Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum

1. 1
Advancing Integration:
Merging social skills into the
curriculum
Karen Umstead, BCBAKaren Umstead, BCBA
Beautiful Minds of PrincetonBeautiful Minds of Princeton
1-800-675-27091-800-675-2709
www.beautifulmindsofprinceton.comwww.beautifulmindsofprinceton.com
beautifulminds@comcast.netbeautifulminds@comcast.net
Rory A. Panter, Psy.D.
Licensed Psychologist (NJ #4904)
Behavior Therapy Associates, P.A.
Somerset, New Jersey
(732) 873-1212
www.BehaviorTherapyAssociates.com
rpanter@BehaviorTherapyAssociates.com

2. This workshop is sponsored by the New Jersey Council forThis workshop is sponsored by the New Jersey Council for
Exceptional Children (NJCEC)Exceptional Children (NJCEC)
Please take the handouts from the NJCEC that can be foundPlease take the handouts from the NJCEC that can be found
on your chairs or up at the front of the room.on your chairs or up at the front of the room.
Please use our sign-up sheet to request more informationPlease use our sign-up sheet to request more information
and/or take a flyer regarding how we can help youand/or take a flyer regarding how we can help you
2

3. This workshop is sponsored by the New JerseyThis workshop is sponsored by the New Jersey
Council for Exceptional Children (NJCEC)Council for Exceptional Children (NJCEC)
SAVE THE DATE!!SAVE THE DATE!!
NJCEC Annual ConferenceNJCEC Annual Conference
Monday, March 14th, 2016Monday, March 14th, 2016
Ramapo CollegeRamapo College
Mahwah, NJMahwah, NJ
This is a "PARCC-free" / No Assessment Date!!This is a "PARCC-free" / No Assessment Date!!
www.njcec.orgwww.njcec.org
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4. Check us out in the exhibit hall where we have a booth.Check us out in the exhibit hall where we have a booth.
•Have an opportunity to talk more in-depth with our variousHave an opportunity to talk more in-depth with our various
presenters during our “Meet the Expert” times.presenters during our “Meet the Expert” times.
•Get more handouts and info related to serving exceptionalGet more handouts and info related to serving exceptional
childrenchildren
•Find out more details about our conference coming up.Find out more details about our conference coming up.
www.njcec.orgwww.njcec.org
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5. IntroductionsIntroductions
• Who are weWho are we
• Who are youWho are you
Job position (Teacher, Related Service, Para, etc)Job position (Teacher, Related Service, Para, etc)
Age range of studentsAge range of students
Functioning levels (where on the spectrum)Functioning levels (where on the spectrum)
Placement (Self-contained, Resource, In class)Placement (Self-contained, Resource, In class)
You can also email us for more details on some of theYou can also email us for more details on some of the
strategies talked aboutstrategies talked about
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6. • HousekeepingHousekeeping
• Brief KWLBrief KWL
• Think of your student/caseThink of your student/case
A few more thingsA few more things
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7. Essential QuestionsEssential Questions
• What are social skills students need to be
successful in the real world?
• How can social skills be integrated into existing
curriculum/subjects?
• What are specific strategies to address the social
skill deficits teachers identify?
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8. What Is Social and EmotionalWhat Is Social and Emotional
Learning or Social Skills?Learning or Social Skills?
• *Social and emotional learning (SEL) is the process through*Social and emotional learning (SEL) is the process through
which children and adults:which children and adults:
 acquire and effectively apply the knowledge, attitudes andacquire and effectively apply the knowledge, attitudes and
skills necessary to understand and manage emotionsskills necessary to understand and manage emotions
 set and achieve positive goalsset and achieve positive goals
 feel and show empathy for othersfeel and show empathy for others
 establish and maintain positive relationshipsestablish and maintain positive relationships
 and make responsible decisions.and make responsible decisions.
**http://www.casel.org/social-and-emotional-learning/http://www.casel.org/social-and-emotional-learning/
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9. Social and Emotional Learning (SEL)Social and Emotional Learning (SEL)
Core CompetenciesCore Competencies
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10. Going on a PicnicGoing on a Picnic
• I am going on a picnic. I would love for you toI am going on a picnic. I would love for you to
come but you have to bring something.come but you have to bring something.
• I am going to bring…..I am going to bring…..
• What are you going to bring?What are you going to bring?
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11. The Hidden Curriculum:The Hidden Curriculum:
Unwritten Rules that Students with DisabilitiesUnwritten Rules that Students with Disabilities
Often Miss -Often Miss - By Brenda MylesBy Brenda Myles
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12. • Important social skills that everyone knows but no one is taughtImportant social skills that everyone knows but no one is taught
• GREATLY affected by culture and settingsGREATLY affected by culture and settings
• IncludesIncludes
 Assumed rulesAssumed rules
 Adult or student expectationsAdult or student expectations
 Idioms and metaphorsIdioms and metaphors
• Can you think of some examples??Can you think of some examples??
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Hidden CurriculumHidden Curriculum

13. Our Typical Response:Our Typical Response:
Infrequent ErrorsInfrequent Errors
Response to Academic ProblemsResponse to Academic Problems
• Assume student is trying to makeAssume student is trying to make
the correct responsethe correct response
• Assume error was accidentalAssume error was accidental
• Provide assistance (model-lead-Provide assistance (model-lead-
test)test)
• Provide practiceProvide practice
• Assume student has learned theAssume student has learned the
skill and will perform correctly inskill and will perform correctly in
the futurethe future
Response to Behavior ProblemsResponse to Behavior Problems
• Assume student is not trying toAssume student is not trying to
make the correct responsemake the correct response
• Assume error was deliberateAssume error was deliberate
• Provide negative consequencesProvide negative consequences
• Practice not requiredPractice not required
• Assume student will make theAssume student will make the
right choice and behave in theright choice and behave in the
futurefuture
Adapted from PATTAN workshop “Behavior-Instruction Connection”
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14. Response to Academic ProblemsResponse to Academic Problems
• Assume student has learned theAssume student has learned the
wrong waywrong way
• Assume student has been taughtAssume student has been taught
(inadvertently) the wrong way(inadvertently) the wrong way
• Diagnose the problemDiagnose the problem
• Adjust presentation, use effectiveAdjust presentation, use effective
instructional strategies, provideinstructional strategies, provide
feedback, practice & reviewfeedback, practice & review
• Assume student has learned theAssume student has learned the
skillskill
Response to Behavior ProblemsResponse to Behavior Problems
• Assume student refuses toAssume student refuses to
cooperatecooperate
• Assume student knows what isAssume student knows what is
right and has been told oftenright and has been told often
enoughenough
• Provide more negativeProvide more negative
consequences (withdrawal,consequences (withdrawal,
maintaining removal)maintaining removal)
• Assume student has learnedAssume student has learned
his/her lessonhis/her lesson
Adapted from PATTAN workshop “Behavior-Instruction Connection”
Our Typical Response: Frequent ErrorsOur Typical Response: Frequent Errors
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15. Functional SEL SkillsFunctional SEL Skills
• Feelings IdentificationFeelings Identification
Feelings vocabularyFeelings vocabulary
Matching feelings vocabulary to facialMatching feelings vocabulary to facial
expressions and pictured situationsexpressions and pictured situations
Recognizing and labeling one’s own feelingsRecognizing and labeling one’s own feelings
Recognizing and labeling someone else’s feelingsRecognizing and labeling someone else’s feelings
(empathy, perspective-taking)(empathy, perspective-taking)
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16. Functional SEL SkillsFunctional SEL Skills
• Functional CommunicationFunctional Communication
Making wants & needs met appropriately (askingMaking wants & needs met appropriately (asking
for preferred item, refusing preferred item, askingfor preferred item, refusing preferred item, asking
for a break)for a break)
Conversation skillsConversation skills
• commenting, asking and answering questions, eyecommenting, asking and answering questions, eye
contact, body languagecontact, body language
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17. Functional SEL SkillsFunctional SEL Skills
• Impulse Control & Staying Calm (AngerImpulse Control & Staying Calm (Anger
Management)Management)
Maintain personal spaceMaintain personal space
Calm hands and bodyCalm hands and body
Inside/soft voiceInside/soft voice
Noticing when there is a problemNoticing when there is a problem
• Asking for helpAsking for help
• Accepting helpAccepting help
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18. Common Deficits for KidsCommon Deficits for Kids
with Social Skills Difficultieswith Social Skills Difficulties
• Understanding of Social CuesUnderstanding of Social Cues
• Perspective taking and empathy (e.g., Theory of Mind)Perspective taking and empathy (e.g., Theory of Mind)
• Eye contactEye contact
• Answering questionsAnswering questions
• Turn-taking in conversationTurn-taking in conversation
• Organization and sequencing skillsOrganization and sequencing skills
• Concentration to stay on topicConcentration to stay on topic
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19. Defining Behavioral ExpectationsDefining Behavioral Expectations
• Tell the student what to do as opposed to whatTell the student what to do as opposed to what
not to do:not to do:
-- Walk in the hallway instead of Don’t run in the hallwayWalk in the hallway instead of Don’t run in the hallway
• Use action oriented words:Use action oriented words:
- Use kind words- Use kind words
• Define expectations in terms of what they lookDefine expectations in terms of what they look
and sound like. Meaning, what should you see orand sound like. Meaning, what should you see or
hear the student doing/saying.hear the student doing/saying.
-- Be Responsible in the cafeteria means cleaning up your areaBe Responsible in the cafeteria means cleaning up your area
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20. 20
Basics before startingBasics before starting
Think of an individual you know with difficultiesThink of an individual you know with difficulties
understanding social situations or lacking skills.understanding social situations or lacking skills.
• What is the problem/skill deficit?What is the problem/skill deficit?
• What, if any, is the desired behavior?What, if any, is the desired behavior?
• Break down the desired behaviorBreak down the desired behavior
Gain teacher attention (raise hand, wait for teacherGain teacher attention (raise hand, wait for teacher
to call on you)to call on you)

21. Redefining the ProblemRedefining the Problem
• Social skillSocial skill acquisitionacquisition deficitdeficit
• Social skillSocial skill performanceperformance deficitdeficit
• Deficit inDeficit in generalizinggeneralizing social skill across environmentssocial skill across environments
• Deficit inDeficit in fluencyfluency (speed and accuracy)(speed and accuracy)
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22. How to TeachHow to Teach
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23. Social Skills InstructionSocial Skills Instruction
Key components of effective social skills instruction:Key components of effective social skills instruction:
Define the skillDefine the skill
Model the skill (example & non-example)Model the skill (example & non-example)
Role-playRole-play
FeedbackFeedback
Another way to view it: 3-D approachAnother way to view it: 3-D approach
Discuss Demonstrate and Do (Discuss Demonstrate and Do (from BTAfrom BTA))
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24. Following DirectionsFollowing Directions
1.1. Listen carefully to the instructionsListen carefully to the instructions
2.2. Ask questions about anything you don’tAsk questions about anything you don’t
understandunderstand
3.3. Repeat the instructions to yourself (orRepeat the instructions to yourself (or
the person)the person)
4.4. Follow instructionsFollow instructions
From Skillstreaming task analysis of Following Directions pg. 95
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25. How to greet someoneHow to greet someone
1)1) Walk towards personWalk towards person
2)2) Stop one arm’s length awayStop one arm’s length away
3)3) Look at the person’s faceLook at the person’s face
4)4) Say “Hi”Say “Hi”
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26. 3-D Approach3-D Approach
(Asher & Gordon, 1998)(Asher & Gordon, 1998)
• DiscussionDiscussion of social skills to developof social skills to develop
• DemonstrationDemonstration of skill and specific stepsof skill and specific steps
• DoingDoing (practice, role play, rehearsal, behavior(practice, role play, rehearsal, behavior
specific feedback)specific feedback)
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27. 27

28. 3-D Approach3-D Approach
• DiscussionDiscussion of social skill to developof social skill to develop
Name of the skillName of the skill
Rationale for the skill or importanceRationale for the skill or importance
Specific steps outlined in clear fashionSpecific steps outlined in clear fashion
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29. 3-D Approach3-D Approach
• DemonstrationDemonstration of skill and specific stepsof skill and specific steps
Model appropriately the steps involvedModel appropriately the steps involved
• Check in with child to ensure comprehensionCheck in with child to ensure comprehension
• Have child show thumbs up/down to ensure he/sheHave child show thumbs up/down to ensure he/she
knows what skill looks likeknows what skill looks like
Model inappropriate way of displaying skillModel inappropriate way of displaying skill
• Check in with child to ensure comprehensionCheck in with child to ensure comprehension
• Have child show thumbs up/down to ensure he/sheHave child show thumbs up/down to ensure he/she
knows what skill looks likeknows what skill looks like
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30. 3-D Approach3-D Approach
• DoingDoing of skillof skill
Child practices specific steps of skillChild practices specific steps of skill
Teacher/leader and other children provideTeacher/leader and other children provide
feedbackfeedback
• Thumbs up/downThumbs up/down
• Behavior specific verbal feedbackBehavior specific verbal feedback
• Child should continue practice until 100% correctChild should continue practice until 100% correct
• Role play frequently to increase fluency (accuracy andRole play frequently to increase fluency (accuracy and
speed of demonstrating skill)speed of demonstrating skill)
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31. Example:Example:
Greeting SomeoneGreeting Someone
DiscussDiscuss
• RationaleRationale:: Greeting someone is important so thatGreeting someone is important so that
you can meet new people, make more friends, andyou can meet new people, make more friends, and
have someone to play with on the playground or inhave someone to play with on the playground or in
your neighborhood.your neighborhood.
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32. Example:Example:
Greeting SomeoneGreeting Someone
DiscussDiscuss
• Steps:Steps:
Move close to the personMove close to the person
Make eye contactMake eye contact
Say hello and Say your name “Hi. My name is Rory.”Say hello and Say your name “Hi. My name is Rory.”
Ask them their name “What’s your name?”Ask them their name “What’s your name?”
Talk about something you like to do or where you goTalk about something you like to do or where you go
to school.to school.
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33. Greeting SomeoneGreeting Someone
DemonstrateDemonstrate
• Adult models/shows child how to greetAdult models/shows child how to greet
someone.someone.
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34. Greeting SomeoneGreeting Someone
DoDo
• Practice greeting someone with adult coachingPractice greeting someone with adult coaching
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35. Planning for Social Skills &Planning for Social Skills &
AcademicsAcademics
Decide upon one objective (social or academic)Decide upon one objective (social or academic)
Pair the first objective of lesson with secondPair the first objective of lesson with second
objective, coming out of the opposite domainobjective, coming out of the opposite domain
E.g. 1E.g. 1stst
objective: social skills goalobjective: social skills goal
22ndnd
objective: language arts goalobjective: language arts goal
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36. Academic Integration AreasAcademic Integration Areas
• Listening & speaking skillsListening & speaking skills (conversation, paraphrasing, summarizing)(conversation, paraphrasing, summarizing)
• Literacy skillsLiteracy skills (making inferences and predictions, relating previous(making inferences and predictions, relating previous
experiences to what is read)experiences to what is read)
• Writing skillsWriting skills (perspective taking; sharing writing with others; writing stories,(perspective taking; sharing writing with others; writing stories,
explanations, reports, persuasive arguments)explanations, reports, persuasive arguments)
• Science SkillsScience Skills (experimental design/scientific method, understanding change)(experimental design/scientific method, understanding change)
• Social Studies SkillsSocial Studies Skills (citizenship and responsibility, rules and consequences,(citizenship and responsibility, rules and consequences,
historical conflicts and their resolution, cause-effect relationships)historical conflicts and their resolution, cause-effect relationships)
From Korinek & Popp (1997)
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37. Language Arts (Reading & Writing)Language Arts (Reading & Writing)
• Using a bookUsing a book
Decide upon what skill(s) you want to focusDecide upon what skill(s) you want to focus
Select a book that:Select a book that:
• Targets the skill(s)Targets the skill(s)
• Simple clear storylineSimple clear storyline
• Brief storyBrief story
• Considers cultural and gender diversityConsiders cultural and gender diversity
• Students can understand the text/picturesStudents can understand the text/pictures
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38. BibliotherapyBibliotherapy
1)1) Pre-readingPre-reading
2)2) Guided ReadingGuided Reading
3)3) Post-readingPost-reading
4)4) Follow-up activitiesFollow-up activities
From Forgan (2003) “Using Bibliotherapy to Teach Problem Solving”
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39. 39
What are Social Stories?What are Social Stories?
• Carol Gray defined it as “a short story thatCarol Gray defined it as “a short story that
describes a situation, concept, or social skilldescribes a situation, concept, or social skill
using a format that is meaningful for peopleusing a format that is meaningful for people
with autism spectrum disorders” (13-1)with autism spectrum disorders” (13-1)
• Gray recommends using stories about things theGray recommends using stories about things the
individual does well as well as stories aboutindividual does well as well as stories about
things the individual is working on learningthings the individual is working on learning

40. Lights, Camera, Action!!Lights, Camera, Action!!
2nd grade classes at Sample School are presenting a
musical about the Solar System.
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41. A play or musical is like a movie.
People pretend to be different
characters and sometimes sing.
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42. In the real world,
Planets don’t sing.
Sometimes, in movie or
musical, planets can sing.
42

43. The people can pretend to be a planet, an
alien, a space creature, comets, or many other
things. It is okay.
43

44. People may pretend that an
object is something
different than what it really
is. A yellow circle may be
used to look like the Sun.
People may pretend that
the yellow circle is the sun.
This is okay. It is part of
musical.
44

45. I get to pretend to be a guide for the sun.
I get to say:
“Well, if it wasn’t for the
sun and the sunrays, we
wouldn’t be able to
sustain life on Earth.
You keep us cozy and
warm…thank you, Sun!”
45

46. Sometimes our class will sing a song. Some
songs that we may sing are “One Light, One
Sun”, “Space Colonies” and “Martian Hop”.
It is okay to sing.
46

47. My teachers will be happy that I am a part of the
musical. I will be in the play with my friends.
My family will be happy that I am in the musical.
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48. Power Card StrategyPower Card Strategy
• Developed by Gagnon (2001)Developed by Gagnon (2001)
• Based on visual support literature and primingBased on visual support literature and priming
• Utilizes student’s special interestsUtilizes student’s special interests
• Two parts:Two parts:
Personalized script (read prior to event)Personalized script (read prior to event)
Power CardPower Card
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49. Power Card ScriptPower Card Script
 Scenario about special interest and the behavior inScenario about special interest and the behavior in
need of workneed of work
 Images related to special interestsImages related to special interests
 Scenario where special interest model attempts toScenario where special interest model attempts to
solve problem the student struggles withsolve problem the student struggles with
 3-5 step strategy outlining the way to solve the3-5 step strategy outlining the way to solve the
problem and how it was successfulproblem and how it was successful
 Note of encouragement from the special interestNote of encouragement from the special interest
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50. Lesson Activity ExamplesLesson Activity Examples
Draw:Draw:
• Different thermometersDifferent thermometers
showing feelingsshowing feelings
• Characters and their emotionsCharacters and their emotions
• Cartoon sequencesCartoon sequences
• Venn diagrams ofVenn diagrams of
character/student differencescharacter/student differences
IdentifyIdentify
• Compliments & insultsCompliments & insults
• Character strengths &Character strengths &
weaknessweakness
• Problem solving stepsProblem solving steps
• Character opinions and storyCharacter opinions and story
evidenceevidence
From Maich & Kean 2004
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51. Lesson Activity ExamplesLesson Activity Examples
Write:Write:
• Story ending showingStory ending showing
various emotionsvarious emotions
• News releases about storyNews releases about story
eventsevents
• Future biographiesFuture biographies
• Fortunately/unfortunatelyFortunately/unfortunately
statementsstatements
CreateCreate
• A bulletin board aboutA bulletin board about
feelingsfeelings
• A board game about storyA board game about story
emotionsemotions
• A literary treasure huntA literary treasure hunt
• A “bank” of issues orA “bank” of issues or
problemsproblems
From Maich & Kean 2004
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52. More Language Arts IdeasMore Language Arts Ideas
• Discuss perspective and point of viewDiscuss perspective and point of view
• Use problem found in the book and “solve” itUse problem found in the book and “solve” it
• Discuss character’s choices and evaluateDiscuss character’s choices and evaluate
• Discuss ways in which character handled angryDiscuss ways in which character handled angry
situations and how they did or did not calmsituations and how they did or did not calm
down.down.
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53. More Language Arts IdeasMore Language Arts Ideas
• Have students write about how they feel about aHave students write about how they feel about a
situation and how the other person may feel.situation and how the other person may feel.
• Use a dialogue journal to coach and assist withUse a dialogue journal to coach and assist with
problem-solving as well as work on appropriateproblem-solving as well as work on appropriate
grammar and mechanics.grammar and mechanics.
• Have students write about a situation that made themHave students write about a situation that made them
angry. Then have them go back and “re-write” the storyangry. Then have them go back and “re-write” the story
incorporating problem-solving or the anger-incorporating problem-solving or the anger-
management strategymanagement strategy
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54. Anger ManagementAnger Management
Anger is not a bad emotion, but what a person does whenAnger is not a bad emotion, but what a person does when
angry can be a problem.angry can be a problem.
Anger vs. Aggression (feeling vs. behavior)Anger vs. Aggression (feeling vs. behavior)
Anger triggersAnger triggers
• What situations/things/people tend to make you angry?What situations/things/people tend to make you angry?
Anger signalsAnger signals
• Where do you feel it in your body?Where do you feel it in your body?
Precipitating FactorsPrecipitating Factors
• Things out of your controlThings out of your control
• Staff need to rationally detachStaff need to rationally detach
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55. Anger Management StepsAnger Management Steps
1.1. How does my body feel?How does my body feel?
2.2. Calm DownCalm Down
a)a) Take 3 deep breathsTake 3 deep breaths
b)b) Count backwards slowlyCount backwards slowly
c)c) Think nice thoughtsThink nice thoughts
d)d) Talk to yourself (tell yourself to calm down)Talk to yourself (tell yourself to calm down)
3.3. Think out loud to solve the problem (use theThink out loud to solve the problem (use the
problem-solving steps)problem-solving steps)
4.4. Think about it later (Why was I angry?, WhatThink about it later (Why was I angry?, What
worked?, What can I do differently in the future?)worked?, What can I do differently in the future?)
Based upon Second Step Curriculum
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56. Curriculum ConnectionsCurriculum Connections
How can I, the (fill in blank) teacher, teach social skills when I haveHow can I, the (fill in blank) teacher, teach social skills when I have
50 million other things to teach as part of the curriculum?50 million other things to teach as part of the curriculum?
A 6A 6thth
special education reading teacher and I worked together tospecial education reading teacher and I worked together to
teach social skills through the novel “Lily’s Crossing”.teach social skills through the novel “Lily’s Crossing”.
Here is a brief video clip of one way reading and socials skills wereHere is a brief video clip of one way reading and socials skills were
combined.combined.
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57. IncorporatingIncorporating
Social Problem-SolvingSocial Problem-Solving
when Teaching Social Skillswhen Teaching Social Skills
57

58. Can Teaching Discrete Social Skills coverCan Teaching Discrete Social Skills cover
all Problem Situations?all Problem Situations?
• 8-year old child gets off school bus. Every other day the8-year old child gets off school bus. Every other day the
child’s mom or dad is home waiting for him/her.child’s mom or dad is home waiting for him/her.
• Today the doors are locked, no one is home, and he/sheToday the doors are locked, no one is home, and he/she
does not have a key.does not have a key.
• Was this “problem’ covered in the social skills group atWas this “problem’ covered in the social skills group at
school?school?
58

59. Social Problem-SolvingSocial Problem-Solving
• Traditionally, social skills training conceptualizes Social SkillsTraditionally, social skills training conceptualizes Social Skills
(SS) impairments as narrow, discrete responses. This(SS) impairments as narrow, discrete responses. This
approach results in the generation of an endless list ofapproach results in the generation of an endless list of
discrete skills that are assessed for their presence or absencediscrete skills that are assessed for their presence or absence
and are then targeted for instruction.and are then targeted for instruction.
• It is important to conceptualize SS as a broader set of skillsIt is important to conceptualize SS as a broader set of skills
associated with social problem solving.associated with social problem solving.
59

60. Social Information ProcessingSocial Information Processing
6-stage Model6-stage Model
(Crick and Dodge, 1994)(Crick and Dodge, 1994)
• 6 stages of information processing that children cycle through6 stages of information processing that children cycle through
when evaluating a particular social situation:when evaluating a particular social situation:
1)1) encodeencode (attend to and encode the relevant cues)(attend to and encode the relevant cues)
2)2) interpretinterpret (make a judgment about what is going on)(make a judgment about what is going on)
3)3) clarify goalsclarify goals (decide what their goal is in the particular situation)(decide what their goal is in the particular situation)
4)4) generate responsesgenerate responses (identify different behavioral strategies for attaining the(identify different behavioral strategies for attaining the
decided upon goal)decided upon goal)
5)5) decide on the responsedecide on the response (evaluate the likelihood that each potential strategy will(evaluate the likelihood that each potential strategy will
help reach their goal and choosing which strategy to implement)help reach their goal and choosing which strategy to implement)
6)6) perform the responseperform the response (doing the chosen response)(doing the chosen response)
60

61. Incorporating Social Problem-SolvingIncorporating Social Problem-Solving
when teaching Social Skills Trainingwhen teaching Social Skills Training
• Teaching a Problem-Solving ModelTeaching a Problem-Solving Model
• Goal is to teach children to become independentGoal is to teach children to become independent problem-problem-
solverssolvers
• Rather thanRather than focusingfocusing on teaching a specific behavioral skill, theon teaching a specific behavioral skill, the
focus is on teaching a social problem solving model that thefocus is on teaching a social problem solving model that the
learner would be able to use as a “tool box.”learner would be able to use as a “tool box.”
• TheThe Social Problem-SolvingSocial Problem-Solving approach offers the promise of helpingapproach offers the promise of helping
the child to become a better problem solver, thereby promotingthe child to become a better problem solver, thereby promoting
greater independence.greater independence.
61

62. Independence:Independence:
“Give a person a fish and they eat for a day but teach“Give a person a fish and they eat for a day but teach
them to fish and they eat for a lifetime”them to fish and they eat for a lifetime”
62

63. Social Problem-Solving ApproachSocial Problem-Solving Approach
Systematic TeachingSystematic Teaching
• Teach Problem-Solving SkillsTeach Problem-Solving Skills
 Teach children how to Problem-Solve in the sameTeach children how to Problem-Solve in the same
manner that one teaches any other skill…bymanner that one teaches any other skill…by discussingdiscussing
problem-solving steps,problem-solving steps, demonstratingdemonstrating them, and havingthem, and having
childrenchildren dodo // practicepractice themthem
 This systematic teaching of problem-solving helpsThis systematic teaching of problem-solving helps
children acquire skills so that they are better able to applychildren acquire skills so that they are better able to apply
this “tool-box” within any social situationthis “tool-box” within any social situation
63

64. Social and Emotional Learning (SEL)Social and Emotional Learning (SEL)
Programs incorporatePrograms incorporate
Social Problem-SolvingSocial Problem-Solving
• The Collaborative for Academic, Social, and EmotionalThe Collaborative for Academic, Social, and Emotional
Learning (CASEL) has identified 5 core social and emotionalLearning (CASEL) has identified 5 core social and emotional
competencies thatcompetencies that Social and Emotional Learning (SEL)Social and Emotional Learning (SEL)
programs should address:programs should address:
 Self-awarenessSelf-awareness
 Self-managementSelf-management
 Social awarenessSocial awareness
 Relationship skillsRelationship skills
 Responsible decision makingResponsible decision making (social problem-solving)(social problem-solving)
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65. 65

66. Video of Child UsingVideo of Child Using
POWER-SolvingPOWER-Solving
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67. Successful Social Problem-SolvingSuccessful Social Problem-Solving
• Increase frequency of intervention (e.g., daily)Increase frequency of intervention (e.g., daily)
• Increase duration (e.g., entire academic year)Increase duration (e.g., entire academic year)
• Use a systematic and consistent approachUse a systematic and consistent approach
• Train to fluencyTrain to fluency
• Include peers who can serve as positive social, behavior andInclude peers who can serve as positive social, behavior and
language modelslanguage models
• Prepare for novel situationsPrepare for novel situations
• Develop interventions for challenging behaviorDevelop interventions for challenging behavior
• Collaboration and Communication among school personnel,Collaboration and Communication among school personnel,
family members, and any private providersfamily members, and any private providers
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68. Strategies to considerStrategies to consider
• Being a “feelings” detective during the dayBeing a “feelings” detective during the day
• Feelings collagesFeelings collages (different collages representing different(different collages representing different
emotions; different collages with situations reflecting different emotions)emotions; different collages with situations reflecting different emotions)
• How is Your Engine Running?How is Your Engine Running? (ALERT Program - analogy(ALERT Program - analogy
to car or Winnie the Pooh)to car or Winnie the Pooh)
• Social NarrativesSocial Narratives (e.g., Social Stories)(e.g., Social Stories)
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69. 69

70. 70

71. Social Studies IdeasSocial Studies Ideas
• Discuss the various cultural points of view orDiscuss the various cultural points of view or
perspectives through historyperspectives through history
• Evaluate how well a problem was solved and whetherEvaluate how well a problem was solved and whether
they choose a good solutionthey choose a good solution
• Discuss “anger” triggers and events, look at cause andDiscuss “anger” triggers and events, look at cause and
effect, talk about how anger can be channeled foreffect, talk about how anger can be channeled for
positive change (suffrage, civil rights)positive change (suffrage, civil rights)
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72. Science IdeasScience Ideas
• When looking at “balance” in ecosystems,When looking at “balance” in ecosystems,
discuss/debate the two sides (developers vs.discuss/debate the two sides (developers vs.
conservationists)conservationists)
• Take a problem found in science and “solve it”,Take a problem found in science and “solve it”,
figuring out which solution worksfiguring out which solution works
• Discuss strategies animals use when angry or to “calmDiscuss strategies animals use when angry or to “calm
down” (Porcupine shoots quills, cats lick fur)down” (Porcupine shoots quills, cats lick fur)
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73. Math IdeasMath Ideas
• When solving word problems, take it a step furtherWhen solving word problems, take it a step further
and probe how might the “characters” feel about theand probe how might the “characters” feel about the
answer (e.g. not happy to lose all dogs, excited to haveanswer (e.g. not happy to lose all dogs, excited to have
so much money)so much money)
• Ask students to brainstorm 4 different ways to solveAsk students to brainstorm 4 different ways to solve
an equation, possibly modify the eval. Criteriaan equation, possibly modify the eval. Criteria
• Share with students that sometimes countingShare with students that sometimes counting
backwards slowly may help calm them down.backwards slowly may help calm them down.
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74. Gym/Art/MusicGym/Art/Music
• In cooperative group activities, discuss how people in different roles feelIn cooperative group activities, discuss how people in different roles feel
• Create something to reflect a particular feelingCreate something to reflect a particular feeling
• Decide how different music makes you feel and whyDecide how different music makes you feel and why
• Cooperative group: problem-solve a physical activity.Cooperative group: problem-solve a physical activity.
• Decide on a figure to represent and problem solve how they can do that.Decide on a figure to represent and problem solve how they can do that.
• Look how composers solved problems with tempo or notesLook how composers solved problems with tempo or notes
• Talk about how breathing and exercise can help calm or rev you upTalk about how breathing and exercise can help calm or rev you up
• Draw physical characteristics of angerDraw physical characteristics of anger
• Pick out music that calms you down or makes you feel more angryPick out music that calms you down or makes you feel more angry
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75. Foreign Lang/ComputersForeign Lang/Computers
• Compare cultural social skills (what does greeting look like in USA vs. Latin AmericaCompare cultural social skills (what does greeting look like in USA vs. Latin America
• Research the way computers animate feelingsResearch the way computers animate feelings (what parts of faces are manipulated)(what parts of faces are manipulated)
• Discuss a problem found in another culture and compare/contrast the way USDiscuss a problem found in another culture and compare/contrast the way US
solved the same problem (e.g. pollution)solved the same problem (e.g. pollution)
• Discuss common computer problems and how you might solve it (link broken onDiscuss common computer problems and how you might solve it (link broken on
site: go to site’s main site and search),site: go to site’s main site and search),
• Relate how computer handles one thing at time (serial processing)Relate how computer handles one thing at time (serial processing)
• How is anger expressed in that language, what idioms or phrases are used versusHow is anger expressed in that language, what idioms or phrases are used versus
here (madder than a wet hen)here (madder than a wet hen)
• Research online relaxation techniquesResearch online relaxation techniques
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