Working to make a difference for children
who display challenging behavior
"The success of teachers and administrators in helping students develop social competence depends on their ability to (a) develop a school-wide culture of social competence, (b) infuse the curriculum with situation-specific social skills lessons that target key behaviors, and (c) match the level and intensity of instruction to students' social skills deficits (Gresham, 1998; Sugai & Lewis, in press)."ED468580 2002-07-00 Developing Social Competence for All Students. ERIC/OSEP Digest
In addition to Social Skills taught
at the Primary and Secondary Level, extended lessons are planned
for Individual Students
In addition to Social Skills taught
at the Primary level,
Social Skills Taught to All Students.
Second Step is a school-based social skills curriculum for preschool through junior high that teaches children to change the attitudes and behaviors that contribute to violence. The curriculum teaches social skills to reduce impulsive and aggressive behavior in children and increase their level of social competence.
Steps to Respect: A Bullying Prevention Program is a research-based, schoolwide approach to help foster a safe, caring, and respectful school environment. This self-contained, easy-to-use program is designed for schoolwide implementation, with lessons for the upper-elementary grades (3-5 or 4-6). Language arts and social-emotional learning are combined in the curriculum's literature lessons, which are based on popular children's books. Because educating school staff is critical to addressing the problem of bullying, a fully scripted staff training manual (complete with video) is included.
This series is part of the "Safe Schools" section of Sopris West. Bully-Proofing Your Elementary School, Bully-Proofing Your School, and Bully-Proofing Your Child are resources available for school personnel and parents.
A. Identify the specific skill to be taught.
B. Identify why this skill is important to the structure of the program/classroom.
C. Assist in generalizing this skill to their life; make it relevant to the student.
A. Identify the essential behaviors needed to meet the social skill.
B. Have students identify potential loopholes or problems which may arise and how they should respond.
A. Using a T-Chart to define what behaviors would look and sound like when meeting the standards of the social skill.
B. Model the essential behaviors needed to meet the standards of the social skill..
C. Model any loopholes, exceptions, or problem situations that may arise when meeting the standards of the social skill.
Do Phase (Includes the Social Coaching Phase)
A. Have students role-play or practice the needed behaviors (listed under Tell Phase) to meet the standards of the social skill.
B. Provide the students with a simulated practice, starting with the rationale and review of the essential behaviors (listed under Tell Phase)
Tell Phase (required to meet the standards of the social skill).
A. Set up situations that could potentially create problems for students and have them demonstrate appropriate responses.
B. Give students consistent and specific feedback regarding their performance of meeting the social skill.
A. Summarize the lesson.
B. Social Coaching Modeled: Have students generate other settings in which this skill would apply.
Adapted with permission from Foundations: Establishing Positive School-Wide Discipline Policies, Sprick,R.S., Garrison, M., Howard, L. (2002) Eugene, Oregon, Pacific Northwest Publishing.
The Center on the Social and Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children. The Center develops and disseminates evidence-based, user-friendly information to help early childhood educators meet the needs of the growing number of children with challenging behaviors and mental health challenges in child care and Head Start programs.
PBIS World is a website containing links to hundreds of interventions, supports, resources, and data collection tools, all of which are organized into the tier 1 through 3 framework. It is designed to help guide users through the PBIS implementation process, starting with behavior identification and offering suggestions for interventions and data collection tools.
The following products or programs are widely used by teachers to teach small group or individuals with social skill deficits. At the econdary level, Social Skill Strategies are highly recommended.
Superheroes Social Skills is an evidence-based program that enhances the social competence of elementary students with autism spectrum disorders (ASD), behavioral disorders, or developmental delays. Superheroes was specifically designed to improve the social skills of high-functioning children with ASD, but is also appropriate for any student who needs to learn to interact appropriately with peers and adults.
Very popular series of book addressing the tough to teach student. Resources for teaching social skills are also a part of this series by William Jenson, Ph.D. et al
Interested in learning why the PATHS® program is the premier SEL curriculum available? Then watch our dynamic presentation, "Improving School Climate for Student Success -- A Guide to the PATHS® Program," by visiting: www.channing-bete.com/pathspreview/
The following products or programs are all about Social Skills and Conflict Resolution. The ASSIST Series, Cool Kids, and One Minute Skill Builder are some of the resources available in this area of the Sopris West Web site.
This book is a master guide to social skill instruction. More than 180 social skills are broken down into their component behaviors on pages you can reproduce for your use. Skills from the basic (following instructions, disagreeing appropriately, introducing yourself) to the complex (clarifying values and beliefs, stress management, conflict resolution) are covered.
Techniques use a structured learning approach and include modeling, role-playing, performance feedback, and transfer training. Students learn social skills that make them successful communicators with their peers, families, and teachers. They develop competence in dealing with interpersonal conflicts, learn to use self-control, and contribute to a positive atmosphere.
Motivating social skill instruction for students of all ages. The WhyTry Organization was created to provide simple hands on solutions for helping youth learn important life skills such as:
* Anger Management
* Problem Solving
* Dealing with Peer Pressure
* Living Laws and Rules
* Building a Support System
* Having a Vision of their Future
Aggression Replacement Training is a classic intervention program designed to teach adolescents to understand and replace aggression and antisocial behavior with positive alternatives. The program's three-part approach includes training in Prosocial Skills, Anger Control, and Moral Reasoning. This is just one of the resources available from Research Press.
Developing Social Competence for All Students. ED468580 2002-07-00 Developing Social Competence for All Students. ERIC/OSEP Digest. Author: Vincent, Claudia G. - Horner, Robert H. - Sugai, George