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Teaching Social Skills

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Teaching Social Skills

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    1. Teaching Social Skills I-CASE 10/30/03 Barbara E. Rankin, Ph.D. Heartland AEA 11

    2. 10/30/03 I-Case How do Social Skills and Behavior Relate? Problem behavior is often an absence of social skills. Who taught us social skills? Who defines social skills? Talk about problem behaviors and how they could be replaced with appropriate behaviors that are essentially appropriate social skills. 2. Go through -- how are behaviors different today than when we attended school? Talk about problem behaviors and how they could be replaced with appropriate behaviors that are essentially appropriate social skills. 2. Go through -- how are behaviors different today than when we attended school?

    3. 10/30/03 I-Case Where do we begin? We should think about problem behaviors in the same way we think about academic deficits. If we are going to teach appropriate behavior then we must do so for the entire group. We should think about problem behaviors in the same way we think about academic deficits. If we are going to teach appropriate behavior then we must do so for the entire group.

    4. 10/30/03 I-Case Benchmark All settings, all students Preventative, proactive Too often we wait until behavior is a problem and then decide to change it. Change is harder at this point. Much harder. Too often we wait until behavior is a problem and then decide to change it. Change is harder at this point. Much harder.

    5. 10/30/03 I-Case Strategic Meant for some students who are at high risk. Should be rapid teaching of missing skills.

    6. 10/30/03 I-Case Intensive Intervention Meant for individual students. Must be assessment based. Requires more man power, resources (things and $$$$), more durable strategies. When we are talking about behaviors, this is often very intensive. Given this information, it should be clear that we want to start with the preventative approaches rather than the reactive and intensive approach. Given this information, it should be clear that we want to start with the preventative approaches rather than the reactive and intensive approach.

    7. 10/30/03 I-Case How do we teach behavior? Let’s think about how we teach reading. Volunteers discuss what we do to teach reading. What is the first thing we do? 2. After initial teaching, do we send a book home and say read it? 3. Guided practice, independent practice 4. What if the child makes a mistake? 5. How often do we expell or suspend kids for saying “them” when the word is “there”? Volunteers discuss what we do to teach reading. What is the first thing we do? 2. After initial teaching, do we send a book home and say read it? 3. Guided practice, independent practice 4. What if the child makes a mistake? 5. How often do we expell or suspend kids for saying “them” when the word is “there”?

    8. 10/30/03 I-Case Effective Teaching Practices Instruction and opportunities to observe others Practice and feedback Instruction in many different examples of the skill Positive consequences for the correct use of the skills Corrective feedback Generalization opportunities Can we all agree that these are the effective teaching practices for reading, math, behavior? Can we all agree that these are the effective teaching practices for reading, math, behavior?

    9. 10/30/03 I-Case Practice Teaching (10 minute small group activity - 5 minutes to share) Pick a social skill you want taught in your buildings. In small groups, decide how you will “teach” this skill meeting all the criteria listed on previous slide. Share with large group.

    10. 10/30/03 I-Case Picking a Curriculum Regardless of the curriculum, SS have to be taught. They don’t just happen! How do we pick a curriculum or program? Any idea how many programs are available? Any idea how many programs are available?

    11. 10/30/03 I-Case Research Based Practice No Child Left Behind Means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities.

    12. 10/30/03 I-Case NCLB (from NCLB Act: Title IX - General Provisions: Part A - Definitions Sex. 9101) Includes research that: Employs empirical methods Involves rigorous data analysis Relies on reliable and valid measurements Uses experimental or quasi-experimental designs Presented in a way to allow replication Accepted by a peer-reviewed journal Includes research that: 1. Employs systematic, empirical methods that draw on observation or experiment 2.Involves rigorous data analyses that are adequate 3. Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across tudies by the same or differnet investigators 4. Is evaluated using experimental or quasi-experimental desigins in which individuals are assigne to different conditions and with appropriate controls to evaluate the effexts of the condition of interest. With a preference for random assignment or other disigns to thwe extwnt that those deaigns contain within condition or acro9ss-condition controls. 5. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or offer the opportunity to build systematically on their finding. 6. Has been accpeted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigourous, objective, and scientific review. Includes research that: 1. Employs systematic, empirical methods that draw on observation or experiment 2.Involves rigorous data analyses that are adequate 3. Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across tudies by the same or differnet investigators 4. Is evaluated using experimental or quasi-experimental desigins in which individuals are assigne to different conditions and with appropriate controls to evaluate the effexts of the condition of interest. With a preference for random assignment or other disigns to thwe extwnt that those deaigns contain within condition or acro9ss-condition controls. 5. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or offer the opportunity to build systematically on their finding. 6. Has been accpeted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigourous, objective, and scientific review.

    13. 10/30/03 I-Case Continuum for Reviewing Research (Professional Development Technical Assistance Seminars, 2003-2004) Given the standards presented, different programs will meet different levels of research-based depending on the studies supporting them. Given the standards presented, different programs will meet different levels of research-based depending on the studies supporting them.

    14. 10/30/03 I-Case Gold Standard NCLB Criteria Most rigorous research designs Research proven programs/strategies

    15. 10/30/03 I-Case Strong Evidence Research based programs and strategies Strong evidence but lacking one/two design elements present in “gold standard”

    16. 10/30/03 I-Case Promising Research related programs with one or more proven strategies Untested as a whole Need systematic studies

    17. 10/30/03 I-Case Marginal Programs have 1 or 2 promising practices Little supporting empirical evidence

    18. 10/30/03 I-Case No Empirical Evidence Untested programs or theories No empirical evidence reported Reports are anecdotal, testimonial, etc.

    19. 10/30/03 I-Case So…. How do we know? Heartland Goal #2 = Social Emotional Growth and Development Rubric (tentative) Generating a list

    20. 10/30/03 I-Case Curriculum Evaluation Tool Today we are going to review a program using this tool. Why? To understand the scope of this task. 2. To allow you to use this rubric as necessary in your own districts. 3. To obtain feedback on how this rubric works. Today we are going to review a program using this tool. Why? To understand the scope of this task. 2. To allow you to use this rubric as necessary in your own districts. 3. To obtain feedback on how this rubric works.

    21. 10/30/03 I-Case Step 1 We are going to review First Steps to Success by Walker, Stiller, Golly, Kavanagh, Severson, and Feil. We will review Walker, Kavanaugh, Stiller, Golly, Severson, & Feil. (1998). First Step to Success: An Early Intervention Approach for Preventing School Antisocial Behavior. Journal of Emotional and Behavioral Disorders, v6n2. P66-80.

    22. 10/30/03 I-Case Step 2-Structured Research Review (10 minute small group activity) Using the overview provided, in your groups answer the following 3 questions. Identify and understand the theory base behind the program: Does the manual provide a description of theoretical underpinnings on which this program is based? Are the core values and assumptions of the program noted? Are the research articles sited that provide evidence in support of the program? Yes = theory = early intervention, identify at-risk children, and joint home and school intervention 2. Yes = core values = to get along with others, to engage in school work appropriately, develop interactive skills that contribute to relationships, collaboration of schools and communities. 3 yes = research sited= see reference list. Yes = theory = early intervention, identify at-risk children, and joint home and school intervention 2. Yes = core values = to get along with others, to engage in school work appropriately, develop interactive skills that contribute to relationships, collaboration of schools and communities. 3 yes = research sited= see reference list.

    23. 10/30/03 I-Case Step 3 Program Goals and Research Match Who are the subjects? Research = N=46identified as at-risk for developing antisocial behavior (37% low income, 7% minority, 33% female and 67%male)- no special ed, all Kindergarten Prorgram intended for kindergarten Measureable outcome: Dependent variable of study = p 70 - Adaptive behavior via teacher rating, maladaptive behavior via teacher ratings, AET observations, TRF - Aggression and withdrawn subscales, playground social behavior, and academic engagement. Who are the subjects? Research = N=46identified as at-risk for developing antisocial behavior (37% low income, 7% minority, 33% female and 67%male)- no special ed, all Kindergarten Prorgram intended for kindergarten Measureable outcome: Dependent variable of study = p 70 - Adaptive behavior via teacher rating, maladaptive behavior via teacher ratings, AET observations, TRF - Aggression and withdrawn subscales, playground social behavior, and academic engagement.

    24. 10/30/03 I-Case Step 4 Effect Size See Table 2 for effect sizes - p 72 text = large effect sizeSee Table 2 for effect sizes - p 72 text = large effect size

    25. 10/30/03 I-Case STEP 5 Dissemination Level 3 -- reported in peer refereed journal. This is the only study so far (no meta analysis), no replications at this time. Level 3 -- reported in peer refereed journal. This is the only study so far (no meta analysis), no replications at this time.

    26. 10/30/03 I-Case STEP 6 Program Review

    27. 10/30/03 I-Case Step 6 (not enough copies for all groups) Program Quality - Level 2 Program Content - Level 3 Essential Components - Level 5

    28. 10/30/03 I-Case Finally

    29. 10/30/03 I-Case

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