You Have to Build the Plane Part 2 D

Kaye Otten, PhD, BCBA Author

01/04/2022 Added

64 Plays

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[00:00:08.530]Okay, we're ready.
[00:00:12.380]All right. Here we go.
[00:00:18.070]You can go. And then
[00:00:19.120]go to the next slide.
[00:00:21.680]Okay.
[00:00:25.270]Hi, my name is Barb Gross.
[00:00:27.660]I am from ESU 5
[00:00:30.650]in Beatrice, Nebraska.
[00:00:32.300]I'm the behavior PBIS and autism consultant there.
[00:00:37.880]This is my 24th year in education,
[00:00:41.220]surprisingly all in the field of behavior.
[00:00:44.410]Started off in a residential facility,
[00:00:47.220]I've done resource, self-contained Level Three,
[00:00:52.300]and alternative education,
[00:00:55.410]and now I am in the consultant role
[00:00:57.830]and work with 10 different school districts.
[00:01:00.220]I also teach mahn-ton CPI.
[00:01:04.010]Hi, my name is Sally Vanderplas-Lee,
[00:01:06.150]and I work for the ESU 3 - Brook Valley South
[00:01:10.880]in Omaha, Nebraska.
[00:01:12.400]I work in a Level Three program right now,
[00:01:15.190]and I do K-2 special education in a self-contained setting.
[00:01:19.800]Before that, I was a resource teacher for 12 years
[00:01:23.640]in Millard Public Schools,
[00:01:24.960]and then before that I was a family teacher at Boys Town.
[00:01:27.760]So, I've also worked in the area of behavior
[00:01:30.880]for over 20-some years.
[00:01:33.470]And today we're gonna do a presentation
[00:01:35.490]called "Got Social Skills",
[00:01:38.050]how you can get social skills in gen ed,
[00:01:41.200]working in gen-ed populations, and resource populations.
[00:01:47.440]So, to get started,
[00:01:50.330]why do we even need social skills instruction?
[00:01:53.230]Just a few key points.
[00:01:55.660]All environments are social,
[00:01:58.250]and if a student would just learn these incidentally,
[00:02:02.220]they probably wouldn't need social skills,
[00:02:03.810]we wouldn't have to explicitly teach them,
[00:02:05.590]but not all kids pick up on these,
[00:02:08.590]so, some kids need more explicit instruction.
[00:02:12.520]Also, social skills, it provides strategies
[00:02:16.050]to prevent and replace problem behaviors.
[00:02:18.850]Social skills instruction teaches students appropriate
[00:02:21.920]interpersonal communication skills, self-discipline,
[00:02:24.360]and problem-solving skills in a little smaller setting,
[00:02:28.230]so, you can really focus on the skills that they're missing.
[00:02:31.690]And we already know that poor social skills
[00:02:34.720]and behavioral skills correlate highly.
[00:02:37.450]So, we want to address those as much as we can
[00:02:41.420]so we can improve on those.
[00:02:46.120]Lots of times, we talk about needing social skills,
[00:02:48.610]but we can't ever fit it in, in the day.
[00:02:52.830]And so,
[00:02:56.690]many, many years ago,
[00:02:57.523]when I was teaching in the public schools,
[00:03:01.450]I had kind of a need to start a social skills group,
[00:03:04.550]and I was like, "I don't even know how to do this,"
[00:03:07.010]but I had so many kids come in
[00:03:09.240]with social skills on their IEPs,
[00:03:12.390]and I really was struggling with how I was gonna meet
[00:03:15.720]all of these IEP goals across the board.
[00:03:18.680]I didn't have enough time in the day,
[00:03:19.920]and I thought, "What if I put them all in a group?"
[00:03:22.020]And so, my idea kinda came
[00:03:23.880]more based out of need than by this great idea.
[00:03:27.920]So, what I did is I put kids, kind of identified their need,
[00:03:32.060]and put them all together in this group
[00:03:34.770]and started a little social skills group
[00:03:36.048]that I'll talk a little bit later about.
[00:03:37.940]But if you're wanting to start a social skills group,
[00:03:41.160]the first thing is just identify the needs of the kids,
[00:03:45.090]who could you maybe group together
[00:03:46.660]that you could kinda get more bang for your buck?
[00:03:50.800]Then identify maybe a time of day, or a session,
[00:03:54.350]that you could get these kids together in a location.
[00:03:58.010]I was able to pair up with my speech path
[00:04:00.720]and we identified a time of the day at the end of the day
[00:04:03.630]from like three to 3:30, that we were able to pull kids
[00:04:06.617]and they weren't missing too much instructional time.
[00:04:09.680]It was really good to pair with somebody.
[00:04:14.290]So, we had two heads working at it
[00:04:17.500]and we could also kind of target
[00:04:19.710]some language goals at the same time,
[00:04:21.550]so we were killing two birds with one stone.
[00:04:23.590]So, that really worked well for us.
[00:04:26.150]The other thing that's was really crucial
[00:04:28.430]when we started the social skills group,
[00:04:30.150]since it was a pull-out,
[00:04:31.930]is that we had to have administrative support,
[00:04:34.600]for one, because we were pulling kids out.
[00:04:37.420]They weren't missing,
[00:04:38.253]like I said, a lot of instructional time.
[00:04:41.520]They also needed to meet IEP hours,
[00:04:43.360]but that we got our principal on board.
[00:04:45.740]And at the time, she was super supportive of this,
[00:04:50.780]that we were meeting needs of students,
[00:04:52.800]and then the gen-ed teachers
[00:04:55.280]were able to be more on board with it,
[00:04:56.770]knowing that these kids were gonna learn skills
[00:05:00.275]that they needed to get as well.
[00:05:03.230]We were able to identify the target students pretty easily
[00:05:05.740]because these were already kids that had verified needs,
[00:05:09.350]but then we also pulled in some peer models
[00:05:12.040]and got parent permission on that
[00:05:13.950]so that we had peers also modeling the correct things,
[00:05:18.290]and then just identified the missing skills.
[00:05:21.280]Most of that had already been done
[00:05:22.610]because it was already on their IEP,
[00:05:25.270]what they were missing, but those are
[00:05:30.020]just kind of very basic building blocks of how we did it.
[00:05:34.570]Getting admin on board was really, really crucial for us,
[00:05:38.260]and being able to find a time and a space.
[00:05:41.320]So, some of those are some hurdles at the beginning.
[00:05:47.920]So, once we got all that established, now what do you do?
[00:05:51.340]Well, initially, you have to kinda go back
[00:05:53.160]and look at your needs again and say, "Where do we start?
[00:05:55.700]What do we have to do?"
[00:05:58.720]Curriculum was kinda tricky
[00:06:00.030]'cause there isn't really a-one-size-fits-all curriculum.
[00:06:02.820]So, I pulled from lots of different resources
[00:06:04.900]and I made a list of those later on in the PowerPoint.
[00:06:09.270]I like to use a lot of social detective stuff
[00:06:13.690]and a lot of Michelle Garcia Winner things.
[00:06:18.120]So, we just kinda looked at just the basic psych,
[00:06:21.150]how are we feeling, and just all the different emotions.
[00:06:25.160]And I just set up just a basic schedule
[00:06:27.770]for kids and activities,
[00:06:29.670]and we kinda did the same thing every day,
[00:06:31.140]where we picked like a skill of the week.
[00:06:34.720]So, we set a specific time of the day that kids came,
[00:06:38.380]so, it didn't fluctuate.
[00:06:40.610]They always came from three to 3:30,
[00:06:42.859]some kids maybe came two days a week,
[00:06:45.370]and other kids with more intense need
[00:06:46.930]maybe came three days a week.
[00:06:48.630]So, it did require planning
[00:06:50.859]and it did require planning with those gen-ed teachers.
[00:06:55.680]And then we just kinda went through with the needs
[00:06:57.770]and found curriculum,
[00:06:59.130]or actually, it wasn't really a curriculum,
[00:07:01.570]it was more resources that we pulled together
[00:07:03.810]and made kind of our own we'll-call-curriculum
[00:07:07.440]that identified, like, if they were really struggling
[00:07:10.170]with emotional regulation,
[00:07:12.380]we found strategies and we found resources,
[00:07:15.520]research-based resources, that we can pull from,
[00:07:17.740]and I'll share those here in a little bit.
[00:07:23.270]The instructional format that I use for social skills
[00:07:26.150]is just, I picked a skill.
[00:07:27.490]So, maybe we just picked, we talked about
[00:07:32.810]accepting no for an answer.
[00:07:34.730]So, we identified the skill,
[00:07:36.290]we talked about why it was important,
[00:07:37.970]we modeled, we provided examples,
[00:07:40.380]and then we did guided practice,
[00:07:42.370]independent practice, and then we monitored.
[00:07:44.840]So, this skill might be one that we would teach
[00:07:48.150]and we would reteach, and we would revisit
[00:07:50.800]'cause it took a lot of this very explicit teaching,
[00:07:54.540]but then we would do lots of practice there,
[00:07:57.880]but it was getting it back to the classroom
[00:07:59.940]and generalizing that was so, so hard.
[00:08:03.640]So, we would try to do
[00:08:05.020]lots of different situations for the child
[00:08:07.860]so that became kind of a more natural situation,
[00:08:10.420]but we all know that generalizing,
[00:08:11.860]it is the toughest part for our kiddos.
[00:08:15.300]And we had other things going on in the classroom,
[00:08:17.750]we just didn't do just that skill,
[00:08:19.260]we had lots of different things
[00:08:21.270]that would happen in the classroom,
[00:08:22.420]but we did a lot of just very structured practice.
[00:08:28.350]And then we would take that into different locations
[00:08:31.250]of the classroom, depending on their age.
[00:08:34.670]But that was just the general kinda skeleton of practice
[00:08:38.970]and lots of modeling and lots of different scenarios
[00:08:41.500]of how you would use that skill.
[00:08:46.860]Some of the skills, this is just a very generic list.
[00:08:51.900]We named our group STEPS.
[00:08:53.500]It stood for Skills to Encourage Positive Socialization.
[00:08:58.040]Some of the skills that we addressed at the primary level
[00:09:02.323]were just understanding emotions, your face and your body,
[00:09:06.150]what does that look like, expressing your feelings,
[00:09:09.210]recognizing emotions of others, how to have a conversation,
[00:09:13.470]picking up on social cues, perspective-taking,
[00:09:16.680]interpreting nonverbal cues,
[00:09:18.340]understanding size of problem and size of reaction.
[00:09:22.070]That's just a very short list, we covered lots of things,
[00:09:24.650]but those were some general things that we did.
[00:09:27.187]And we expanded on those
[00:09:28.760]and dove really deep into those skills.
[00:09:35.280]This just a basic schedule
[00:09:37.220]of our little 30-minute group for STEPS.
[00:09:40.420]They checked in, and I have pictures here in a minute,
[00:09:43.560]they checked in using the zones of regulation.
[00:09:46.470]So, we taught all that,
[00:09:47.680]which those were mini lessons all by itself,
[00:09:50.810]just teaching the zones.
[00:09:52.620]And then they each had a job, we had calendar,
[00:09:56.130]we had a visual schedule so that they could help generalize
[00:09:59.540]what a schedule was in their own classroom,
[00:10:01.730]then coming to my classroom, we did our skill of the week,
[00:10:05.140]we role-played, we even had little songs with actions
[00:10:09.390]because they needed to move, we practiced handing out snacks
[00:10:13.700]and having that one-to-one correspondence,
[00:10:16.260]and then we had like a little reward time at the end.
[00:10:19.620]Everything that we did in our class had a purpose, though,
[00:10:22.170]it wasn't just, we're just gonna do it for fun,
[00:10:24.000]it was either to provide movement,
[00:10:25.880]it was either to provide joined attention,
[00:10:28.200]it was to provide turn-taking, standing up, and speaking.
[00:10:33.441]'Cause I paired with a speech path,
[00:10:35.470]we had articulation kinda goals worked in there,
[00:10:38.930]we had language goals kinda worked into...
[00:10:43.710]everything we did had a meaning and a purpose.
[00:10:46.460]So, when kids were standing up doing their jobs,
[00:10:49.990]it was body-facing the speaker.
[00:10:52.570]We had certain things they said
[00:10:54.010]to help with some of their language goals,
[00:10:56.420]some of their articulate goals.
[00:10:57.410]So, everything kinda had even a hidden purpose
[00:11:02.160]that we were monitoring and practicing.
[00:11:07.350]This is just a picture of how they checked in
[00:11:09.230]using the zones of regulation.
[00:11:11.680]There was a little mirror,
[00:11:12.870]we had the four colors of the zones of regulation,
[00:11:15.730]they'd check in and then a student's job was to say,
[00:11:20.327]"Susie, I see you're in the green zone today.
[00:11:22.960]How are you feeling?"
[00:11:24.180]And then they would respond back
[00:11:25.620]and it was all practicing making eye contact,
[00:11:27.980]and facing the speaker, and taking turns.
[00:11:31.080]And they would go down the list of kids,
[00:11:32.590]and every week the job would change
[00:11:35.410]so we would get turns with that.
[00:11:39.200]There's just some more visuals that we used.
[00:11:42.680]And then we would teach strategies at the different zones,
[00:11:45.900]how we could use.
[00:11:46.733]So, there were multiple lessons built in,
[00:11:50.810]there were endless opportunities.
[00:11:54.600]Just a picture of our visual schedule there on the left.
[00:11:59.140]Using a visual schedule helped lots of my kids,
[00:12:02.102]not just my kids on the spectrum.
[00:12:04.550]It helped them predict what was coming next,
[00:12:07.670]but it also helped transfer
[00:12:10.000]that we have schedules in our classroom that we use,
[00:12:12.310]that we can predict what's coming next,
[00:12:13.870]so, just help some of those generalizations.
[00:12:16.770]We also did just a mini calendar
[00:12:19.330]that helped us get even more jobs for kids to do.
[00:12:22.340]We had a weather helper.
[00:12:25.020]So, we tried to kinda create jobs for kids
[00:12:27.990]so that we could check on different skills.
[00:12:30.600]And we even had, in the corner there's a little job
[00:12:32.740]called the day off, so, not everybody got a job every week
[00:12:35.450]'cause we had so many kids,
[00:12:36.580]and that was a learning experience all by itself
[00:12:39.420]because everybody wants a job
[00:12:42.010]and those kids would kinda be sad or get upset,
[00:12:44.700]and so, we would have to problem-solve,
[00:12:46.127]"Well, what do we do when we get frustrated?
[00:12:48.506]How do we problem-solve that?
[00:12:50.210]What do we do when it's our day off and we wanted a job?"
[00:12:52.860]So, how we handle things when we're sad, or mad,
[00:12:56.490]when we know it's our day off,
[00:12:57.560]what are some things we can tell ourselves
[00:12:59.340]when we know that it's our day off and we wanna have a job?
[00:13:02.090]So, all of those worked into lessons
[00:13:04.660]and really good practices for our kids
[00:13:07.650]that we could generalize, "Well, when we don't get picked,
[00:13:10.740]it's kinda the same thing."
[00:13:11.730]So, they all turned into really good teaching opportunities.
[00:13:17.468]Just another visual we learned
[00:13:19.220]with real faces of real children.
[00:13:22.010]And we talk about if we were studying happy for the week,
[00:13:25.220]we'd go find the kids that all looked happy.
[00:13:27.220]And how did we know they were happy,
[00:13:29.340]what clues did their faces give us?
[00:13:31.220]So, when we talked about happy,
[00:13:33.140]we would talk about it for the entire week
[00:13:35.320]and really talk about eyes, and eyebrows, and smiles,
[00:13:39.360]and faces, and the people in our classrooms.
[00:13:43.100]So, we really would dive into that.
[00:13:48.660]We also had a body that I found, and traced, and blew up,
[00:13:53.160]and then we really broke down
[00:13:55.290]to what does our body and face look like and feel like
[00:13:58.620]when we're happy, when we're sad, when we're mad,
[00:14:01.077]and you can kinda see, are our eyes big, are they crying?
[00:14:05.090]And we would break that down and circle the different parts
[00:14:08.730]of our body with different emotions.
[00:14:12.070]Our kids mainly knew the ones I worked with,
[00:14:14.210]happy, sad, mad.
[00:14:17.846]They didn't really know about the other ones.
[00:14:20.280]So, we talked about what does it feel like
[00:14:21.580]to start feeling scared, or worried,
[00:14:23.550]or anxious, or frustrated?
[00:14:26.740]So, we really dove into emotions at those younger ages
[00:14:30.630]and just kept building on those a lot
[00:14:33.970]to build some more self-awareness with that
[00:14:36.850]so we could start working on self-regulation skills.
[00:14:42.100]We also did Size of my Feelings.
[00:14:45.570]We would break into that and things that made us sad
[00:14:50.660]and things that made us happy.
[00:14:53.160]So, like I said, there were so many ways
[00:14:56.140]you could go with this
[00:14:57.500]and the size of our reactions to things.
[00:15:00.160]And if we were having big reactions, medium reactions,
[00:15:04.500]little reactions, and did that match?
[00:15:08.820]So, we did a lot with this triangle,
[00:15:10.620]and just noticing how other people were feeling
[00:15:15.020]and what our reactions were, to that.
[00:15:21.956]One of the biggest things that was a problem
[00:15:25.810]in getting this going,
[00:15:26.830]and maybe what you're even thinking right now,
[00:15:28.930]especially your mid-year, is there is no time
[00:15:32.760]to get a social skills group.
[00:15:34.050]I don't have time, I've got too many on my caseload,
[00:15:36.880]which can be a huge factor.
[00:15:39.770]So, sometimes you don't have 30 minutes,
[00:15:42.290]you don't have anybody to pair with.
[00:15:44.070]Some things that we had to do
[00:15:46.080]when we got caught off in the middle of the year
[00:15:48.160]is just planning a morning meeting.
[00:15:51.960]There was a time I just went into a gen-ed setting
[00:15:55.120]and it took about 15 to 20 minutes,
[00:15:57.450]and we started just co-teaching social skills,
[00:15:59.650]first thing in the morning, two to three times a week,
[00:16:01.620]even I didn't even do it daily.
[00:16:03.750]And it would still continue,
[00:16:06.200]if I couldn't make it, for some reason,
[00:16:08.520]one of the days the gen-ed teacher would still run it,
[00:16:10.480]and she still does it to this day.
[00:16:12.770]Once we got that up and running,
[00:16:14.090]she found such value in it that she still does it
[00:16:17.137]and it built a really strong community of her with her kids,
[00:16:22.610]and she loved it.
[00:16:25.250]So, that was really good
[00:16:26.170]because during the two or three times I went in,
[00:16:28.470]we would do social skills
[00:16:29.890]and we'd talk about community building.
[00:16:32.540]So, that was nice
[00:16:33.390]'cause I still got to count those minutes for the IEP,
[00:16:36.290]and lots of kids were getting social skills,
[00:16:38.750]not just that one targeted student.
[00:16:40.850]The other thing we started when we were really short on time
[00:16:44.650]is we would have one or two target kids
[00:16:46.780]and we'd just have a quick lunch bunch.
[00:16:49.956]I will say it worked much better
[00:16:52.150]for third, fourth, and fifth-graders than the young ones,
[00:16:55.240]the young ones really just need to concentrate on eating,
[00:16:57.520]we couldn't get anything really done.
[00:16:59.990]So, we would do that just a few days a week over lunch.
[00:17:04.260]This worked really well when we just needed
[00:17:07.890]to target more things on friendship.
[00:17:11.080]Teaching the skills was a little bit trickier
[00:17:13.330]when we had to eat at the same time,
[00:17:15.600]but building friendships, and things like that,
[00:17:19.020]worked really well for just our little lunch bunch group.
[00:17:23.220]Those are just two quick ideas.
[00:17:27.410]I have lots of resources,
[00:17:28.810]but these are my top go-to's for social skills.
[00:17:32.240]Like I said, I never found
[00:17:33.670]a really one-size-fits-all social skills curriculum,
[00:17:37.720]but some of the ones that I like to pull from
[00:17:39.990]and kind of create my own are here on this list,
[00:17:43.810]and you can pretty much find them anywhere.
[00:17:50.610]Here's another page.
[00:17:53.840]Some of these,
[00:17:54.673]like the Whole Body Listening Larry at Home and School
[00:17:57.050]are more kid-friendly, those are the ones you'd read to the,
[00:18:00.440]the other ones are more that a teacher would use
[00:18:02.357]and you would pull lessons out
[00:18:03.690]or create lessons of your own.
[00:18:07.290]And then Barb also has her top go-to
[00:18:10.340]for social skills resources.
[00:18:12.730]And Barb, if you wanna explain any of yours.
[00:18:15.710]Yeah, so, we recently received
[00:18:20.720]a grant for PBIS, a pretty extensive grant.
[00:18:23.610]And so, out of that grant,
[00:18:26.550]we were able to purchase Second Step
[00:18:28.720]for all of our districts that weren't already using it.
[00:18:33.610]Most of our districts had Second Step but weren't using it,
[00:18:36.530]so, we kind of encouraged them to use it.
[00:18:38.897]What I've noticed is there are times
[00:18:43.240]where we get into an MDT meeting or an IEP meeting,
[00:18:47.130]and we are identifying some pretty specific target behaviors
[00:18:55.050]that when I go through the scope
[00:18:56.410]and sequence of Second Step,
[00:18:58.560]I don't see that particular target behavior
[00:19:03.910]that we're looking for.
[00:19:04.930]So, for example, I think Sally,
[00:19:09.190]one of yours was perspective-taking.
[00:19:12.070]So, that might not be something that Second Step identifies
[00:19:16.480]as one of their pieces of scope and sequence.
[00:19:19.740]So, while Second Step covers
[00:19:22.210]a lot of areas of social skills,
[00:19:25.680]it doesn't cover some very detailed ones
[00:19:29.590]that you tend to see with some of our students
[00:19:34.050]that really need some pretty targeted areas.
[00:19:36.950]So, I think, Social Thinking,
[00:19:41.330]oh, what are some other ones, Superflex,
[00:19:46.920]they tend to get into some of those more specific ones.
[00:19:51.430]And so, what I like to do,
[00:19:54.482]and actually it's kind of interesting,
[00:19:56.430]yesterday we had an MDT where at the end of the MDT,
[00:20:00.570]we were just flummoxed
[00:20:02.100]because there was a little kindergarten girl
[00:20:04.500]and we just could not decide
[00:20:06.420]if the verification should be autism or developmental delay.
[00:20:12.430]And it was a three-hour meeting just for an MDT
[00:20:16.700]because we could not come to consensus.
[00:20:19.170]And we just kept saying,
[00:20:21.349]"It's really about the interventions,"
[00:20:24.490]and the interventions clearly needed
[00:20:26.170]to be on friendship skills, social skills,
[00:20:30.710]how she interacted with her peers.
[00:20:33.030]And we could all agree on that for sure,
[00:20:35.251]but we could not agree on what that looked like.
[00:20:39.960]And so, we talked about
[00:20:43.300]how are these interventions going to take place?
[00:20:45.680]And Sally talked a lot about pull out
[00:20:50.210]and being able to do those interventions
[00:20:53.070]in a separate group, and we were trying to figure out,
[00:20:56.240]how could we get this little girl to everyone in the class
[00:21:01.240]just repeatedly shouts her name all the time,
[00:21:04.180]because she's always in trouble,
[00:21:06.240]she's always doing something wrong.
[00:21:08.307]And she doesn't have any friends because everything she does
[00:21:14.640]is something that gets her in trouble with their peers.
[00:21:18.738]So, we were all kinda sad about that.
[00:21:22.600]So, how do we get the whole class to have these lessons
[00:21:28.760]taught with really the intention to be targeting this child,
[00:21:34.600]but everybody is learning
[00:21:37.842]but we're really honing in on this child?
[00:21:40.930]So, they are doing Second Step in the class,
[00:21:45.390]but maybe adding a few targeted lessons
[00:21:47.820]that come from Social Thinking, that come from Superflex,
[00:21:52.090]that come from zones of regulation
[00:21:55.350]in the mix of that Second Step.
[00:21:57.260]There's no rule that says you only have to do Second Step,
[00:22:01.310]there's no rule that says
[00:22:02.610]you have to do Second Step once a week.
[00:22:05.410]There's plenty of time in a kindergarten classroom
[00:22:08.670]where you can pull a little bit out of recess
[00:22:13.048]or a little bit out of free play
[00:22:16.580]to teach some of those skills to a few of your students
[00:22:20.840]'cause everybody benefits from it.
[00:22:23.949]And teaching other kids to have empathy for this child
[00:22:27.880]who's a little bit neurodivergent and doesn't understand
[00:22:32.390]how to interact with the rest of her peers, for some reason,
[00:22:37.300]is also a good skill for them to learn.
[00:22:39.480]So, by the end of it,
[00:22:42.450]I thought we had a pretty good plan,
[00:22:44.280]even though we couldn't figure out how to pull her out
[00:22:48.150]and teach those skills separately.
[00:22:51.533]So, Second Steps,
[00:22:57.930]it's not gonna always have the piece of the curriculum
[00:23:00.390]that you're gonna need for those targeted behaviors.
[00:23:04.550]But I do really like it,
[00:23:05.760]I do think it has some good general skills.
[00:23:10.204]Oh, and I forgot to say,
[00:23:12.210]Sally, you talked about the body picture,
[00:23:16.020]there's a curriculum, I cannot remember who writes it,
[00:23:19.080]oh, I think it's Kelly Mahler, mah-h-lah,
[00:23:23.209]it's Interoception.
[00:23:25.490]Our OTs have been doing it, but it does talk about
[00:23:32.020]understanding your body's responses.
[00:23:34.770]And so, you were way ahead of your time
[00:23:37.460]when you were doing that.
[00:23:39.874]So, it's had a big resurgence in-
[00:23:43.810]Yes, we do a lot of Interoception here as well.
[00:23:49.350]All right, I'm gonna move on to the next slide.
[00:23:52.750]So, kinda the second half of this
[00:23:54.380]is just talking about different reinforcement systems
[00:23:57.650]and incentives that you can use in the gen-ed setting
[00:24:01.600]and also in a resource setting.
[00:24:06.110]So, earlier, from Kaye's presentation, she talked about
[00:24:09.550]just some guiding principles of reinforcement.
[00:24:14.130]We'll just, really quickly, glance over those.
[00:24:18.620]Reinforcement is something that happens after the behavior,
[00:24:21.760]resulting in the behavior maintaining
[00:24:24.020]or increasing in the future.
[00:24:25.170]It does not continue or increase
[00:24:27.160]if there's not some type of reinforcement present.
[00:24:30.210]So, any attention can be reinforcing.
[00:24:33.760]Negative attention is better than being ignored.
[00:24:37.100]Attention is one of the most common reinforcers.
[00:24:39.570]There is no such thing as a universal tangible
[00:24:42.860]'cause everyone likes and dislikes different things.
[00:24:47.360]One other thing, give as little attention as possible
[00:24:50.250]to inappropriate behavior, but don't ignore the student
[00:24:53.160]looking for the positive reinforcer.
[00:24:55.370]Anything else you wanna add there, Barb?
[00:24:58.710]Nope, I think you hit it all.
[00:25:00.130]All right.
[00:25:04.380]Okay, so, this slide is just talking about
[00:25:07.180]the different types of reinforcement.
[00:25:12.500]You're gonna use different types
[00:25:15.080]depending on how significant the behavior is,
[00:25:18.530]but the most powerful one in the long run
[00:25:21.990]is a variable interval,
[00:25:24.910]and we'll talk about it a little bit later.
[00:25:28.020]That's the kind that when you go to a casino
[00:25:33.560]is like the slot machines.
[00:25:37.334]When you go into a casino,
[00:25:39.670]those slot machines keep you continually pressing that
[00:25:44.470]because you're getting a little bit, a little bit,
[00:25:47.310]just enough to keep you pressing that button
[00:25:50.690]or pulling that slot arm on the side to keep going.
[00:25:55.740]It's just keeps maintaining that desire to think
[00:26:02.230]that you're going to get that reinforcer eventually
[00:26:07.100]because it keeps changing to get your response.
[00:26:12.490]But there are times where we need to use a fixed ratio
[00:26:15.940]because we have such significant behaviors.
[00:26:19.960]So, you are using those other types,
[00:26:22.350]but you're eventually going to fade
[00:26:25.990]to something that's more variable, a variable interval.
[00:26:43.040]You're muted, Sally.
[00:26:46.920]Okay.
[00:26:47.878]There you go.
[00:26:51.350]Oh, and this slide is just, sometimes you hear teachers say,
[00:26:57.827]"That's bribery," and we wanted to distinguish
[00:27:01.510]the difference between what is reinforcement,
[00:27:04.400]what are rewards, and what is bribery.
[00:27:06.430]So, let's get bribery out of there, for sure.
[00:27:09.330]Bribery is giving something to the person
[00:27:12.330]before they actually even engage in the behavior.
[00:27:16.410]I don't know too many people whoever do that.
[00:27:19.940]Now, reinforcement and rewards, you definitely can see
[00:27:24.230]those two intermixed quite frequently.
[00:27:27.010]If you give a student something
[00:27:29.740]and you don't see the behavior increase,
[00:27:33.130]the behavior you want to see increase,
[00:27:36.290]then it was just a reward.
[00:27:39.620]But if you see the desired behavior increase,
[00:27:44.670]then it was reinforcement.
[00:27:46.640]So, that's how you know the difference
[00:27:50.240]between whether it was a reward or a reinforcement.
[00:27:55.550]Reinforcement can also be,
[00:27:57.580]you can reinforce inappropriate behavior.
[00:28:00.870]So, for example, if a student engages in a behavior
[00:28:05.200]and a suspension is a good example of that.
[00:28:09.560]If you send a student home for a particular behavior
[00:28:15.230]and then the next day they do the same behavior
[00:28:18.440]and you send them home again,
[00:28:20.000]and the next day they do the same behavior
[00:28:22.000]and you send them home again,
[00:28:23.750]why, by goodness, you are actually reinforcing them.
[00:28:27.060]So, reinforcement can actually not work
[00:28:31.920]in your favor somehow, sometimes.
[00:28:34.250]So, suspension could actually be
[00:28:37.120]very reinforcing to many students.
[00:28:39.440]There are lots of things we do
[00:28:41.250]that we consider good behavior management
[00:28:46.820]that actually does not benefit the student.
[00:28:51.490]It makes us feel good in the short term,
[00:28:53.750]but it's not helping us, or the student.
[00:29:07.840]Okay, so, when we do behavior plans,
[00:29:12.530]this is what we're looking for,
[00:29:14.300]what is the skill we want the student to learn,
[00:29:19.500]how are we going to provide reinforcement
[00:29:21.930]to encourage practice,
[00:29:24.080]and then of course, this is the one that gets missed
[00:29:27.790]a lot of the time, we want to fade the reinforcement
[00:29:34.060]that we're providing
[00:29:35.960]with the unnatural reinforcement, tangible.
[00:29:41.440]Now, granted, some people consider praise
[00:29:48.025]or verbal reinforcement unnatural.
[00:29:51.610]I wouldn't say that falls into that category.
[00:29:55.260]Maybe you're not praising as frequently,
[00:29:58.710]but you should still consider the verbal reinforcement.
[00:30:02.660]That's still more natural reinforcement.
[00:30:06.010]Tangible stickers, prizes, whatever,
[00:30:09.310]that's what you're looking to ultimately fade out
[00:30:13.260]because you want the student to have
[00:30:15.580]that more internal reinforcement, that feeling of success,
[00:30:19.930]that feeling of wanting to do well,
[00:30:22.770]just for the sake of doing well
[00:30:24.870]to be the natural reinforcer.
[00:30:27.670]So, this is what often is not what happens
[00:30:31.900]and that people forget is the point we want to get to,
[00:30:36.233]that we do want to fade that out over time.
[00:30:40.610]So, we want to see the student do this skill over time
[00:30:47.010]and feel good about doing this skill
[00:30:48.970]just for the sake of doing the skill, and correctly.
[00:30:58.010]So, if you're starting a new intervention plan
[00:31:02.570]or a targeted intervention, specifically in the beginning,
[00:31:07.840]it's really important
[00:31:09.240]to provide the reinforcement frequently.
[00:31:12.890]You really wanna get that early buy-in from the student,
[00:31:15.910]you want 'em to get the good stuff early
[00:31:19.100]so that they kinda get bought in.
[00:31:23.130]You also get what the student likes.
[00:31:25.670]Like we talked about earlier, there's no one universal thing
[00:31:28.180]that every kid's gonna like,
[00:31:29.370]so, make sure you do some kind of like a survey,
[00:31:32.460]or an inventory, with them.
[00:31:33.570]Find out what they like, because if you think,
[00:31:36.177]"Oh, I'll give them M&Ms, or Skittles,"
[00:31:38.262]and they don't like that,
[00:31:39.803]then they're not gonna work for it.
[00:31:41.320]So, make sure you find out what they like.
[00:31:46.010]And we talked about the thing,
[00:31:47.270]almost make it like a no-fail
[00:31:49.570]so that they get that reinforcement,
[00:31:51.530]and they're like, "Oh yeah, I wanna keep doing this.
[00:31:54.530]I love this."
[00:31:55.363]So, don't lose 'em because sometimes we put,
[00:31:59.180]they have to do five things before they get the thing,
[00:32:01.620]or 10 things, or 20 things before they get the carrot,
[00:32:04.840]the good thing, and especially with the young ones
[00:32:07.700]or those really tricky kids, it's too long of a wait,
[00:32:11.870]and they give up before they even get a chance to get it.
[00:32:14.001]And so, you lose them
[00:32:15.610]before you even get the program up and running.
[00:32:17.500]You're like, "Well, that didn't work."
[00:32:19.620]It has to be so quick that they taste that so quick,
[00:32:23.050]it's like, "Okay, I'm in for this."
[00:32:25.800]And you kinda feel like, "Oh my gosh,
[00:32:27.550]they didn't really have to do anything."
[00:32:30.090]Get them on on board, you gotta get them in the boat
[00:32:31.930]before you can start rowing.
[00:32:33.090]So, provide frequent
[00:32:37.420]and get 'em in, and then like Barb said,
[00:32:39.180]you can start stretching that out further.
[00:32:40.840]But if you never get 'em a taste of it,
[00:32:43.310]they never know what they're missing
[00:32:44.450]and then they'll just gonna do without.
[00:32:46.510]And do celebrate the little and the big wins.
[00:32:49.209]So, you can start out by doing that frequent, frequent,
[00:32:53.620]and then start spreading it out,
[00:32:55.510]so, slowly fade those frequency of the reinforcers
[00:32:58.600]with more natural things
[00:32:59.610]so you can start building that intrinsic motivation.
[00:33:02.670]It does take a while, and I would say the younger they are,
[00:33:05.780]the harder that is.
[00:33:09.380]So, it's okay, but you get early buy-in
[00:33:12.110]and sometimes that's a hard concept,
[00:33:14.190]even for us adults to understand.
[00:33:16.180]It's like, if they gotta work for it,
[00:33:18.900]they gotta put in a little bit.
[00:33:20.060]So, praise those approximations.
[00:33:22.540]It might feel a little difficult at first,
[00:33:25.130]but if you can get them to buy in,
[00:33:27.730]it's gonna be in your favor.
[00:33:30.030]And a couple of things there, too.
[00:33:31.700]Earlier, we talked about that fixed ratio
[00:33:39.238]where Sally just said, get buy-in quickly,
[00:33:43.310]with the fixed ratio,
[00:33:44.640]that's how you get that buy-in quickly,
[00:33:46.520]where they can clearly see,
[00:33:48.257]"I do these three things, or two things."
[00:33:52.570]We've had kiddos where, my goodness, I've said,
[00:33:55.737]"You just have to sit in this area for one minute."
[00:34:00.310]I mean, we've had kiddos that were not compliant
[00:34:04.870]or were not able to sit in an area for one minute.
[00:34:08.370]If they sat there for one minute,
[00:34:10.080]they received the reinforcer.
[00:34:11.860]We had to start somewhere.
[00:34:14.320]And if I could get one minute or 30 seconds,
[00:34:16.896]I was able to get that, then there was effusive praise.
[00:34:22.440]And every single time a tangible reinforcer was provided,
[00:34:27.890]it was always provided with a verbal reinforcer as well.
[00:34:32.840]Because every time you pull back a tangible reinforcer,
[00:34:36.830]you don't wanna pull back the verbal reinforcement,
[00:34:39.230]those are the things that stay consistent
[00:34:43.000]'cause those are free,
[00:34:45.173]and those are something that never need to be taken away,
[00:34:49.690]and those are the things that feel really good to a student.
[00:34:53.370]So, always pair any type of tangible reinforcer
[00:34:58.680]with a verbal reinforcer.
[00:35:03.260]Just an idea for just one of those
[00:35:07.050]you can do it all-classroom kinda thing
[00:35:10.756]and an all-for-one, one-for-all kind of incentive.
[00:35:13.380]This is a kindness board
[00:35:14.410]that I have happening in my classroom right now.
[00:35:17.540]We talk about ways to be kind.
[00:35:20.033]So, every time a student is caught being kind,
[00:35:23.370]they fill in a kindness star
[00:35:25.160]and then we get a big reward when we get to 100
[00:35:29.380]and then we do a mini reward when we get to 20.
[00:35:32.640]So, it's just focusing on the positive kinda thing.
[00:35:35.700]It could be with anything.
[00:35:37.400]If you're working on, I know downstairs a classroom,
[00:35:39.780]anytime someone outside of their classroom compliments them,
[00:35:42.950]so, when they get a compliment from the teacher,
[00:35:45.710]from anybody outside of the building, from just anybody,
[00:35:49.220]they have this compliment jar,
[00:35:51.120]and then once they reach so many,
[00:35:52.460]they get a kinda like party, but they can't ask for them,
[00:35:55.980]so, there's little stipulations on that.
[00:36:01.100]The other thing we have is this, we have this Fish Goal.
[00:36:05.310]So, this is based around our Safe Room,
[00:36:08.080]but you could turn it into anything you wanted.
[00:36:13.280]So, every day that a child doesn't use
[00:36:15.910]the Safe Room in our room,
[00:36:17.090]so, it's for every child that doesn't,
[00:36:19.840]they get to put a fish in the jar
[00:36:23.850]and then once you reach like the first level,
[00:36:25.930]there's medium prize, the medium level,
[00:36:28.410]and then the very top level is our biggest prize.
[00:36:31.130]So, it's kind of like a flip on the pompom jar.
[00:36:34.670]So, the whole class gets one pompom if they do...
[00:36:38.450]I've seen in classrooms
[00:36:39.410]where like you put a pompom in a jar
[00:36:41.470]if the whole class is like being quiet.
[00:36:43.470]Well, usually, there's one or two students
[00:36:46.970]that kind of mess it up and then nobody gets the pompom,
[00:36:50.530]well, this is kind of a flip on that.
[00:36:52.110]Everybody that is doing
[00:36:53.790]what they're supposed to put this fish in,
[00:36:55.890]but at the end, everybody in the class gets to participate,
[00:36:59.690]even the kid that hasn't contributed as many fish.
[00:37:04.960]So, it's really rewarding everybody.
[00:37:07.130]But over time, some of the kids
[00:37:09.910]that maybe haven't got to put in as many fish,
[00:37:15.315]they start feeling it and they work a little bit harder
[00:37:18.520]to stay out of that Safe Room, or do what they need to
[00:37:21.890]to be able to put a fish in.
[00:37:23.010]They get really proud when they're able to put a fish in
[00:37:25.670]and we've reached the top party, or whatever.
[00:37:28.380]So, that's just a kind of a flip on that.
[00:37:33.433]And they also decide what the small,
[00:37:35.380]medium and large rewards are.
[00:37:37.320]So, the top one last time was to get a treat from Sonic,
[00:37:41.530]so, I bought everybody an ice cream or something from Sonic,
[00:37:44.950]that was the big...
[00:37:46.170]And I don't have very many kids in my class,
[00:37:47.900]so, that's probably not something you could do
[00:37:49.690]if you had 20 kids, I only have five,
[00:37:51.340]so, that's doable for me.
[00:37:55.430]Maybe it's a pajama party or something.
[00:37:58.290]But for me, that's doable
[00:38:00.460]and they don't get that very often,
[00:38:01.760]but anyway, that's kind of one-full-incentive-class thing.
[00:38:06.831]We'll also- And that brings up,
[00:38:08.090]oh, sorry. No, go ahead.
[00:38:09.390]That also brings up conversations.
[00:38:12.010]In Sally's room,
[00:38:13.441]she has so many different incentive systems going on,
[00:38:18.890]which is so amazing to me, considering the role I serve in
[00:38:24.510]versus the role she serves in.
[00:38:26.410]She's keeping up so many different incentive systems,
[00:38:29.640]which is so neat, but it's also, she said,
[00:38:33.640]everybody contributes,
[00:38:35.040]maybe some contribute more than others,
[00:38:37.630]but it's also brings up the skill-versus-will opportunity
[00:38:44.180]to say to this student who maybe didn't contribute as much,
[00:38:49.647]"Okay, I noticed that you didn't contribute as much
[00:38:52.840]to the fish reinforcement plan.
[00:38:56.880]What kinds of goals could you set next month?
[00:39:01.400]And what do you think is standing in your way
[00:39:05.550]because of that?
[00:39:06.590]Why do you think you didn't add as much to that this month,
[00:39:13.930]as opposed to last month?
[00:39:15.830]How can I help you reach that goal?
[00:39:18.710]What are some strategies we can do to make that better?"
[00:39:22.310]So, it's not always just a sheer will thing,
[00:39:28.310]what is standing in their way that is a skill deficit
[00:39:32.900]that we can work on improving?
[00:39:34.980]Maybe there's a social-skill deficit
[00:39:37.030]that we could focus on that month
[00:39:40.070]that helps them improve their ability to reach that goal.
[00:39:45.160]Yes, so, we kinda keep track of Safe Room
[00:39:48.450]in two different ways.
[00:39:50.380]So, there's one
[00:39:51.670]if you don't visit the Safe Room for the day,
[00:39:53.550]but there's also one based on minutes in the Safe Room
[00:39:56.780]for the door being closed.
[00:39:58.500]Since we are a Level Three,
[00:39:59.570]we do keep track of seclusion minutes.
[00:40:02.350]So, this is kind of a non-thermometer,
[00:40:05.240]we don't wanna color their thermometer in,
[00:40:07.120]but for September,
[00:40:08.350]we had a goal for the whole class of 60 minutes or less.
[00:40:15.938]If you reach 60 minutes or less,
[00:40:17.310]you didn't get to come to the monthly party.
[00:40:19.370]The monthly party is a big deal,
[00:40:21.100]so, if you had a child at 64 minutes,
[00:40:23.660]they did not get to attend.
[00:40:25.010]They, instead of coming to the one-hour party,
[00:40:27.820]you have to go in the other room and do work.
[00:40:31.160]So, that's a pretty big deal,
[00:40:34.297]and we work on this all the time,
[00:40:36.010]what's keeping you from that,
[00:40:37.390]because once you miss kind of the party
[00:40:40.100]and you see your friends going, "We work really hard.
[00:40:43.260]How can we get you to the party?
[00:40:44.630]What's keeping you from that?
[00:40:46.431]What do we need to do 'cause it's a pretty big deal?"
[00:40:51.340]So, we focus individually, but then we also,
[00:40:56.500]we do kinda two different things
[00:40:57.810]so that they're not missing out on everything,
[00:40:59.460]but we go back to what's the skill that they're missing
[00:41:02.490]so we can work on that.
[00:41:05.040]So, we do lots of different things tied to that,
[00:41:09.180]but we also have individual charts that they get
[00:41:11.370]to celebrate that they were able to use.
[00:41:14.230]So, it's just to be able to say,
[00:41:15.757]"Did you use a coping skill today?"
[00:41:17.570]Obviously, if you weren't in the Safe Room,
[00:41:19.130]you used a coping skill today.
[00:41:20.950]So, individually, they also get to do a reward chart,
[00:41:23.680]which has a delayed incentive.
[00:41:25.470]So, they get $10 when their part's filled in.
[00:41:29.340]So, there's a delayed incentive there,
[00:41:31.100]so, not everything is immediate.
[00:41:33.020]And we have to teach a little bit
[00:41:34.400]to that immediacy piece as well.
[00:41:39.400]Another thing that I have is called Terrific Tickets.
[00:41:42.330]A colleague introduced this to me.
[00:41:44.690]Terrific Tickets are used for individuals
[00:41:48.240]and then they can buy stuff later with them on Mondays.
[00:41:51.150]So, if they stay in the group, if they're calm,
[00:41:53.160]if they're doing their job,
[00:41:54.260]it's a lot really useful during small-group instruction,
[00:41:57.550]it's really impactful when one kid's earning
[00:42:00.520]because they're able to stay in their chair
[00:42:02.390]and paying attention and the other one's under the table,
[00:42:05.610]and this one's just got five tickets,
[00:42:07.540]the other one doesn't have any,
[00:42:09.120]they can look very quickly at their envelope and saying,
[00:42:11.667]"When you're not sitting up at the table doing your job,
[00:42:13.870]you're not earning tickets."
[00:42:15.520]I didn't give them to you, you earn them,
[00:42:17.340]this is how you earn them.
[00:42:18.480]They're right here, we go over them, we talk about them.
[00:42:25.605]In the setting I am in, we have a really hard time
[00:42:28.050]with taking responsibility
[00:42:29.160]for our actions, and accountability,
[00:42:31.220]and this is a very concrete way
[00:42:32.820]to help kids take accountability.
[00:42:34.487]"Are you staying with the group?"
[00:42:35.867]"Hmm."
[00:42:36.807]"Not right now, but you can change that,
[00:42:38.127]and I bet you start earning some tickets."
[00:42:39.620]So, I'm making things very, very concrete and visual.
[00:42:44.200]Those tickets eventually turn into things
[00:42:46.870]for them that they can earn.
[00:42:49.040]So, making it visual, concrete,
[00:42:52.150]and, "Here are the things you have to do
[00:42:53.920]to be able to get more tickets.
[00:42:55.870]You can earn more tickets with this."
[00:43:00.090]Those are pretty powerful
[00:43:01.280]because it's not just more money, and they're immediate.
[00:43:07.150]One of the things they can get
[00:43:08.660]are they can buy mystery coins.
[00:43:10.530]So, they can pay 10 tickets and get a mystery coin.
[00:43:14.860]The mystery coin then can turn
[00:43:16.400]into whatever letter they pull.
[00:43:19.290]They get 20 more tickets,
[00:43:20.550]and they can get $10 for this class store.
[00:43:22.740]They can get, you can see it there, if they put a blank,
[00:43:25.540]they can get your choice of any of those things.
[00:43:27.590]So, we wrote Hero one 'cause it's in an Avengers bucket
[00:43:31.650]that I found on sale, so, it's just Hero, they just pick.
[00:43:35.990]And they just think it's fun because it's a mystery,
[00:43:38.100]they don't know what they're gonna get.
[00:43:41.260]So, that's just something fun
[00:43:42.460]they can do with their tickets on Mondays
[00:43:45.920]when we have our Marvelous Monday, we call it here.
[00:43:51.210]We also have a Lollipop Draw, we do it on Marvelous Monday
[00:43:54.500]but you could work it into any classroom.
[00:43:57.500]They work or earn for a lollipop,
[00:44:00.330]and then they get to lollipop, regardless,
[00:44:02.970]but on the bottom, some of them have a little black mark
[00:44:05.770]and then they get an additional prize.
[00:44:07.240]My kids get 10 tickets or $10 for the ones that are blacked.
[00:44:11.450]And that's just a little plastic bucket
[00:44:15.020]with one of those styrofoam balls shoved in it,
[00:44:17.580]and then I just got those Dum Dums suckers
[00:44:19.630]stuck them in there, and just replace them.
[00:44:23.133]But that's a real,
[00:44:24.290]it's novel, they think it's funny to look at,
[00:44:27.900]they pay 10 tickets to do kind of this random drawing,
[00:44:32.700]but they love novelty and they love to do funny,
[00:44:36.480]quirky things like that.
[00:44:37.760]And if it's something that they're willing to buy and say,
[00:44:40.967]"Hey, you need 10 tickets for that.
[00:44:42.500]How are you gonna earn 'em?"
[00:44:44.280]it's just another reward system for them.
[00:44:48.130]This is one of Barb's ideas.
[00:44:49.910]And we also do Bingo Boards, too,
[00:44:51.510]I just didn't put a picture on it.
[00:44:53.750]The only reason I put Bingo Boards up there
[00:44:56.940]is because they can be used for a multitude of reasons.
[00:45:01.500]The same with The Principal's 200 Club,
[00:45:05.390]that's just an example of a number board
[00:45:07.649]that can also be used for a multitude of reasons.
[00:45:12.190]What I would say is get a big,
[00:45:15.350]if you have like a poster board,
[00:45:17.880]or a poster maker at your school,
[00:45:21.260]you can make one of these Bingo Boards or number boards,
[00:45:25.290]one time, get it laminated,
[00:45:28.020]and you can use it for years to come
[00:45:30.940]for numerous types of behavior intervention plans.
[00:45:35.380]Typically, I use these for group contingencies,
[00:45:39.720]sometimes I even use them for school-wide plans
[00:45:42.370]like the one on the right,
[00:45:44.690]I've seen that used for a school-wide PBIS programs,
[00:45:51.090]but I'll give you one example of how they've used it.
[00:45:55.580]So, the Bingo Board on the left might be posted on the door.
[00:46:01.120]And let's say the class has been having problems lining up.
[00:46:05.340]It's a first-grade class
[00:46:07.250]and they just are terrible about lining up
[00:46:10.140]and the teacher's just frustrated with them,
[00:46:12.940]and they just talk, and they push,
[00:46:15.330]and they just cannot get it together.
[00:46:18.260]So, she decides to implement a plan
[00:46:22.330]where she's going to time them with a timer of lining up.
[00:46:26.740]And she times them and it takes 'em four minutes to line up.
[00:46:30.260]So, she says, "Okay, you guys,
[00:46:33.730]we're gonna start doing a bingo game."
[00:46:35.710]And of course, Sally said
[00:46:39.760]you want to get the incentive reached quickly.
[00:46:43.420]So, there's a couple different elements involved here,
[00:46:47.200]the element of competition with themselves.
[00:46:50.550]So, she provides some opportunities.
[00:46:54.890]So, maybe she puts those Velcro dots on the floor
[00:47:00.020]and people have certain spots,
[00:47:04.250]or certain colors where they're supposed to stand,
[00:47:06.410]so, creating some structure with the lining up.
[00:47:10.524]So, we make a plan and then,
[00:47:13.327]"Oh, I think you guys can beat your time.
[00:47:15.990]If you beat your time, you get to pick one number."
[00:47:19.570]Can you modify that?
[00:47:20.810]You could say, "If you beat your time by so much,
[00:47:24.840]I'm gonna let you pick two numbers today."
[00:47:27.290]And you make sure that the numbers in there
[00:47:29.720]are only numbers that are on that Bingo Board.
[00:47:32.610]So, you don't put all the potential numbers,
[00:47:35.750]you just put the numbers
[00:47:36.740]that are on the Bingo Board for that day.
[00:47:39.820]And this is a good example of how fading can work.
[00:47:42.870]So, over time, when they get really good at it,
[00:47:47.730]you start to put more numbers in there
[00:47:49.710]where they don't get bingos as easily.
[00:47:53.890]And remember, you're pairing this
[00:47:56.520]with the competitive factor, they're beating their time,
[00:48:01.040]they're starting to realize,
[00:48:02.467]"Wow, it's really nice when we line up quickly,
[00:48:05.000]we don't get yelled at.
[00:48:07.120]We get a lot of verbal praise from the teacher.
[00:48:10.480]It's not annoying. Our other teacher isn't upset with us.
[00:48:14.880]We get more done,"
[00:48:16.781]there's a lot of intrinsic value in lining up quickly.
[00:48:21.450]So, it takes the external extrinsic reinforcement
[00:48:26.550]of the bingo to get them
[00:48:27.690]to see all the value of lining up quickly.
[00:48:31.710]So, there's just so many different things
[00:48:34.330]that that bingo board could be used for,
[00:48:36.570]but that's just one example.
[00:48:39.330]Same with The Principal's 200 Club,
[00:48:41.410]you can use that as a mystery motivator,
[00:48:46.030]there could be little stars underneath there.
[00:48:49.410]And if the student picks a number where there's a star
[00:48:53.160]that you won a prize, there could be prizes underneath it,
[00:48:58.150]could be something where they get
[00:49:01.860]all the way across the row,
[00:49:03.480]then that whole row earns a prize.
[00:49:06.390]So, it could be school-wide,
[00:49:07.810]class-wide, all sorts of things,
[00:49:10.540]so, mystery motivator, whatever you decide.
[00:49:13.810]The variable one here, this all just depends
[00:49:16.590]if your school's okay with using dice and cards.
[00:49:20.920]The dice, a student comes up,
[00:49:24.360]they did really well on an assignment,
[00:49:26.607]"Oh, you get to roll the dice.
[00:49:27.950]If you get a certain number, you earn coins,
[00:49:32.910]or funny money, or a chance to win a prize,"
[00:49:39.050]that could be related
[00:49:39.980]to lots of different things in your classroom,
[00:49:42.810]it's just an example of a variable reinforcement
[00:49:46.030]that just promotes them doing the right behavior.
[00:49:50.750]Same with the cards, it could be they get a card,
[00:49:55.010]the teacher draws a card,
[00:49:57.080]and maybe you're doing like the house versus the students
[00:50:05.110]and the house wins versus a student wins,
[00:50:08.160]and it's like a poker game.
[00:50:11.050]They might not be okay with that in a school, I don't know,
[00:50:13.810]but just an example of a variable type of reinforcer.
[00:50:21.870]The BE+ app is something that personally I've been saying,
[00:50:25.977]"Somebody needs us to create this app,"
[00:50:28.060]and I should have done it, but I don't have the skill,
[00:50:31.020]and it finally got created like two weeks ago.
[00:50:35.290]And it came out through Kent McIntosh
[00:50:39.280]at the University of Oregon
[00:50:40.700]who's responsible for the whole PBIS initiative
[00:50:45.030]many, many, many years ago, but this app finally came out.
[00:50:48.960]So, it's basically just a reinforcement app, super simple,
[00:50:53.720]don't know why it took so long, it's free,
[00:50:56.420]you can get it on Android and iPhone,
[00:50:59.590]and all it is is an app
[00:51:02.950]that allows you to either get a audible
[00:51:08.500]or a vibrating sound
[00:51:15.560]to elicit you prompting a student to do something.
[00:51:19.860]So, it can be for behavior,
[00:51:22.430]but it can also be for pre-correcting.
[00:51:25.170]So, if you wanna pre-correct a student
[00:51:27.110]that you know has difficulty with behavior
[00:51:29.841]during a certain timeframe,
[00:51:33.280]you can pre-correct them about behavior
[00:51:35.610]that you know they struggle with during a transition.
[00:51:40.510]But I saw a teacher do this a couple of weeks ago
[00:51:44.460]with her own timer,
[00:51:45.840]and so, I'm like, "Hey, there's this app now."
[00:51:49.260]She had it where it was an audible timer,
[00:51:51.700]it went off, I think, at a fixed interval.
[00:51:55.160]This app has it at variable intervals.
[00:51:57.810]So, the best part about that is it vibrates,
[00:52:02.670]so, like the whole class doesn't have to hear it,
[00:52:05.480]and because of it's variable,
[00:52:07.390]the student doesn't know when it's coming.
[00:52:10.560]And that's the best kind,
[00:52:12.170]is when they don't know when it's coming,
[00:52:14.570]then they can't plan to be doing the expected behavior.
[00:52:18.970]This particular student was a first-grader.
[00:52:21.510]I've seen him for a couple of years,
[00:52:23.100]he's really struggled with on-task behavior,
[00:52:25.580]every single time he was on task.
[00:52:27.870]But I could tell it was a fixed interval,
[00:52:31.650]so, she could set it where it's variable interval
[00:52:36.010]and it would be a little bit harder
[00:52:37.760]for him to ensure that he was on task
[00:52:40.380]because he wouldn't know when it was coming.
[00:52:42.640]So, great app, works really well,
[00:52:46.270]it has it for pre-corrections, reminders,
[00:52:50.950]can't remember the other, but there's four different things.
[00:52:53.180]So, I'm excited that that app finally came out.
[00:52:56.490]Everybody carries their phone, so, it's always available.
[00:53:00.840]We have four minutes.
[00:53:03.010]Pardon me?
[00:53:03.843]We have four minutes.
[00:53:04.930]Okay. Chart Moves, you've probably seen this before.
[00:53:09.200]You just put dots along the outside of whatever you pick.
[00:53:14.850]There's a dinosaur, a lot of kids like dinosaurs
[00:53:17.600]in early years, you just connect the dots
[00:53:22.140]when they engage in a certain behavior.
[00:53:24.313]You can make this as fixed or as variable as you want.
[00:53:31.650]So, that's the beauty of it.
[00:53:33.240]I like to write on the chart, what it's for.
[00:53:37.460]You can use this for all grade levels
[00:53:39.340]and make it as immature or mature as you like.
[00:53:44.420]And I've seen it done for homework completion,
[00:53:48.330]I've seen it where there are intervals
[00:53:50.520]where the child earns a reward after five connections,
[00:53:55.770]after 10 connections, and then there's a bigger reward
[00:53:58.132]when they get all the way through,
[00:54:04.630]or they earn it part way through and then it's faded out
[00:54:10.750]by having to complete the whole thing.
[00:54:13.250]So, that's a good example of a tangible type of reinforcer.
[00:54:21.390]Mystery Motivators, same kinda thing,
[00:54:23.370]you put something in an envelope, the Secret Writer Markers,
[00:54:28.950]kids have figured those out, though, you can color over 'em
[00:54:33.780]and then there's something hidden underneath
[00:54:39.300]and they win a prize.
[00:54:45.680]Mystery Game, or a Memory Game,
[00:54:47.560]if they make a match, they win a prize.
[00:54:49.760]So, like,
[00:54:52.819]if they engage in a certain behavior, then I say,
[00:54:55.927]"Oh, you can have a chance to make a match,"
[00:54:58.403]and then if they get the match, they earn the prize.
[00:55:05.960]Charting progress visually is just something we did
[00:55:09.530]in a particular class where it's helpful,
[00:55:13.330]kinda gives the students some incentive
[00:55:15.130]to see that they're making progress.
[00:55:18.600]We kinda did this with a kindness project
[00:55:21.000]where I'm using kind language.
[00:55:23.700]I don't know why I used pushups for it,
[00:55:26.040]but we were measuring the language
[00:55:30.330]that they use with each other in a PE class
[00:55:32.690]because they were really using hurtful language.
[00:55:35.640]And so, we were focusing on it and they were able to see
[00:55:39.230]that the language they were using with each other
[00:55:41.740]had greatly improved.
[00:55:43.480]And by seeing the progress visually on the chart,
[00:55:46.780]they were really proud of themselves.
[00:55:48.330]So, they started focusing on it a little more intentionally
[00:55:52.380]than they would, had I not shown them that visual progress.
[00:55:58.900]And then we talked about this earlier,
[00:56:01.490]the kind of reinforcement that's the most resistant
[00:56:04.530]to extinction is that variable reinforcement.
[00:56:09.410]So, that's the kind we want to use,
[00:56:12.810]when they don't know that it's coming,
[00:56:15.600]they're more likely to engage in it.
[00:56:22.070]And then group reinforcement,
[00:56:23.800]sorry, I'm running out of time here.
[00:56:25.200]So, there is a Group Contingencies Tip Sheet.
[00:56:29.210]So, this is for the whole class.
[00:56:31.822]Do you need me to click on that, Barb?
[00:56:33.910]Sure. I don't know if it'll pop up.
[00:56:44.150]That doesn't look right.
[00:56:45.881]Okay. I'll click out.
[00:56:47.470]I don't know what happened to it.
[00:56:50.550]It's been a while, so.
[00:56:52.360]And that will work that CW-Fit game.
[00:56:56.760]And we don't have to go into the CW-Fit game,
[00:57:00.030]but they can go into it.
[00:57:01.460]CW-Fit game is actually an example of a group contingency
[00:57:07.000]that was heavily, heavily researched
[00:57:10.120]that just shows how you can use a group contingency
[00:57:14.790]that's very structured,
[00:57:17.320]that works for the whole class.
[00:57:22.500]So, yeah.
[00:57:24.180]You don't want me to play it?
[00:57:25.710]No, you don't have to.
[00:57:26.710]They can play it on their own, if they want to.
[00:57:29.400]And then fading, yeah, fading is something
[00:57:32.210]that tends to get forgotten with reinforcement,
[00:57:34.473]that you're not intended to reinforce forever,
[00:57:38.020]and this is what people forget,
[00:57:39.440]but you do have to fade out reinforcement.
[00:57:43.090]Don't fade out verbal reinforcement,
[00:57:45.190]verbal reinforcement is always desirable.
[00:57:47.910]You should always praise and state expectations,
[00:57:53.575]and give children encouragement,
[00:57:55.980]but you don't always have to give them things,
[00:57:57.880]so, you do wanna fade those things out.
[00:58:03.130]And these are examples of things that we can fade,
[00:58:05.980]how often we reinforce, the criteria, the strength of it,
[00:58:11.150]self-monitoring, prompts,
[00:58:12.920]and going from external to internal.
[00:58:15.350]We definitely want them to be more internally reinforced
[00:58:19.580]and externally reinforced.
[00:58:24.609]Oh, and I've already talked a lot about these.
[00:58:30.210]That is the end of "Got Social Skills".
[00:58:35.340]If you would have any questions,
[00:58:37.900]especially anything that you saw in this presentation,
[00:58:41.340]any pictures that we didn't explain well enough
[00:58:43.330]or any tools or strategies
[00:58:45.010]that you would like more information about,
[00:58:48.480]feel free to email either one of us,
[00:58:50.620]our emails are right there, and you can contact us
[00:58:53.420]and we'd be more than happy to get back to you.
[00:58:55.900]Thanks so much for watching.
[00:58:57.600]Bye. Thank you.

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