LunchBunchWebinar.txt

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Lunch Bunch & Beyond


Embedding Social Skills Across the Day


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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 


 


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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. 



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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 


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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 


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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 


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.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 


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.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 


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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 


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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 


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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
:



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Embedding Social Skills Across the Day


What about the rest of the day?



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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 



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�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 

 



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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. 


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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 




 



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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 




 



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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 




 



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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 




 



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Let�s Focus on 
INSTRUCTION!! 
Let�s Focus on 


INSTRUCTION!!



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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. 





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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) 


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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: 

 


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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: 

 


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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 





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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 


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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 


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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. 



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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. 



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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. 



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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!! 



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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 

 



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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. 



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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. 





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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. 


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Questions???



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Contact: 

Julie Stewart 

 

502-852-8930 

jestew06@louisville.edu 

FAX: 502-852-7148 

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