EC SocialSkills Elliott

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Social Skills DevelopmentSocial Skills Developmentin Early Childhoodin Early Childhood

Enabling Learning, Growing FriendsStephen N. Elliott, PhDStephen N. Elliott, PhD


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Stephen N. Elliott, PhDMickelson Foundation Professor of Education

&

Social and Family Dynamics

Director, Learning Sciences Institute

Arizona State University


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Learning is a Very Social Event

for Most Students & Teachers!

1. Children learn many behaviors from observing other children oradults.

2. Children can teach each other important skills.3. Learning is improved when opportunities to respond are

increased.

4. Learning is improved when time-on-task is increased.

5. Learning is improved when feedback about effort & products isprovided in a timely manner.

6. Learning is improved when reinforcement is provided.

7. Academic performance & classroom behavior are highlyinterrelated.


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Social Skills, Problem Behaviors, andAcademic Functioning are Interrelated

Problem

BehaviorsSocial

Skills

Academic

Functioning


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Guiding Questions

1. Who needs social skills instruction?

2. What are the most important social skills to teach?

3. How can you effectively teach social skills topreschoolers?

4. What is the most efficient way to monitor outcomes ofyour social skills instruction?

5. What if my instruction is ineffective at improving achilds social behavior?


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Definition of Social Skills or

Prosocial BehaviorsSocially acceptable learned behaviors that enable an

individual to interact effectively with others and to

avoid or escape negative social interactions withothers (Gresham & Elliott, 1990).

Major categories of social skills (CCAREES)

Communication Cooperation Assertion Responsibility

Empathy Engagement Self-Control


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Examples of Social Skills COMMUNICATION

ENGAGEMENT

Takes turns in conversations - Makes friends easily Makes eye contact when talking - Invites others to join in activities

COOPERATION

SELF-CONTROL

Follows your directions - Makes a compromise during aconflict

Follows classroom rules - Stays calm when teased

ASSERTION

Asks for help from adults Questions rules that may be unfair

RESPONSIBILITY Respects the property of others Takes responsibility for own actions

EMPATHY Forgives others Feels bad when others are sad


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Social Skills: The Foundation

for Academic Success! Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo

(2000) found that prosocial skills (cooperating, helping,

sharing, and consoling) in 3rd grade was a betterpredictor of 8th grade academic achievement than 3rdgrade academic achievement.

Malecki & Elliott (2002) reported similar findings forsocial skills and problem behaviors for an elementarysample, with social skills significantly predicting end-of-year achievement test performance on a highstakes test.


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Social Skills: Key Academic Enablers

Social skills (i.e., interpersonalskills in the figure) play a keyrole in facilitating a students

achievement in reading andmathematics by directlyinfluencing motivation, which inturn influences engagement andstudy skills (DiPerna & Elliott,

2000).

Students who are sociallyskilled spend more time on taskand more time helping others.

As a result, learning time goesup, classroom problem behaviorgoes down, and achievementincreases.

Prior ReadingAchievement

InterpersonalSkills

Motivation

Study Skills

Engagement

ReadingAchievement

0.48

0.34

0.62

0.82

0.02

0.29

.34

0.60


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The Top 10 School Social Skills! Listens to Others

Follows Directions

Follows Classroom Rules

Ignores Peer Distractions

Asks for Help

Takes Turns in Conversations Cooperates With Others

Controls Temper in Conflict

Situations Acts Responsibly With Others

Shows Kindness to Others


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Definition of Competing

Problem BehaviorsCompeting problem behaviors are those behaviors that

compete with or block either the acquisition or

performance of socially skilled behaviors. Thesecompeting problem behaviors my be externalizing,internalizing, bullying, hyperactivity/inattention, orautism spectrum (Gresham & Elliott, 2008).

Major categories of competing problem behaviors Externalizing Bullying

Hyperactivity/Inattention Internalizing Autism Spectrum


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Variables that Influence Social Skills

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Tools to Support Sound Assessment and

Effective Intervention with Preschoolers

Univers

alTargeted


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Comprehensive, Multi-Tiered Model for

Improving Students Social Behavior

SSIS

ClasswideIntervention

Program

SSIS RatingScales

& Other

Assessments

SSIS InterventionGuide

(Small Groups)Intervention

IndividualInterventions

(Resource: SSISIntervention Guide)

SSIS

Performance

ScreeningGuides

UniversalIntervention

Universal

Screening

(Tier 1)

SSIS

Perform

ance

Screeni

ng

Guides

Selected

Assessment

(Tier 2) SelectedIntervention

TargetedIntervention

Exit

Exit

Exit

Diagnostic

& Functional

Behavioral

Assessments

Special

Education

Referral

SSIS RatingScales

& Other

Assessments

Targeted

Assessment

(Tier 3)

SPEDPlacement

Exit

Exit


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Classwide/Universal AssessmentThe SSiS Performance Screening Guides:

Three levels: Preschool, Elementary, Secondary Four key areas assessed by Teacher:

Prosocial Behavior, Motivation to Learn Reading Skills, and Math Skills

Easy to use and time efficient Focus on keystone classroom behaviors and skills Quickly screen a whole class or an entire school Monitor progress

Provide documentation on all students, not just thoseneeding instruction or intervention

In 25-30 minutes, a teacher can quickly and effectively screen 25students.


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Criterion-Referenced Judgments Using

Performance Level Descriptors Each set of descriptors summarize

several weeks of teachers'observations and interactions withstudents.

The more frequent a studentexhibits a behavior or the morecompetently the skills areexpressed, the higher the level ofperformance for the descriptor.

Teachers compare each student tothe behavioral criteria as opposedto comparing students to eachother as commonly done withnorm-referenced assessments.


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Classwide Intervention Program

Designed for use by general education teachersin mainstream classrooms.

Provides teachers with an easy-to-use,effective, and efficient way to teach 10 of themost important social skills.

Blends instructional best practices and provenintervention methods to teach social skills.

Three developmental levels:

Preschool/ Kindergarten

Early Elementary

Upper Elementary/Middle


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SSIS Intervention Guide

Designed for school psychologists and othereducational specialists providing targetedinterventions

Guides intervention planning for keystonebehaviors from SSIS Rating Scalesassessment results

Easy-to-implement instructional modelfacilitates intervention planning

Builds on the SSIS Classwide InterventionProgram by including modified versions of theTop 10 Social Skills and selected resources


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CIP Resources on CD


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Instructional Approach

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Materials for Teaching Social Skills


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Video Clips Provide Positive & Negative

Models of Social Behavior

26 video clips to

facilitate discussion &

modeling of skills


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Students Monitor Their Own ProgressStudents

evaluatetheir

progress

during

eachlesson


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Social Skills Practice in Varied Settings


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Letters & Notes to Encourage

Parental Involvement


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Resources to Monitor Student Progress


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Teaching the Top Ten

SkillsListening to others

Unit 1: Lesson 1


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Weekly Lessons Overview Lesson #1

1. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor

6. Generalize

Lesson #2

1. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor6. Generalize

Lesson #31. Tell 2. Show 3. Do 4. Practice 5. Progress Monitor6. Generalize 7. Review Weeks work and progress


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Parts of a Lesson: Tell

TELL: Coaching

Teacher leads, students follow in booklet1. Provide learning objective

2. Introduce skill via questions

3. Define skill and stress key words4. Discuss skill importance

5. Outline steps to perform skill


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Parts of a Lesson: ShowSHOW: Modeling

Teacher leads, shows video clips, students use bookletsand role-plays1. Students work in booklet

2. Show and discuss positive video clip and discuss3. Show and discuss negative video clip and discuss

4. Positive example role play

5. Negative example role play


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Parts of a Lesson: DoDO: Review and role play: teacher leads, students

follow along in booklet and role play1. Students define skill

2. Students state skill steps

3. Students state skill importance4. Review steps

5. Group role-play and feedback


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Parts of a Lesson: Monitor Progress

MONITOR PROGRESS: Having students selfassess:

1. Ask students to think about how well theyare progressing with the social skill

2. Ask students to complete the How Am I

Doing activity in their booklet


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Parts of a Lesson: Practice

PRACTICE: Behavioral rehearsal in class

Student activities in booklet, practice with classmates,reinforce exhibition of skill1. Review and apply skill in booklet activities

2. Students practice skill steps with classmates3. Encourage practice outside of class


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Parts of a Lesson: Generalize

Generalize: Applying Learning in Multiple Settings

Teacher initiates, students complete activity outside of class

1. Give Homework assignment to use skill in other settings or

with other students

2. Have students share their booklets with a parent, friend,other adult, or sibling to communicate information about the

social skill they are learning

3. Have students complete the Practice activity in theirbooklets


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An Integrated System for

Social Skills Improvement Performance Screening Guide

Teacher Assessment of Student Assesses Prosocial Behavior, Motivation to Learn, Reading Skills, Math Skills

Classwide Intervention Program 10 Classroom units & supporting materials for Top Ten Social Skills 7 Prosocial behavioral areas covered

Rating Scales Assessment of Student Social Skills, Problem Behaviors & Academic

Competence Teacher, parent & student forms for comprehensive picture across school,

home and community settings

Provide standard scores with percentile ranks

Intervention Guide Tied to Rating Scales; Offers intervention and remediation strategies


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Thank you!

Stephen N. Ell iott, PhD

Learning Sciences Institute

Arizona State University

Tempe, AZ

[email protected]

Find more information on the Social

Skills family of assessment andintervention tools atwww.psychcorp.com

Theory-driven,

Research-based
mailto:[email protected]:[email protected]

EC SocialSkills Elliott

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