Social Skills Instruction
Social Skills Instruction
Embedded Files
Teaching Social Skills...
Allows students to identify common coping skills and helps promotes students ability to regulate emotions
Helps students to better understand and process emotions of themselves or others.
Explicitly imbedding social skills instruction throughout the day allows for universal understanding of expectations and norms.
Implementation
Implementation
Overview
Determine a set of expectations and norms for the class.
Identify possible deficits through the use of past experience or current situations
Imbed skill instruction such as collaboration, grit, kindness, respect into instruction
May use things like writing prompts, project based learning, guest speakers, read aloud, activities, videos, etc.
Suggest at least whole class social skill instruction 30 minutes per week
Individual/small group social skill instruction 30 minutes per week as needed in addition
Choose a target behavior that is an area of improvement and responsive to your classroom
Core Components
Appropriate material and skills training material based on individual student need.
Universal message on skill.
Set time for explicit teaching of skill.
Authentic opportunities to transfer skill taught.
Explicit instruction in target skills
Modeling
Role play opportunities
Teacher feedback
Opportunity for generalization
Proactive Implementation
Social skills instruction may be introduced both explicitly and embedded within daily instruction. Proactively building social skills into the daily schedule allows for common language and skill building among the class before any incidents arise. Proactively discussing key topics on interpersonal skills allow for increased student toolboxes.
Responsive Implementation
Social skills can be responsively taught where a specific situation arises requiring one, some, or all of a classroom to receive instruction on a specific skill. This can be done in an impromptu conference, as a whole group lesson, or other format. The goal is to build awareness and provide the student with the necessary learning to navigate any future experiences.
Bucket Fits
Bucket Fits
Connection
If the need is connection interpersonal interactions/relationships should be explicitly taught through the use of scenarios. Embedded instruction may occur with students working together in a collaborative sense and debriefing their experiences.
Skills Training
If the need is skill building, students would receive explicit instruction to build common understanding or aquire the vocabulary neccessary.
Awareness
If the need is awareness then processing is crucial. The student may need specific skills but without an understanding of this need they will fall flat. This can be done through reflection.
Emotional Regulation
If the need is regulation, skills specific to interactions that cause friction should be emphasized. Students should be taught skills on communicating frustrations when working with others.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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