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Social Skills Training

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Title: Social Skills Training


1
Social Skills Training
  • Heidi Wolfe
  • CEP 841
  • Summer 2006

2
Whats the problem?
  • According to the National School Psychologist
    Center(NASP) when children have poor social
    skills they
  • Have difficulties communicating with parents,
    teachers, and peers
  • Create negative responses from others that leads
    to peer rejection peer rejection has been linked
    to school violence
  • Display depression, anxiety, and aggression
  • Display poor academic performance
  • Tend to have a higher incidence of involvement in
    the criminal justice system later in life

3
More on Whats the Problem?
  • Research points to a variety of factors that
    contribute to the decline in proper social
    skills.
  • Factors such as television, violence, children
    spending less time with their families, and
    having less supervision.
  • Social skills play a critical role in creating a
    positive school environment, reducing school
    violence, and contribute to success into
    adulthood (Project Archive, (NAPC) Social Skills,
    Social Skills Enhancement).

4
Facts of Social Skills
  • Children who are able to work cooperatively with
    their peers, and use adults and classmates as
    resources, and who have friends themselves are
    more likely to succeed academically and lead
    fulfilling lives (Dodge, Jablon, Bickart 1994,
    p. 44).
  • Social skills allow one to adapt and respond to
    the expectations of society. Many students with
    disabilities have difficulties with social
    skills (Vaughn, Bos, Schumm, 2006, p. 222).

5
More Facts of Social Skills
  • Grant funded program was based on Boys Town
    Social Skills Program
  • Taught and integrated social skills into
    curriculum
  • Students allowed back to their regular school
    after achieving 90 success in learning new
    social skills.
  • Results
  • 50 of students
  • improved in all social skills taught
  • made significant improvement in academic
    performance
  • returned to their regular classrooms with fewer
    referrals and suspensions.

6
Even preschoolers can facilitate the learning of
social skills
  • English, Goldstein, Shafer, Kaczmarek did a
    study of interactions among preschoolers. It
    involved buddy training among children with and
    without disabilities(199763,2).
  • After the training the students with disabilities
    communicated more and played longer.

7
The Importance of Social Skills
  • Dodge et al. state the following social skills
    being directly tied to academic success
  • Share ideas with others
  • Listen when others are speaking
  • Take turns and share
  • Compromise
  • Accept different points of view
  • Negotiate in order to build consensus
  • Take appropriate risks without fear of failure
  • Respect another persons belongings and physical
    space

8
Definition
  • Social Skills and Social Competencies is defined
    as
  • those responses, which within a given
    situation, prove effective, or in other words,
    maximize the probability of producing,
    maintaining, or enhancing positive effects for
    the interactor (Foster and Ritchy, 1979, p.26).

9
What is Social Skills Training?
  • Direct instruction approach at teaching specific
    social skills
  • Many models- Most include 5 steps
  • Identification and rationale of skill in need of
    training
  • Model examples and non examples of the skill
  • Role play or practice the skill (with all
    students)
  • Provide feedback to students performing (are
    there other ways to show the skill?)
  • Transfer training to learn how and when to use
    the skill in real life settings

10
Identification of the skill
  • The best way to determine what social skill is in
    need of development is to do a functional
    analysis. Examine the actual situation in which
    problem behavior is occurring and encourage the
    students to examine why it is necessary for
    change (Jones and Jones, 1994, p 356).
  • For example, a student takes a pencil from
    another student without asking. The student
    lacks the skill for asking to borrow something.
  • Another example, a student shouts at and hits
    another when rejected from playing a game. The
    student lacks the skill in how to ask to be
    involved in the game or how to play to game
    nicely.

11
Model Examples and Non-examples
  • Discuss what it looks and sounds like when asking
    someone if you can borrow something.
  • Describe the opposite too what does it feel like
    to have someone take something of yours without
    asking?
  • List the steps Say the persons name, ask them
    in a kind tone

12
Role play and practice the skill
  • Be sure that every student has an opportunity to
    practice this skill and provide an explicit
    example then allow students to ad lib.
  • Skill Asking to borrow something from someone.
  • Explicit Example
  • Step 1 Say the persons name Hi____.
  • Step 2 Ask May I borrow _____?
  • Step 3 Tell the person why you need it say I
    cant find my____ and I need it for____.
  • Step 4 Tell the person when you will give it
    back say I will give it back as soon as Im
    done with it.
  • Step 5 Tell them thank you and say Thanks____.

13
Provide Feedback
  • Allow all students an opportunity to give
    feedback through
  • Praise
  • Constructive criticism students can offer how to
    become more effective in using the skill

14
Transfer Training
  • As the teacher, be sure to notice when the skill
    is being used and comment positively on it.
  • Learn how and when to use the skill in real life
    settings by offering students a chance to
    practice it using different circumstances.

15
Transfer Training Research Brief
  • According to Vaughn et al. social skills training
    hasnt been as effective as it could be (2006, p.
    235).
  • Here is what you can do
  • Be sure to keep practicing and discussing the
    social skills throughout the school year and
    across a variety of settings.

16
Lets Practice
  • You notice that Shy Suzie is having difficulty
    when it comes to asking for help.
  • Identify the skill take notice when it is
    occurring.
  • Collectively establish the rationale for asking
    for help.
  • Model examples and non examples
  • Role play
  • Provide Feedback
  • Discuss when and how to use the skill day to day.

17
Conclusion
  • Poor social skills are at the heart of many
    problem behaviors in the classroom.
  • Teachers need to take the time to teach
    replacement behaviors and social skills instead
    of simply punishing poor behavior.

18
Conclusion continued
  • Dodge et al. state that social skills can be
    taught and nurtured most effectively when
    children are young, before negative behavior
    patterns become entrenched(1994).
  • Without social skill training students are more
    likely to turn to violence.

19
Where to find out moreWeb sites
  • http//www.incrediblehorizons.com/social-skill-gro
    ups.htm This site offers social skills products
    like games, software, etc.
  • http//www.users.globalnet.co.uk/ebdstudy/strateg
    y/social.htm This is a site that offers
    background regarding social skill training and
    also provides how to plan detailed lessons.
  • http//www.projectachieve.info/ This is about the
    Stop and Think social skills program. It
    provides additional background regarding why
    social skills training is important.
  • http//www.girlsandboystown.org/pros/training/beha
    vioral/teaching.asp Finally, this site is about
    the Girls and Boys Town social skills program.
    It offers information about conferences and
    online classes.

20
References
  • Dodge, D., Jablon, J., Bickart, T. (1994).
    Constructing curriculum for the primary grades.
    Washington D.C. Teaching Strategies Inc.
  • English,K, Goldstein, H., Shafer,K.,
    Kaczmarek,l (1997). Promoting interactions among
    preschoolers with and without disabilities
    Effects of a buddy skills-training program.
    Exceptional Children, 63 (2), Research Library
    Core p. 229-243.
  • Gresham, F. (1982). Social skills instruction for
    exceptional children. Theory Into Practice, 21
    (2), 129-133.
  • Henley, P., Fuston, J., Peters, T., Wall, L.
    (2000). Rescuing elementary school
    troublemeakers. The Education Digest, 65 (8),
    48-52
  • Jones, V. Jones, L. (1994). Comprehensive
    classroom management creating positive learning
    environments for all students. 4th ed. Needham
    Heights, MA Allyn Bacon.

21
References continued
  • Larrivee, B. (2005). Authentic classroom
    management Creating a learning community and
    building reflective practice. 2nd ed. Boston, MA
    Allyn Bacon.
  • Namka, L. (1997). Social skills and positive
    mental health. Retrieved July 23, 2006, from
    http//members.aol.com/AngriesOut/teach4.htm
  • Social skills enhancement. Retrieved July 23,
    2006, from http//www.users.globalnet.co.uk/ebstu
    dy/strategy/social.htm
  • Social skills Promoting positive behavior,
    academic success, and school safety. Retrieved
    July 23, 2006, from http//www.naspcenter.org/fact
    sheets/socialskills_fs.html
  • Stop think social skills program overview.
    Retrieved July 23, 2006, from http//www.projectac
    hieve.info/stopthinksocialskills/SocialSkillsOver
    view.htm
  • Vaughn, S., Bos, C., Schumm, J. (2006) Teaching
    exceptional, diverse, and at-risk students in the
    general education classroom. 3rd ed. Boston, MA
    Pearson Allyn and Bacon.
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