Social Belonging, Social Stories and ILS

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Social Belonging, Social Stories and ILS
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Learning Objectives

• Develop a social story (LSI-2)
• Learn issues regarding social belonging (PCP)
• Learn about program sequencing (LSI-2)
• Teaching Independent Living Skills (LSI-2 and
  PCP)
• Use your creative mind (All projects)

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Social Inclusion Outcomes

• What are some critical aspects of a curriculum
  that might be needed to enhance social inclusion
  and increase membership?

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Social Inclusion Outcomes

• Personal Acceptance
• Workplace or Collegial Acceptance
• Social Participation
• Feelings of Social Support
• Chadsey-Rusch Heal, 1995

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Personal Acceptance

• Describes feelings of wanting to get to know a
  person better or develop a personal or closer
  relationship with him or her
• As individuals write a time when you felt
  personally accepted. Discuss this in groups. What
  implication does this have for planning your
  curriculum?

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Strategies to Promote Social Inclusion

• Involving Peers
• Creating Opportunities
• Teach Social Skills
• PAL (Partners at Lunch)
• Circle of Friends
• Advocacy /Self-determination clubs

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Social Stories (Gray, 2002)

• Social Stories have four sentence types
• 1)Descreptive - they describe situations, who is
  involved, what they are doing and why
• 2) Perspective they describe another persons
  internal state, desire, thoughts, or feelings
• 3) Directive define what is expected as a
  response to a given cue
• 4) Control these are statements written by the
  student to identify what the student may use to
  recall the information in a social story, gain
  reassurance, or define his or her responses

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Suggested Ratio

• 2 descriptive or perspective sentences to 5
  directive sentences

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Write A Social Story to support an independent
living skill

• Write a social story for a student someone in
  your group is familiar with. It could be the
  student from your project or another student from
  practicum.
• Label the types of sentences you would put in
  your social story.
• The social story should be for an inclusive
  environment
• If we can, I would like have 3 groups complete
  social stories for the independent living domains
  (activities), and 3 groups focus on a social
  situation during and independent living skill
  activities
• For the same student consider some strategies to
  promote inclusive membership
• Write your social story and strategies on a
  poster paper and Share (tell us about the student
  it is for and why)
• Rap, Sing, or make skit on how your going to
  teach your social story

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Do prerequisite skills exist?

• Eating/feeding
• head, trunk, and limb control with or without
  prosthetic equipment
• In all other areas, appropriate positioning and
  motor control is a consideration for determining
  level of participation

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• A skill sequence is the logical order we expect a
  student to develop a skill based on
  developmental, instructional, and ecological
  considerations
• While understanding that students may have
  developmental or other significant delays, all
  skill sequences need to be developed and
  implemented in the curriculum age appropriately

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• Easy to hard
• Pre-requisite
• Logical/ common groups

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Direct Instruction Program Sequence

• Identify and Describe a Student with a Life
  Skills Deficit who as a learning disability or
  behavior disorder
• Think of the charters tics of DI life skills
  lesson and briefly describe it
• Pick a program sequence where the lesson falls.
  Identify and explain why you chose the order and
  where your lesson falls in the sequence (4-6
  outcomes).

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Considerations for designing curriculum
instructional sequences
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Considerations for social validation issues

• Age appropriateness
• Strategies that are used by others
• (task analysis definition of skill)
• Materials used and preferred

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Considerations for social validation issues

• Age appropriateness
• Strategies that are used by others
• (task analysis definition of skill)
• Materials used and preferred

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Considerations for selecting instructional
settings

• Natural vs. simulated/artificial environments
• What are the advantages and disadvantages of the
  choice?
• What are creative solutions?

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Considerations for selecting instructional
materials
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Considerations for selecting instructional
materials (continued)
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Considerations for selecting time for instruction

• Natural times vs. contrived times
• Frequency of opportunity
• Massed trials vs. dispersed trials
• What are the advantages and disadvantages of the
  decision?

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Considerations for selecting methods for
assessment instruction

• Level of desired independence
• Stage of learning
• Use of natural cues and discriminative stimuli
• Stimulus response prompts used
• Number of trials for data collection when are
  data collected
• Selection of reinforcers
• Designated instructor assessor
• Considerations

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Considerations for selecting time for instruction

• Natural times vs. contrived times
• Frequency of opportunity
• Massed trials vs. dispersed trials
• What are the advantages and disadvantages of the
  decision?

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Considerations for selecting methods for
assessment instruction

• Level of desired independence
• Stage of learning
• Use of natural cues and discriminative stimuli
• Stimulus response prompts used
• Number of trials for data collection when are
  data collected
• Selection of reinforcers
• Designated instructor assessor