TitleSlideOverlay.png Lunch Bunch & Beyond Embedding Social Skills Across the Day katc-logo.jpg TextSlideOverlay.png Why must we target social skills? One of three qualitative impairments for individuals with autism spectrum disorders One of three qualitative impairments for individuals with autism spectrum disorders Deficit in Theory of Mind Deficit in Theory of Mind Increased focus on academic skills allows social skill training to get lost Increased focus on academic skills allows social skill training to get lost TextSlideOverlay.png What is Lunch Bunch? Small group arrangement that provides students with disabilities the opportunity to practice social skills under direct supervision but without removing them from valuable general education classes. Small group arrangement that provides students with disabilities the opportunity to practice social skills under direct supervision but without removing them from valuable general education classes. TextSlideOverlay.png 1. Present the concept to your administrator and providing them with your purpose and step-by-step plan for implementation, including progress monitoring 2. Select both target students with disabilities and target typically developing peers for participation Setting up a Lunch Bunch TextSlideOverlay.png TextSlideOverlay.png 2.Selecting peers (cont.) •If all class members options .Target students can select peers .Teacher can select and rotate .Pulling names out of a jar .First 3-4 to finish work 3.Familiarize students with the concept by explaining Lunch Bunch •Present as exciting opportunity Setting up a Lunch Bunch TextSlideOverlay.png 4. Conduct a social skills assessment on each target student to guide selection of objectives 5. Select skills to target, write individual objectives, create a systematic plan for implementation Setting up a Lunch Bunch TextSlideOverlay.png .Select a secluded setting; library, empty classroom, conference room (away from distractions) .Prepare materials (if needed) prior .Students travel to cafeteria to get food or bring packed lunch to the designated room Implementing Lunch Bunch TextSlideOverlay.png .Follow plan for instruction .Remember to include reinforcement for target behaviors .Provide multiple opportunities to respond within natural context (as much as possible) .TAKE DATA!!! TAKE DATA!! TAKE DATA! Implementing Lunch Bunch TextSlideOverlay.png Suggested Lunch Bunch Agenda: 1)Introduce chosen topic 2)Monitor student discussion of topic while everyone eats lunch (purposeful inclusion of student(s) with ASD in conversation) 3)When finished eating, facilitate small group game Implementing Lunch Bunch TextSlideOverlay.png Other Suggestions: .Conduct Lunch Bunch as often as possible; if multiple target students make sure to rotate . Maximize time (i.e., run games, promote interactive conversations on topic during lunch) Implementing Lunch Bunch TextSlideOverlay.png lunchBunch1.jpeg TextSlideOverlay.png LunchBunch4.JPG TextSlideOverlay.png LunchBunch3.jpg TextSlideOverlay.png The FACILITATOR is IN CHARGE!! Including: Student selection, planned instruction, implementation of instruction, provision of reinforcement, monitoring progress & making changes accordingly, AND MAKING IT FUN!!! The FACILITATOR is IN CHARGE!! Including: Student selection, planned instruction, implementation of instruction, provision of reinforcement, monitoring progress & making changes accordingly, AND MAKING IT FUN!!! Lunch Bunch Bottomline : Lunch Bunch Bottomline : SectionHeaderOverlay.png Embedding Social Skills Across the Day What about the rest of the day? TextSlideOverlay.png Embedding social skills Social skills can be taught throughout the day both during naturally social activities (e.g., lunch, break, recess) & within academic tasks. Let’s take a look at how to embed social skills into instruction Social skills can be taught throughout the day both during naturally social activities (e.g., lunch, break, recess) & within academic tasks. Let’s take a look at how to embed social skills into instruction TextSlideOverlay.png “Teachers in inclusive settings can achieve this (incorporating social skills instruction in the academic curriculum) by monitoring the social contacts of students with disabilities, implementing activities that develop positive peer relations, and explicitly instructing children in need of further social skill development” (Ramsey, 2004). Ramsey, P.G., (2004). Teaching and learning in a diverse world. New York: Teachers College Press “Teachers in inclusive settings can achieve this (incorporating social skills instruction in the academic curriculum) by monitoring the social contacts of students with disabilities, implementing activities that develop positive peer relations, and explicitly instructing children in need of further social skill development” (Ramsey, 2004). Ramsey, P.G., (2004). Teaching and learning in a diverse world. New York: Teachers College Press TextSlideOverlay.png Steps to embedding social skills A. ASSESSMENT 1. Identify skills 2. Monitor behavior 3. Select and prioritize replacement skills 4. Conduct reinforcement surveys 5. Develop a plan A.ASSESSMENT 1.Identify skills 2.Monitor behavior 3.Select and prioritize replacement skills 4.Conduct reinforcement surveys 5.Develop a plan Fenty, N. S., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive settings. Intervention in School and Clinic, 43 (3), 186-192. TextSlideOverlay.png Steps to embedding social skills B. INSTRUCTION 6. Engage in daily morning meetings 7. Take advantage of teachable moments 8. Teach social skills in the same way you teach academics B.INSTRUCTION 6.Engage in daily morning meetings 7.Take advantage of teachable moments 8.Teach social skills in the same way you teach academics TextSlideOverlay.png Steps to embedding social skills B. INSTRUCTION 9. Connect social skills to academic skills 10. Teach social skills in context 11. Role play 12. Teach examples and non - examples B.INSTRUCTION 9.Connect social skills to academic skills 10.Teach social skills in context 11.Role play 12.Teach examples and non-examples TextSlideOverlay.png Steps to embedding social skills C. Maintenance 13. Use self - monitoring 14. Provide reinforcements 15. Provide prompts and cues 16. Provide feedback C.Maintenance 13. Use self-monitoring 14. Provide reinforcements 15. Provide prompts and cues 16. Provide feedback TextSlideOverlay.png Steps to embedding social skills C. Generalization 17. Involve other members of the school faculty 18. Involve parents 19. Evaluate 20. Involve all students C. Generalization 17. Involve other members of the school faculty 18. Involve parents 19. Evaluate 20. Involve all students TextSlideOverlay.png Let’s Focus on INSTRUCTION!! Let’s Focus on INSTRUCTION!! TextSlideOverlay.png Identify skills Identify skill vs. performance deficit . If the behavior is not part of the of the student’s repertoire you will have to provide formal instruction . If they demonstrate the behavior, instruction will involve when and where to display the behavior. Identify skill vs. performance deficit . If the behavior is not part of the of the student’s repertoire you will have to provide formal instruction . If they demonstrate the behavior, instruction will involve when and where to display the behavior. TextSlideOverlay.png Engage in daily morning sessions “Morning meeting, which involves greeting, listening to, and responding to members of the group, provides one way to build community within a classroom.” (pp. 188) “Morning meeting, which involves greeting, listening to, and responding to members of the group, provides one way to build community within a classroom.” (pp. 188) TextSlideOverlay.png 1. Greeting (children greet and welcome on another by name) 1. Sharing (encouraging children to value the opinion of others while learning to articulate their thoughts) 1. Greeting (children greet and welcome on another by name) 1. Sharing (encouraging children to value the opinion of others while learning to articulate their thoughts) Morning meeting should consist of: TextSlideOverlay.png 3. Activity (a fun way of fostering participation by encouraging cooperation rather than competition) 4. News and announcements (ensuring that children know about special events or changes in the class routine) 3. Activity (a fun way of fostering participation by encouraging cooperation rather than competition) 4. News and announcements (ensuring that children know about special events or changes in the class routine) Morning meeting should consist of: TextSlideOverlay.png Engage in daily morning sessions • Make sure the activities that foster social interaction • Include activities that you as the teacher can model 1.Cooperative play 2.Turn taking 3.Problem solving TextSlideOverlay.png 1. Evaluate the expectations of the meeting A) Academic i. Describe previous night’s activity ii. Identify errors in the morning message B) Behavioral i. Sitting for 15 minutes ii. Raising hand to respond to questions Evaluating Morning Meeting: 3rd Grade TextSlideOverlay.png C) Motor i. Maintaining postural stability ii. Writing corrections on morning message D) Social a) Greeting peers in circle b) Attending to teacher and peers while they are speaking c) Asking questions about peers previous night activities E) Transitions a) Desk to carpet area b) Greeting activity to calendar c) Calendar to morning message Evaluating Morning Meeting: 3rd Grade TextSlideOverlay.png Take advantage of Teachable Moments . “Catch ‘em being good” . Acknowledge the actions of students who are following the correct procedures (not roughhousing in the line) – Use this as a positive teachable moment – Use behavior specific praise to identify behaviors . Students are more likely to remember expectations when they are taught immediately instead of hours later. TextSlideOverlay.png Teach social skills like you do academic skills Use effective strategies used during academic tasks to teach social skills . Systematic Instruction Plans Determine teaching procedure, reinforcement, mastery, prompts, etc. Use effective strategies used during academic tasks to teach social skills . Systematic Instruction Plans Determine teaching procedure, reinforcement, mastery, prompts, etc. TextSlideOverlay.png Connect social behaviors to academic skills When planning academic lessons, consider the social behaviors essential to student learning Try to incorporate instruction in the skills necessary for demonstrating social behaviors into your lesson For example, if you are targeting waiting your turn; have students read aloud and take turns while engaging in reading. When planning academic lessons, consider the social behaviors essential to student learning Try to incorporate instruction in the skills necessary for demonstrating social behaviors into your lesson For example, if you are targeting waiting your turn; have students read aloud and take turns while engaging in reading. TextSlideOverlay.png Teach social skills in context The most effective method of promoting skill acquisition is to provide the actually perform the skill in context. For example, if students are reported to be kicking each other under the lunchroom table, choose to teach and practice keeping feet to self in the lunchroom. Practice in real context!! The most effective method of promoting skill acquisition is to provide the actually perform the skill in context. For example, if students are reported to be kicking each other under the lunchroom table, choose to teach and practice keeping feet to self in the lunchroom. Practice in real context!! TextSlideOverlay.png Role play new social skills First model and explain the behavior, then have the student role play . Remember to ...... Be positive Reinforce appropriate responses Incorporate student examples First model and explain the behavior, then have the student role play. Remember to...... Be positive Reinforce appropriate responses Incorporate student examples TextSlideOverlay.png Teach examples & non-examples Model appropriate and inappropriate behaviors. ONLY ADULT MODELS INAPPROPRIATE During practice provide multiple responses, so students understand different ranges of responses that can occur. Model appropriate and inappropriate behaviors. ONLY ADULT MODELS INAPPROPRIATE During practice provide multiple responses, so students understand different ranges of responses that can occur. TextSlideOverlay.png Tips for Embedding Social Skills Remember….. . Social skills instruction should not only occur at lunch, but throughout the day. . Target skills with different individuals and location to promote generalization of skills. . Make sure you are using effective reinforcers , so the individual is motivated to interact. Remember….. . Social skills instruction should not only occur at lunch, but throughout the day. . Target skills with different individuals and location to promote generalization of skills. . Make sure you are using effective reinforcers, so the individual is motivated to interact. TextSlideOverlay.png References Myles, B. S. & Adreon , D. (2001). Asperger syndrome and adolescence: Practices solutions for school success. Shawnee Mission, KS: AAPC. Wagner, S. (1999). Inclusive programming for elementary students with autism: a + b + c = successful inclusion!. Arlington, TX: Future Horizons. Fenty, N. S., Miller, M. A., & Lampi, A. (2008). Embed social skills instruction in inclusive settings. Intervention in School and Clinic, 43 (3), 186-192. Myles, B. S. & Adreon, D. (2001). Asperger syndrome and adolescence: Practices solutions for school success. Shawnee Mission, KS: AAPC. Wagner, S. (1999). Inclusive programming for elementary students with autism: a + b + c = successful inclusion!. Arlington, TX: Future Horizons. TextSlideOverlay.png Questions??? TextSlideOverlay.png Contact: Julie Stewart 502-852-8930 jestew06@louisville.edu FAX: 502-852-7148 katc-logo.jpg