up.

36. 36
Micro-Cultures: Teaching “Tough” KidsMicro-Cultures: Teaching “Tough” Kids^^
Joke & laugh about the new behaviors in order to…Joke & laugh about the new behaviors in order to…??
Address & defuse the issues up frontAddress & defuse the issues up front (& again later)(& again later)
Switch to serious tone to talk about their importance.Switch to serious tone to talk about their importance.
– Why would “resistant” kids want to use the newWhy would “resistant” kids want to use the new
actions if they’re contra-indicated in their milieuactions if they’re contra-indicated in their milieu??
– What are the benefits outside of their present life-What are the benefits outside of their present life-
spacespace??
Job interviews, disciplinary meetings, police stops, meetingJob interviews, disciplinary meetings, police stops, meeting
new people outside of group, etc.new people outside of group, etc.
We must also engage in “We must also engage in “character educationcharacter education” in order” in order
to avoid…to avoid…??
creating better manipulatorscreating better manipulators..

37. 37
From Talk to Action…From Talk to Action…
During the rest of today’s session, we’ll be puttingDuring the rest of today’s session, we’ll be putting
this information into practice… Remembering thatthis information into practice… Remembering that
each lesson or experience should be processed &each lesson or experience should be processed &
evaluated in 2 ways:evaluated in 2 ways:
– How well was the behaviorHow well was the behavior displayeddisplayed??
((Social skillsSocial skills))
– What has beenWhat has been learnedlearned from the experiences?from the experiences?
((Cognitive skillsCognitive skills))
In other words…Students report on what they haveIn other words…Students report on what they have
learned from a role play or real-life attempt as welllearned from a role play or real-life attempt as well
as their progress in displaying appropriate socialas their progress in displaying appropriate social
skills via theskills via the 5 W & HA! example5 W & HA! example ((click hereclick here))..

38. 38
1.1. Select Target StudentsSelect Target Students ^^
Student’s Self AssessmentStudent’s Self Assessment
11stst
step -step - Students completeStudents complete (by self or in conference)(by self or in conference)
““Teaching Social Skills: Student Self-Report Form”Teaching Social Skills: Student Self-Report Form” (elem.)(elem.)
OROR “How Are My Social Skills Checklist”“How Are My Social Skills Checklist” (adolescent)(adolescent)
(Pages(Pages 1 - 4 in your packet)1 - 4 in your packet)
22ndnd
step –step – Use the information for…Use the information for…??
- understanding of the student- understanding of the student
- determining accuracy of self perceptions- determining accuracy of self perceptions
- conversation starters to attempt to motivate active- conversation starters to attempt to motivate active
participation from the studentparticipation from the student..
??Any thoughts on the questions asked of the studentsAny thoughts on the questions asked of the students??
If you’re enrolled in an online staff development course, you can find a checklist at:If you’re enrolled in an online staff development course, you can find a checklist at:

39. 39
Teacher’s AssessmentTeacher’s Assessment ^^
11stst
step –step – Complete theComplete the ““Social Competence ScreeningSocial Competence Screening
FormForm” (SCSF)” (SCSF) (To identify students in most need)(To identify students in most need) (Page 5 in(Page 5 in
packet)packet)
22ndnd
step –step – Complete theComplete the ““Social Skills Matching FormSocial Skills Matching Form”,”,
circling the numbers of the studentscircling the numbers of the students (from the(from the SCSFSCSF)) who needwho need
instruction in each of the 23 skills listedinstruction in each of the 23 skills listed (or others you identify).(or others you identify).
(Pages 6-7 in packet)(Pages 6-7 in packet)
33rdrd
step -step - Use info from theUse info from the SSMFSSMF to form groups for eachto form groups for each
social skill unit.social skill unit.
Your TaskYour Task:: Complete the teacher forms.Complete the teacher forms.
– Take 10 minutes to do so.Take 10 minutes to do so.
– Tom is available to explain & assistTom is available to explain & assist..

40. 40
2. Identify reinforcers that will2. Identify reinforcers that will
motivate participation.motivate participation. ^^
Move Clifford along the wall toward EmilyMove Clifford along the wall toward Emily
Raffle tixRaffle tix
Group or individual points toward event or privilegeGroup or individual points toward event or privilege
(1-3 points for each 5 min. review of attention/participation)(1-3 points for each 5 min. review of attention/participation)
Progressively open or close window blindsProgressively open or close window blinds
Others that might work for your studentsOthers that might work for your students??

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3. Identify & define target behaviors.3. Identify & define target behaviors. ^^
Decide upon theDecide upon the most neededmost needed social behavior.social behavior.
Define the behaviorDefine the behavior so precisely that everyone agreesso precisely that everyone agrees
as to which actions are to be demonstrated. Insteadas to which actions are to be demonstrated. Instead
ofof ““Student will be polite.”,Student will be polite.”, identify the actions:identify the actions:
– Students will sayStudents will say ““Thank you.”Thank you.” when someonewhen someone
does something nice for them or gives themdoes something nice for them or gives them
something.something.
– Students will sayStudents will say ““Excuse me.”Excuse me.” when needing towhen needing to
interrupt conversations or concentration of others.interrupt conversations or concentration of others.
– Rather than uttering a directive when seekingRather than uttering a directive when seeking
assistance, students will make a request thatassistance, students will make a request that
includes the word “includes the word “PleasePlease””..

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Precision Definitions:Precision Definitions: Brainstorm with meBrainstorm with me
Asking permissionAsking permission::
““Student verbally requests the privilegeStudent verbally requests the privilege
of engaging in an action.”of engaging in an action.”
Staying out of fightsStaying out of fights::
““Student walks away from verbal or physicalStudent walks away from verbal or physical
aggression aimed at him/her.”aggression aimed at him/her.”
Showing SportsShowing Sports(wo)(wo)manshipmanship::
““Student…Student…
– accepts referee’s call without comment.”accepts referee’s call without comment.”
– abides by the rules & their intent.”abides by the rules & their intent.”
– congratulates an opponent at end of a contestcongratulates an opponent at end of a contest..””

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Your task:Your task: (5 minutes)(5 minutes) ^^
Go to your completedGo to your completed “Social Skills Matching Form”“Social Skills Matching Form”
By yourselfBy yourself oror with your colleaguewith your colleague(s)(s)
– Decide which social skill is most important to teachDecide which social skill is most important to teach
– Precisely define the behavior so that it is:Precisely define the behavior so that it is:
specific to the setting and students of concernspecific to the setting and students of concern
able to be identified as “able to be identified as “displayeddisplayed” or “” or “not displayednot displayed” by” by
anyone observing the youngsteranyone observing the youngster(s)(s)..
Be ready to offer your definition to our groupBe ready to offer your definition to our group
(if selected randomly by Dr. Mac from the roster)(if selected randomly by Dr. Mac from the roster)..

44. 44
4. Task analyze the target behavior4. Task analyze the target behavior ^^
Delineate the simple behaviors that comprise theDelineate the simple behaviors that comprise the
complex “complex “behaviorally definedbehaviorally defined” action. They might” action. They might
be displayed either:be displayed either:
– inin sequential ordersequential order
– at theat the same timesame time as other sub-behaviorsas other sub-behaviors
Same time:Same time: ““ListeningListening””
– Face up with eyes on speakerFace up with eyes on speaker
– Nose pointed toward speakerNose pointed toward speaker
– Lips closed except for ‘positive sounds (explained)Lips closed except for ‘positive sounds (explained)
– Be able to paraphrase message & commentBe able to paraphrase message & comment
respectfullyrespectfully..

45. 45
Sub-skills in Sequential Order:Sub-skills in Sequential Order:
““Respecting the Opinion of OthersRespecting the Opinion of Others”” ^^
Offer an empathy statement:Offer an empathy statement:
– ““I know that you feel that way, but…”I know that you feel that way, but…”
– ““I can see how you might think that way, however…”I can see how you might think that way, however…”
Give an assertiveGive an assertive (not hostile)(not hostile) statement of feelings:statement of feelings:
(If applicable)(If applicable)
– ““this really gets my goat.”this really gets my goat.”
– ““it’s frustration to have my views distorted.”it’s frustration to have my views distorted.”
Disagree on subject without attacking speaker:Disagree on subject without attacking speaker:
– ““I view it differently, because…”I view it differently, because…”
– ““The way I see it, the truth is that…”The way I see it, the truth is that…” ..

46. 46
Another One in Sequential OrderAnother One in Sequential Order
““Following directionsFollowing directions””
– Listen carefully to the directionListen carefully to the direction
– Restate the direction (out loud or to self)Restate the direction (out loud or to self)
– If confused, ask for clarificationIf confused, ask for clarification
– Attempt to accomplish the taskAttempt to accomplish the task
– Ask for assistance if neededAsk for assistance if needed..

47. 47
Your TaskYour Task (5 minutes)(5 minutes):: Use T.A. to “Use T.A. to “BreakBreak
DownDown” the complex, multi-step behavior” the complex, multi-step behavior ^^
Task analyze the behavior that you selectedTask analyze the behavior that you selected
as being the most needed.as being the most needed.
OR SelectOR Select “Greeting others”“Greeting others”
– Familiar (family & friends)Familiar (family & friends)
– UnfamiliarUnfamiliar
AdultAdult
PeerPeer
– Same genderSame gender
– Other genderOther gender
– YoungerYounger
– OlderOlder
OROR Select a behavior from the “Select a behavior from the “Social SkillsSocial Skills
Matching FormMatching Form””..

48. 48
5. TEACH5. TEACH ^^
Plan out a unit for the teaching of thePlan out a unit for the teaching of the
behavior. Do so as you would for a unit onbehavior. Do so as you would for a unit on
academic material.academic material.
Would anyone like to share a couple of ideasWould anyone like to share a couple of ideas
of some parts of lessons that would be inof some parts of lessons that would be in
their unittheir unit??
Examples of social skills units planned usingExamples of social skills units planned using
today’s process can be found at:today’s process can be found at:
www.behavioradvisor.com/SocialSkills.htmlwww.behavioradvisor.com/SocialSkills.html
Essentially, the steps to follow when teachingEssentially, the steps to follow when teaching
social skills aresocial skills are……

49. 49
Tell ‘em:Tell ‘em: Introduce & discussIntroduce & discuss What’s in your introWhat’s in your intro?? ^^
– Observations on class behavior toward othersObservations on class behavior toward others
– Belief in ability to do betterBelief in ability to do better
– Overview of programOverview of program
– Why & how program will benefit them.Why & how program will benefit them. How will it benefit themHow will it benefit them?? ??
Show ‘em:Show ‘em: Model the new behaviorModel the new behavior (perhaps with co-(perhaps with co-
teacher)teacher) (YouTube “social skills training”)(YouTube “social skills training”)..
Watch ‘em:Watch ‘em: Role playRole play
Share with ‘em:Share with ‘em: FeedbackFeedback
Send ‘em forth:Send ‘em forth: (perhaps placed in situations where can use skill)(perhaps placed in situations where can use skill)
– Positive recognition for usePositive recognition for use (perhaps prompted at 1(perhaps prompted at 1stst
))
– Homework assignmentsHomework assignments (5W & HA sheets)(5W & HA sheets)
– Surprise testsSurprise tests..
Bring ‘em back:Bring ‘em back:
– Periodic review sessionsPeriodic review sessions
– Role play troublesome situationsRole play troublesome situations
– Set new goalsSet new goals ..
Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?Sequence #4 of NEA video (“connecting”) here. Male T with BD students.?

50. 50
6. Follow-up6. Follow-up ^^
Monitor performance. Collect dataMonitor performance. Collect data for evaluation &for evaluation &
decision-decision- making purposesmaking purposes (Pages 12 -13 in your packet)(Pages 12 -13 in your packet)
Teach new social skills while periodically revisitingTeach new social skills while periodically revisiting
old ones.old ones.
Work on “Work on “generalizationgeneralization””
(while observing the cautions we mentioned)(while observing the cautions we mentioned)......

51. 51
Poof!Poof! ^^
Biggest problem in social skills training isBiggest problem in social skills training is
getting behaviors to:getting behaviors to:
– endure longer than end of the training session, &endure longer than end of the training session, &
– transfer to other settings.transfer to other settings.
What factors would hinder generalizationWhat factors would hinder generalization??
– Lack of cues & prompts in new settingLack of cues & prompts in new setting
– Different cues being present (not practiced before)Different cues being present (not practiced before)
– Skills we taught are not promoted in new settingSkills we taught are not promoted in new setting
– Lack of opportunity to display the new behaviorLack of opportunity to display the new behavior
– Lack of reinforcement for display in new settingLack of reinforcement for display in new setting..

52. 52
Transfer Training: How do weTransfer Training: How do we
promote Generalizationpromote Generalization?? ^^
PracticePractice throughout the daythroughout the day
different settingsdifferent settings
under varied conditionsunder varied conditions
Prompt & coach in naturally occurring situationsPrompt & coach in naturally occurring situations
Unannounced tests involving other staff &Unannounced tests involving other staff &
studentsstudents
Self-report formsSelf-report forms (click)(click) after each event, period,after each event, period,
or day.or day.
Periodic meetings to access progress &Periodic meetings to access progress &
successsuccess..

53. 53
Published Curricula & MorePublished Curricula & More ^^
(Goldstein & McGinnis)(Goldstein & McGinnis) The Prepare CurriculumThe Prepare Curriculum
&& SkillstreamingSkillstreaming
in early childhoodin early childhood
the elementary school childthe elementary school child
the adolescentthe adolescent
(Boys Town Press)(Boys Town Press) Basic social skills for youthBasic social skills for youth
(Hill Walker)(Hill Walker) Walker Social Skills Curriculum –Walker Social Skills Curriculum –
“Accepts”“Accepts”
““Model Me Kids” Video Training SeriesModel Me Kids” Video Training Series (click to go to sample)(click to go to sample)
Self-help booksSelf-help books from:from:
– MaginationPress.comMaginationPress.com
– FreeSpirit.comFreeSpirit.com (search for “social skills”)(search for “social skills”)
(McIntyre)(McIntyre) The Behavior Survival Guide for KidsThe Behavior Survival Guide for Kids
(+ lesson plans)(+ lesson plans)

54. 54
Complete the T-Chart forComplete the T-Chart for “Positively“Positively
Recognizing The Attempts of Others”Recognizing The Attempts of Others” ^^
Back to Steps slideBack to Steps slide By Laura Candler at http://home.att.net/~clnetwork/socialsk.htmBy Laura Candler at http://home.att.net/~clnetwork/socialsk.htm

55. 55
Operationalize the Behavior.Operationalize the Behavior.
Make it “Make it “observable & measurableobservable & measurable”” ^^
BrainstormedBrainstormed
with kids.with kids.
Go to BlankGo to Blank
From Kay BurkeFrom Kay Burke
http://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.htmlhttp://www.phschool.com/eteach/professional_development/teaching_the_social_skills/essay.html

56. 56
Return to the previous pointReturn to the previous point
Name:Name: PabloPablo Date:Date: February 24, 20 - -February 24, 20 - - ^^
Skill:Skill: (Home work) Greeting adults & kids you don’t know(Home work) Greeting adults & kids you don’t know
Steps to follow:Steps to follow:
1.1. Look at the person’s eyesLook at the person’s eyes
2.2. SmileSmile
3.3. Using a “Using a “happy to see youhappy to see you” voice, say” voice, say
““HelloHello..” or “” or “Good morningGood morning..””
5.5. Extra:Extra: Compliment, Talk about weather, or Ask a question.Compliment, Talk about weather, or Ask a question.
GoalGoal:: Each time that I make a polite greeting, I will record theEach time that I make a polite greeting, I will record the
““5Ws & HA5Ws & HA!!””
WhoWho did I say it to?did I say it to?
WhatWhat did I say?did I say?
WhenWhen && WhereWhere did I say it?did I say it?
WhyWhy did I greet them?did I greet them?
HowHow did they respond?did they respond?
AnalysisAnalysis?? (How well did I perform the behavior? Does(How well did I perform the behavior? Does

57. 57
3 Parts of an “I message”3 Parts of an “I message”
WhenWhen (describe what happened without using “you”)(describe what happened without using “you”)
I feelI feel (identify feelings)(identify feelings)
I would likeI would like (make a request)(make a request)
Show Intervention Central VideoShow Intervention Central Video
Return to the rest of slide showReturn to the rest of slide show

58. 58
Extra TimeExtra Time
Criticizing a student’s performance…Criticizing a student’s performance…

59. 59
C - Sandwiches: Emotional Health FoodC - Sandwiches: Emotional Health Food ^^
““Eddie, you did a great job of remembering to putEddie, you did a great job of remembering to put
your backpack on your closet hook.your backpack on your closet hook. Now your jacketNow your jacket
has to be put away too.has to be put away too. (Student says(Student says “Oh!”…“Oh!”…andand
goes to the closet)goes to the closet) I know we’re going to see yourI know we’re going to see your
items on the hook from now onitems on the hook from now on..””
Luis, I appreciate your help in keeping Rodney onLuis, I appreciate your help in keeping Rodney on
task.task. However, prodding someone to finish soHowever, prodding someone to finish so
that you can copy his answers deprives you ofthat you can copy his answers deprives you of
true learning.true learning. From now on, I look forward toFrom now on, I look forward to
seeing you working hard on your own assignment in-seeing you working hard on your own assignment in-
between the reminders to Rodbetween the reminders to Rod..
PonPon

60. 60
Finding the PonyFinding the Pony
in the Pile of Manurein the Pile of Manure~~
““Jackson, I admire your generosity to friends.Jackson, I admire your generosity to friends.
It’s a positive personal trait to want to provideIt’s a positive personal trait to want to provide
them with the lunch that they forgot to bring.them with the lunch that they forgot to bring.
That said, extorting money from others on their behalfThat said, extorting money from others on their behalf
detracts from that act of friendship. It can bring youdetracts from that act of friendship. It can bring you
trouble and keep others from seeing your friendshiptrouble and keep others from seeing your friendship
efforts positively.efforts positively.
However, let me reiterate: Your attempts to pleaseHowever, let me reiterate: Your attempts to please
friends is an admirable characteristic. So let’s discussfriends is an admirable characteristic. So let’s discuss
how to be both friendly and law-abidinghow to be both friendly and law-abiding..””
(Engage in(Engage in Problem SolvingProblem Solving)) clickclick

61. 61
Clickers:Clickers:
Which one is the properly phrasedWhich one is the properly phrased
“Criticism Sandwich”?“Criticism Sandwich”?
1. “You can be proud of remembering to capitalize1. “You can be proud of remembering to capitalize
the first word of each sentence, even if you forgotthe first word of each sentence, even if you forgot
to use any punctuation. So what do we need toto use any punctuation. So what do we need to
remember? Right. Don’t leave out those commas,remember? Right. Don’t leave out those commas,
periods, and question marks in the next draft.”periods, and question marks in the next draft.”
2. “You’ve added many more adjectives, creating a2. “You’ve added many more adjectives, creating a
more interesting piece. Now let’s focus on addingmore interesting piece. Now let’s focus on adding
more adverbs in the last rewrite. You’re getting themore adverbs in the last rewrite. You’re getting the
hang of adding details, and I’m anxious to read ahang of adding details, and I’m anxious to read a
final draft with even more detail.”final draft with even more detail.”
3. Both of the above items are examples of well-3. Both of the above items are examples of well-
worded “worded “criticism sandwichescriticism sandwiches””.. ActivActiv

62. 62
This slide show was developed by:This slide show was developed by:
Tom McIntyreTom McIntyre
Coordinator of the graduate program in behaviorCoordinator of the graduate program in behavior
disordersdisorders
Department of Special EducationDepartment of Special Education
Hunter CollegeHunter College
New York, NY 1021New York, NY 1021
Thomas.mcintyre@hunter.cuny.eduThomas.mcintyre@hunter.cuny.edu
www.BehaviorAdvisor.comwww.BehaviorAdvisor.com

63. 63
To Do 4 OnlineTo Do 4 Online
Reproduce the participant packet (PDFReproduce the participant packet (PDF
form?) for downloading with thisform?) for downloading with this
Powerpoint show.Powerpoint show.

64. 64
Click for flashdrive aviClick for flashdrive avi