TIER 2; ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING (PDF)

TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Communities In Schools of North Carolina is leading the national network in providing the most effective student supports and wraparound interventions and supports directly in schools to support students and teachers. Working collaboratively with 400 schools across North Carolina, Communities In Schools impacts the lives of more than 230,000 youth each year. Driven by research- based practices surrounding the best predictors of student success – attendance, behavior, coursework and parent and family engagement – Communities In Schools is changing the picture of education for students across North Carolina. Learn more about Communities In Schools of North Carolina at www.cisnc.org. The Nonprofit Evaluation Support Program (NESP) is a collaborative effort between two University of North Carolina Greensboro organizations – The SERVE Center and The Office of Assessment, Evaluation, and Research Services (OAERS). NESP’s mission is to provide program evaluation services and program evaluation capacity building support to nonprofit and community-based organizations while providing authentic learning experiences for future leaders in the field of program evaluation. The SERVE Center at The University of North Carolina Greensboro is a university- based research, development, dissemination, evaluation, and technical assistance center. For more than 24 years, SERVE Center has worked to improve K-12 education by providing evidence-based resources and customized technical assistance to policymakers and practitioners. The University of North Carolina Greensboro (UNCG) is one of the sixteen university campuses of The University of North Carolina. UNCG holds two classifications from the Carnegie Foundation for the Advancement of Teaching, as a “research university with high research activity” and for “community engagement” in curriculum, outreach, and partnerships. Copyright © 2015. Communities In Schools of North Carolina (CISNC). All rights reserved. No portion of this document may be copied or reproduced in whole or in part without the express permission of Communities In Schools of North Carolina. Communities In Schools of North Carolina 222 North Person Street, Suite 203 | Raleigh, NC 27601 Phone: (919) 832-2700 | Toll Free: (800) 849-8881 | Fax: (919) 832-5436 http://www.cisnc.org/  TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Table of Contents Overview .................................................................................................................................................................. 1 CISNC Introduction .......................................................................................................................................... 1 Using Evidenced-Based Strategies ............................................................................................................. 1 Problem/Rationale........................................................................................................................................... 2 Purpose ................................................................................................................................................................. 3 Implementation Plan ........................................................................................................................................... 3 Uses ........................................................................................................................................................................ 3 Audiences ............................................................................................................................................................. 3 Materials/Equipment/Space ........................................................................................................................ 3 Time ....................................................................................................................................................................... 3 Sample Intervention – Social Skills Training .............................................................................................. 4 Suggested Supplemental Activities ............................................................................................................ 7 Resources ................................................................................................................................................................. 9 Measuring Success ............................................................................................................................................. 10 Appendices ........................................................................................................................................................... 11 A. References ............................................................................................................................................. A-1 B. Research Alignment ........................................................................................................................... B-1  1 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Overview CISNC Introduction In the 2014-2015 school-year, Communities In Schools of North Carolina (CISNC) introduced a framework that aligns site and student metrics and interventions and supports to four areas that have been shown to have the greatest impact on student success: attendance, behavior, coursework, and parent involvement, or ABC+P. Both combined and individually, attendance, behavior, and coursework are among the best predictors of a student’s academic success and on-time graduation. While collecting data around ABC+P is critically important to understanding the school and student, it is even more important to use the data to drive high impact service delivery to empower each student to reach their full potential. To this end, Communities In Schools of North Carolina has partnered with the SERVE Center at the University of North Carolina at Greensboro to design curricula specifically for CIS within the ABC+P framework to enhance student outcomes in school and success in life. This document is one of more than 50 modules developed to support local CIS staff and most importantly the students that are served. We encourage you to explore all of the modules available online at www.cisnc.org. Using Evidenced-Based Strategies There are a multitude of strategies that claim to address attendance, but there are few that actually do so for all students. We suggest that schools use an evidence-based, decision- making model to ensure that high quality information informs the decisions made. The Institute of Education Sciences (IES) at the U.S. Department of Education defines evidence-based decision making as routinely seeking out the best available information on prior research and recent evaluation findings before adopting programs or practices that will demand extensive material or human resources (including both funding and teacher time) and/or affect significant numbers of students (Whitehurst, 2004). CISNC uses the Response to Intervention (RTI) framework as the basis for its practices. RTI is a multitiered framework of academic and behavioral interventions that require school staff to make instructional decisions based on data. This document focuses on a Tier 2 strategy. Tier 2 strategies typically focus on students who have not responded to Tier 1 supports and includes supplemental instruction and interventions that are periodically monitored to ensure students are responding to the supports. Tier 2 supports are targeted, structured, explicit and can take place in small groups or general education classrooms. CISNC calls for the use of evidence-based interventions versus generally researched practices. The National Center on Response to Intervention (NCRTI) defines evidence- based interventions as: … an intervention for which data from scientific, rigorous research studies have demonstrated (or empirically validated) the efficacy of the intervention.  2 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Applying findings from experimental studies, single-case studies, or strong quasi-experimental studies, an evidence-based intervention improves student learning beyond what is expected without that intervention (Center on Response to Intervention [Center on RTI] at American Institutes for Research and the National Center on Intensive Intervention (NCII), 2014, p. 4). A research based curricula “may” incorporate strategies that have been generally researched, but not studied using a rigorous research design. The following suggestion is based on interventions that have been studied using a scientific, rigorous research design. When incorporated with fidelity and as part of a systematic process, students should positively respond to these strategies. This document is written to provide schools with behavior management strategies based on the best evidence from prior research and recent evaluations in elementary schools. In the context of our review, we propose two strategies designed to assist students that are experiencing behavioral challenges: • Behavior Contracts • Social Skills Training Class/Seminar This document will focus on one easy to implement strategy for using Social Skills Training as a Tier 2 intervention. Problem/Rationale Implicit in the ABC+P framework is the focus on behavioral issues and how one area of the framework impacts another. Many behavior problems are social skills problems which, over time, become intertwined with the students’ academic trajectory. Students’ inability to control their behavior can isolate them from their peers, disrupt the class, and limit their ability to advance in various settings. Frank Gresham (2015) states, “Research demonstrates that students who have positive social interactions and relationships with their peers are more academically engaged and have higher levels of academic achievement (p. 101).” Furthermore, addressing behavioral challenges can have a positive impact not only on student behavior, but also their academic achievement. One strategy to address behavioral challenges is teaching students social skills. In an IES practice guide, Reducing Behavior Problems in the Elementary School Classroom: A Practice Guide, Epstein et. al. (2008) state that there is strong evidence that explicitly teaching behavioral skills can reduce inappropriate behaviors. While some social skills interventions can be addressed schoolwide/classwide (Fairbanks, Simonsen & Sugai, 2008; Simonsen et. al., 2012), other situations call for small group and individualized instruction.  3 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Purpose While there are several curricula that can be purchased, it is important to tailor the curriculum to your school environment. Patterson et al. (2006) state, “SST can be implemented with a published curriculum or by making appropriate modifications to present classroom practices that are anchored in various conceptual frameworks.” Sugai and Lewis (1996) provide an 8-step framework for creating your own curriculum. The eight major components include: name of skills, critical rule being taught, description of skill and skill components, model/demonstration, role play/behavioral rehearsal, review, test, and homework assignment. This document includes two examples of mini- lessons using this framework. In addition, Holder et al. (2008) state that this type of training does not happen in isolation, but with a combination of strategies from Character Education, Positive Behavior Support (PBIS), Social and Emotional Learning, and Response to Intervention. In addition to teaching students social skills, incorporate other behavior modification strategies and monitor students’ ability to apply this knowledge in various settings. Implementation Plan Uses Student Support Specialists can use the information provided in this guide to develop and implement a Social Skills Seminar for students in grades 3-5. Audiences The primary audience is the CISNC Student Support Specialist. Materials/Equipment/Space • Classroom space for a small group • Student records Note: For presentations, check for access to computer, Smartboard or data projector and screen, relevant power cords, and remote slide advancer. Time Social Skills Seminar should take place at least 30 minutes per week for six to nine weeks (one quarter). It should also be scheduled early in the day so that the students are attentive.  4 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Sample Intervention – Social Skills Training Activity Process Notes Identify students with the Student Support Team. The Student Support Team reviews the data to determine which students should receive social skills training and the Student Support Specialist provides the instruction. Some data sources include: teacher referrals, visits to the Principal’s/Assistant Principal’s office, other discipline referrals, etc. Prior to finalizing your seminar. Prior to you finalizing the curriculum, you will need to assess who needs instruction and what you need to teach. In addition, you will need to build a monitoring component into your weekly lessons so that you can determine if students are adequately progressing. In order to determine the specific skills you will address, some types of assessments to consider include: rating scales, tests, interviews or direct observations. For example, the majority of problem behaviors may be occurring at the end of the class periods (during the last 10 minutes). Therefore, some explicit routines may need to be taught to students. Address those skills that emerge from your assessment. Other tasks: - Prepare a “nomination” letter for teachers describing your club and asking them for the names of students who might benefit from the club. - Prepare a letter for parents describing the club and confirming their student’s participation. Introduction to Social Skills Seminar (may want to call it something else). - Explain to students that they will become Social Skills Experts and it will be their responsibility to share what they have learned with their classmates. - Define social skills. - State why social skills are important. - Ask students to list social skills they want to learn about. What are social skills? - You may want to use the definitions for “social competence” and “social skills” in the Timothy Lewis presentation on the U.S. Department of Education, Office of Special Education Programs, PBIS Technical Assistance Center website: https://www.pbis.org/resource/679/implementing-effective- social-skill-instruction-across-the-continuum-of-sw-pbs-supports- chicago-forum-07 Why are they important in academic and non-academic settings? - In a Social Skill Instruction document, U.S. OSEP (n.d.) states, “The ability of children to interact effectively with peers, teachers, and families is crucial to their social-behavioral development and adjustment at school. Further, poor social-behavioral skills correlate highly with children’s low academic achievement, especially their reading ability. Children with antisocial behavior patterns are at early risk of poor adjustment to school.” - You may want to use rationale described in the Teri Lewis-Palmer presentation on the U.S. Department of Education, Office of Special Education Programs, PBIS Technical Assistance Center website: https://www.pbis.org/resource/112/embedding-social-skills- instruction-throughout-the-day-oregon-positive-behavior-support- training  5 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Activity: Sharing with Others/Cooperation Skills Process Notes Set up lesson. Define sharing. Ask students: - Have you ever had to share something? - What did you have to share? - Was it hard to share it? If yes, what was hard about sharing? - What does sharing mean? Give students an opportunity to answer. Say: The Merriam-Webster dictionary states that sharing is to have or use (something) with others. It can also mean to divide (something) into parts and each person take or use a part. Or, it can also mean to let someone else have or use a part of (something that belongs to you). Critical rule being taught. Sharing is important—it builds friendships and makes it easier to work with others. Our behavior affects others as well as ourselves. Describe skill. When we think of school. Sharing would mean dividing something you have with others or letting someone use something that belongs to you. Model/demonstrate the skill. Read “It's Mine!” By Leo Lionni Amazon describes the book, “Three selfish frogs live together on an island in the middle of Rainbow Pond. All day long they bicker: It’s mine! It’s mine! It’s mine! But a bad storm and a big brown toad help them realize that sharing is much more fun. With characteristic clarity, simplicity and exuberance, Leo Lionni makes it possible for kids to see themselves through the antics of others who share our world.” Role play. - Ask two students to volunteer. - Describe the context—The “play” takes place in a classroom. The teacher has given an assignment to draw your favorite part of “It’s Mine”. One student wants a green crayon, but does not have one in their box. This student asks another if she can borrow their crayon and the students says no. - Ask students: Is saying “no” the right thing to do? You can either write a script for the students to act out or ask them to act out the scenario you just described. Have the students act out the play again with the correct response (share the crayon). Review. - Ask students to think about how they can share at school. - Ask students to think about how they can share at home. - Ask students to draw one of the recommendations they came up with. Homework. Ask students to keep track of how many times they shared at school.  6 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Activity: Using Self- Control/Self-Control Skills Process Notes Welcome. Recap the skill learned during the last session and ask if anyone wants to share how they practiced the skill. Describe skill and its components. Introduce the concept of self-control: Some think of it as willpower, but it is about being able to regulate yourself (Dewar, 2014). Retrieve from www.parentingscience.com/teaching -self-control.html) Ask your students: - What do you do when you are distracted? - Are you able to manage your emotions? Say: Thanks for sharing those examples. Sometimes, we have trouble regulating ourselves and today we are going to discuss some ways that we can meet that challenge. Model/demonstrate the skill. - Take a breath and count to 10. - Think about your choices and their consequences: • Walk away. • Use an “I” statement. • Get an adult to help. - Decide on your best choice and do it! Option 1. Play a game. “Red Light, Green light” - Play it the regular way at first and then change it to Red Light for go and Green light for stop. - Play a few rounds and then ask the students if they struggled with the game and why. - The change requires that the student inhibit their impulses and practice self-regulation. - Ask students: • What do you think about before you act? • What do you think adults mean when they say “play by the rules?” • What are some ways that we can try to “play by the rules?” This game is based on the research article/resource below: Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self- regulation in preschool. Early Education and Development, 22(3), 489-519. Dewar, G. (2014). Teaching self-control: Evidence-based tips. Retrieved from http://www.parentingscience.com/teaching-self-control.html Option 2. Role play. Role-play using self-control in disruptive situations. Review. Discuss when and where self-control is important at school. Remind the students that there will not always be someone there to monitor their behavior and they have to take responsibility for their actions.  7 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Activity: Using Self- Control/Self-Control Skills Process Notes Homework. 1. Observe how students or adults use self-control during the week. • Make a list of some of the alternative strategies you saw being used. 2. Complete your self-monitoring form. The tool provides the students with a quick tool to assess their day and whether or not they implemented the social skill. You can do a tool with emojis or something more basic for this grade level. Example of a Self-Monitoring Tool Name: _______________________________________________ Week of: ____________________________________________ How well did I do using “self-control?” E = Excellent G = Good F = Fair P = Poor Sun Mon Tues Wed Thurs Fri Sat Preview what you will cover during the next session. Next week we will ________________________. Monitoring. (See Targeted Intervention Management Module) - Monitoring is an ongoing process. - Remember, the goal of providing Tier Two interventions and supports is to provide the appropriate interventions and supports to those students identified as needing additional supports so that they can be successful in school and life. Prior to your close out meeting, review your documentation and make some notes about the next steps. Is the student ready to transition from Tier Two to Tier One? Is the student in need of more individualized plans and should be placed in Tier Three? Suggested Supplemental Activities Other common social skills that can be taught include: exercising patience, showing respect, listening, being prepared, helping others, requesting help and accepting differences (DWW, Planning Together: Aligning Classroom Rules with Positive Behavior Skills, http://dwwlibrary.wested.org/media/planning-together-aligning-classroom-rules- with-po) As you continue to develop and refine your lesson plans, please take a look at the Simonsen et al. (2012) article; in particular, they include a lesson plan template (p. 262) that may be useful.  8 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING  9 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Resources The following resources are identified as part of the activity. Read through these resources carefully to become familiar with any concepts and instructions as they pertain to the content and activity. Social Skills Training Programs “Stop and Think” Social Skills Program (part of Project ACHIEVE) http://projectachieve.info/stop-think/social-skills-program.html The PREPARE Curriculum: Goldstein, A. P. (1999). The Prepare Curriculum: Teaching prosocial competencies. (Rev. ed.) Champaign, IL, US: Research Press https://www.researchpress.com/books/818/prepare-curriculum McGinness, E. & Goldstein, A. P. (1997). Skillstreaming the elementary school child. Champaign, IL: Research Press. The following resources will provide additional information and suggestions for enhancing activities related to social skill development. Brady, M. E., Leffert, J. S., Siperstein, G. N., & Hudson, L. (2007). Social skills tools for teachers. Retrieve from the University of Massachusetts Boston, Center for Social Development and Education Web site: www.csde.umb.edu/ToolsforTeachers.php Richardson, J. (2014). Social Stories™ - The "who, what, how and whys." Presentation at the NCDPI 64th Conference on Exceptional Children. http://ec.ncpublicschools.gov/conferences-profdev/annual- conference/2014/materials/94.pdf Note: All posters, images, and activity guides identified are copyright cleared for non- commercial use.  10 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Measuring Success Identifying outcomes and collecting data to measure the success of the intervention can help track the quality of implementation as well as the effectiveness of the intervention. In addition to state/district benchmark assessments, following are some additional suggestions that may be useful to measure success. • Social Skills Improvement System – Rating Scales (SSIS-RS)—Gresham & Elliott, 2008. o Used to identify social skills acquisition and performance deficits. o 46 social skills across seven domains (cooperation, communication, assertion, responsibility, empathy, engagement & self-control). o 4-point frequency scale of never, selfdom, often and almost always. • Decrease in discipline referrals. • Decrease in days suspended. • Ratings by others. o Classroom teacher survey.  Ask about the changes in the participating student’s behavior.  Ask about the social skills observed. o Parent survey.  Ask about changes in child’s academic competence.  Ask about any behavior changes since the child started participation in the seminar. • Self-ratings. o Student survey.  Ask about the utility of the seminar.  Ask about any changes in their behavior.  11 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Appendices A. References B. Research Alignment  A-1 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Appendix A: References Center on Response to Intervention (Center on RTI) at American Institutes for Research and the National Center on Intensive Intervention (NCII), (March 2014). RTI glossary of terms. Center on RTI and NCII: Washington, DC. Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide secondary and tertiary tier practices and systems. Teaching Exceptional Children, 40(6), 44-52. Fuller, M., Lewis, T. J., & Sugai, G. (1995). Social skills instruction in schools: A survey of teachers in Oregon public schools (Behavior Disorders Research Report No. 4). Eugene: University of Oregon, Behavior Disorders Program. Gresham, F. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36(2), 100-104. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service. Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system-rating scales. Minneapolis, MN: Pearson Assessments. Holder, C., Whetstone, P., & Sheinker, J. (2008). When research meets practice: Using metacognitive strategies to teach social skills. International Journal of Learning, 15(8), 205-212. Patterson, D. S., Jolivette, K., & Crosby, S. (2006). Social skills training for students who demonstrate poor self-control. Beyond Behavior, 15(3), 23-27. Simonsen, B., Myers, D., Everett, S., Sugai, G., Spencer, R., & LaBreck, C. (2012). Explicitly teaching social skills schoolwide: Using a matrix to guide instruction. Intervention in School And Clinic, 47(5), 259-266. Sugai, G., & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus On Exceptional Children, 29(4), 11.  A-2 TIER 2: ELEMENTARY SCHOOL SOCIAL SKILLS TRAINING Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education and Development, 22(3), 489-519. Wentzel, K. (2009). Peers and academic functioning at school. In K. Rubin, W. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531– 547). New York, NY: Guilford Press. Whitehurst, G. J. (2004, April). Making education evidence-based: Premises, principles, pragmatics, and politics. Evanston, IL: Northwestern University Institute for Policy Research, Distinguished Public Policy Lecture Series. Retrieved from http://www.northwestern.edu/ipr/events/lectures/DPPL-Whitehurst.pdf