Tuesday, September 10, 2013
Chapter 3
This chapter discusses how important behavioral skills are which the term is also referred to as social skills instruction.
The problem we have is not being able to individualize specific student deficits and teaching the social skills to new situations and environments. To be successful with social skills we have to find the need or want behind the behavior. Because of those specific students the authors introduce a triangular three-tiered approach.
Pretty much the first tier covers school and classroom expectations.
Tier 2 is small group instruction and Tier 3 is systematic individualized REPLACEMENT BEHAVIOR TRAINING which, of course, is the most challenging to implement.
With all three models we have learned to do the following:
1. Provide direct instruction of the skill
2. Opportunities to see modeling of the skill
3. Practicing the skill through role playing and other activities
4. Receiving correct feedback
5. Practice skill in a variety of settings
Students with skill deficits can use the skill appropriately in one sttting but have difficulty knowing how and when to use it in other settings. These children are not behaving correctly because they CAN'T DO it until they learn otherwise. These are the students we need to teach.
Then there are the students that know better but fail to do so for a variety of reasons. Could be they are internalizing anxiety or depression, competing behavior. This is where we need to find a desired scoial skill or replacement behavior.This is the WON'T DO group.
The third group is the unpolished group. This group is unpolished and awkward when exhibiting the skill. These students we need to immerse in environments where they have appropriate models, have opportunities to practice, and are reinforced consistently at a high rate. The other peers are involved in improving his or her deficits.
Of course, self-management is the ultimate goal. This will give them a sense of ownership and self-control. This stage is the focus of the book and the last and largest part of the book will address strategies to get them to this stage.
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I'm putting this chapter to use right away by changing the way I document student behavior to include all 4 areas. Normally I try to just state what I see in the classroom, but having those contributing pieces of information might be helpful to CARE team later or in parent communication later or even to problem solving the isolated incident.
ReplyDeleteThat would be more insightful and holistic!
DeleteI am intrigued by the idea of self monitoring. I want to try it with one of my kiddos who constantly calls out. Like the example in the book, I will council her about the reasons behind not calling out and empower her to record all the times she wants to call out but doesn't. I think this is so much more respectful and child-focused than constant negative feedback for calling out. I would be interested to see some examples in action of this technique with more aggressive behaviors.
ReplyDeleteI think that self monitoring would help with the blame game also and help them in the long run with personal responsibility. Let us know how it works. Hopefully the book will have rubrics or examples. If not, I will find some.
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