Workshop: School Discipline and Positive Behavior Support University of Cyprus, Nicosia, Cyprus

1. Working with Some Students at Tier 2: Small-Group Social Skill Instruction within a SWPBS Framework Workshop: School Discipline and Positive Behavior Support University of Cyprus, Nicosia, Cyprus June 4th, 2016 Gwendolyn Cartledge – The Ohio State University cartledge.1@osu.edu

2. Social Skill Instruction Adheres to the Following Directive Teaching Model: 1. Define the Skill e.g., Responds to teasing or name-calling by ignoring, changing the subject, or some other constructive means 2. Assess the Behavior e.g., direct observation 3. Teach the Social Skill e.g., social modeling, cognitive, & affective strategies 4. Evaluate Results of Teaching e.g., continue observations 5. Maintain & Transfer the Skill e.g., reinforcement & homework activities

3. The model can be used to teach the most basic social skills such as greeting others to more sophisticated behaviors such as questioning practices that seem unfair.

4. 1. Define the Skill State the desired skill behaviorally so that it is easily observed: When she enters the classroom each morning, Pandora will appropriately greet the teacher.

5. 2. Assess the Behavior Daily make direct observations of whether Pandora appropriately greeted the teacher – i.e., made eye contact, smiled, said hello, friendly voice.

7. 3. Teach the Social Skill • Tell and show what the behavior is: • (a) Provide a rationale for the skill • Simple story about problem in not greeting others • (b) identify skill components • Look at the person • Smile • Say hello • Friendly voice

8. Pandora learns to greet others • Once there were two happy friends: Lisistrata and Calonice. They were the best friends in the world and they liked to play with each other. Pandora wanted to play with them but she did not know how to greet them. Pandora needed to learn how to greet others so she could be friends. Lisistrata Calonice

9. Look in eyes • Greeting someone means looking in the eyes, smiling and saying hello in a friendly happy voice. • It’s very important to look people in the eyes, smile and say hello to them! Then you will look nice and friendly and the other students would want to have you in their games, Lysistrata said. • I did not know that said, Pandora smile hello

10. Model the Behavior

11. Lysistrata showed Pandora how to greet others. How to look in their eyes, smile, and say hello. • -Let’s practice how to greet! Lysistrata shouted with joy. Lysistrata Pandora

12. Teach how to discriminate positive & negative models

13. Practice and Reinforce the Behavior

14. Greeting Tags

15. Pandora’s Reinforcement Card

16. Monitoring Card

17. 4. Evaluate

18. 5. Additional Practice/Maintenance Activities

20. Speaking Assertively (middle to high school) Motivation II: Folktale - “The Miller, His Son and Their Donkey” [Aesop fable {c 620 -560 BC} . Lived as slave in Greece. Briefly note location and culture of Greece. Story: • man, boy, & donkey walking to market • boy riding donkey, man walking • man riding donkey, boy walking • man & boy riding donkey • man & boy carrying donkey • donkey frightened by laughter, runs into water & drowns

21. What does assertiveness mean? • passive - doing what others want even though it is against your better judgment • aggressive- disrespecting rights & feelings of others • assertive - respect for own & others’ rights & feelings

22. Assertiveness/Independence DEFINE BEHAVIOR: Learner will resist peer when encouraged to engage in some wrong doing or some unwise behavior, e.g., "go to movie when need to study for tomorrow's exam” BEHAVIOR COMPONENTS Make eye contact • Speak in calm, controlled, but firm manner • Thank peer for invitation • Explain why cannot accept invitation • Refuse invitation • If appropriate, request rain check

23. Assertiveness/Independence MODEL BEHAVIOR : • Provide scenario such as one suggested above • Trainer or competent peer model behavior of refusing inappropriate request • Model cognitions, i.e., thoughts used to direct behavior • Note emotions, e.g., disappointment over not being able to go to the movie, but certainly will be sadder if don't pass tomorrow's exam. • Ensure "happy ending"

24. Assertiveness/Independence BEHAVIORAL REHEARSAL(Guided Practice) • Provide similar and other scenarios for learners to practice, preferably generated from learners' real life experiences • Encourage learners to use own words and verbal mediations, confront irrational thoughts • Make certain each learner has opportunity to practice behavior • Prompt learner's behavior

25. Assertiveness/Independence FEEDBACK • Give feedback for individual responses • Practice again where needed ROLE PLAY • Provide opportunities to act out behavior in small groups/dyads • Give several different scenarios

26. passive aggressive assertive Independent Practice Decide if the statement is • Passive or • Aggressive or • Assertive

27. Independent Practice • Who do you think you are, telling me what to buy for lunch? Get out of my way! • Cards up!

28. passive aggressive assertive • Yes, correct answer is aggressive

29. Well, I’m really supposed to go to school today, I’ve got a math quiz I’m supposed to take. I guess I can go to this movie with you. I hope my parents don’t find out. • Cards up!

30. passive aggressive assertive • Great, you’re right, the answer is passive.

31. “You cheater! I’m going to tell the teacher!” • Cards up!

32. passive aggressive assertive • Correct! The answer is aggressive.

33. I know you are angry with Acorn but I am not going to call her names. It is not right. • Cards up!

34. passive aggressive assertive • Correct, the right answer is assertive. Why?

35. I know lots of our classmates are using those words but I do not feel comfortable using them. My parents asked me not to use them. • Cards up!

36. passive aggressive assertive • Wonderful, the answer is assertive

37. Gee, we could get in trouble if we get caught. Well, I guess you can copy my homework just this once. • Cards up!

38. passive aggressive assertive • Way to go! The answer is passive. Why?

39. What do you say? • A classmate has not done the math assignment and wants to copy your work. You don’t think this is right. What do you say? • A friend wants you to tease or harass Acorn because your friend does not like her.

40. What do you say? • A friend asks you to shoplift. • A friend asks you to go joy riding in a car you know is stolen. • Your brother (father) changes the channel in the middle of your favorite program. • Your teacher wants you to stay after school to help with a project, but you don’t want to miss a special TV program.

41. Assertiveness/Independence MAINTENANCE AND TRANSFER • Give homework assignments, e.g., report and describe example of resisting inappropriate peer request • Provide booster sessions • Etc.

42. Rationale for Skill: Questioning What Seems to be Unfair (Cartledge & Kleefeld, 2010) • Appropriatelyquestioning unfair practices is often a difficult social skills for students to acquire • When students do not engage in appropriate questioning practices they are often susceptible to discipline measures such as detention, suspension, and possibly expulsion. • These consequences can have a negative effect on the school and post-school success of students.

43. Questioning what seems unfair

44. Teach SS: Questioning what seems unfair • Turkish folk tale – Rabbit and the Wolf • Rabbit puts forth much effort to remove large stone that has wolf pinned & hurting • Once freed wolf tries to eat Rabbit • Rabbit protests its unfair • Wolf & Rabbit go to Duck for arbitration • Duck suggests they reenact the scene so that he could best decide • They put the stone back on Wolf • Duck and Rabbit leave Wolf with stone on his back.

45. Skills for Questioning • Make eye contact • Remain calm • Remain polite • Tell what you think is unfair • Tell why you think it is unfair • Get help, if necessary, for assistance (e.g., Duck)

46. Perform Scenarios for Questioning what Seems Unfair • You and your friend share the cost of a video game but your friend takes the game home and won’t give you your turn. How would you question your friend’s behavior? • Your school has a new rule: Students who get to school after the bell are considered truant and must receive detention each day. You come to school by public transportation and the bus schedule cannot get you to school until 5 minutes after the bell. How would you question this rule?

47. Practice skill with board games • Devise various unfair rules for board games for students to practice the skill. • Boys get to spin and move twice each turn • People whose first names start with B, C, or D get an extra turn. • Anyone with brown shoes moves backward every other turn • Whenever the buzzer rings, the person with the game spinner gets to change the rules of the game.

48. More Challenging Situations • An Olympic speed skater puts special wax on her skates • A teacher lets several students know in advance what is on the test • A test is given on the honor system but several students use their books to get the answers. • Your teacher has a rule not to accept late homework but accepts a classmate’s late work.

49. Remind students that when we question what seems unfair, we should avoid using hostile, angry words. • Appropriate questioning can: • Sometimes keep unpleasant things from happening • Help us to understand others better • Feel good about ourselves

50. CR SSI Problem • Ahmed is a 9-year-old second-grade Muslim student in a predominately Christian U.S. classroom. He was bullied by classmates because of his faith and came to his teacher and said “I’m not a terrorist, I’m not a terrorist. The students said, I and my family will have to leave. Where will we go?”