*As we continue to discuss behavior support strategies, sometimes we forget about actually TEACHING social skills. We can’t assume students know how to take turns, manage interpersonal conflict and act appropriately in social situations.
*Social behaviors need to be taught just like any other skill. Finding time in your school day to teach social skills will pay off. Please watch my YouTube video and read the image from High Leverage Performances.
Students with autism
Students with autism can lack social awareness. They may not be able to take the Point of View (POV) of their peer which can result in social behavior that is atypical at times. Students with autism still want friendship so teaching social skills will help with bridging some of the gaps in social behaviors skills.
Early childhood literature as social support
One of my favorite tools for addressing social behavior issues is to use early childhood literature to help support social learning. One practicum student in my class shared how she had students teasing one another. Her mentor teacher pulled a bin full of books about teasing into the classroom to read to hear students. As she read she asked questions, checked for comprehension and encouraged students to pair-share ideas for using kind and supportive language with one another. The book my student pulled to share with our class is called Just Kidding by Trudy Ludwig. Here is the link for the book online:
Well thought out routines and procedures help create a calm, organized classroom. Students know what to do and how to do it. Without positive, routines and procedures, a classroom can easily fall into total chaos. Examples include: how we manage materials, enter the classroom, transition, and turn in work.
How do we teach routines and procedures?
Teaching routines and procedures starts at the beginning of the school year with explicit instruction. Just like academics, routines and procedures need to be taught, and reinforced. Establishing routines and procedures is one of the High Leverage Practices for special education and will be the bedrock for your classroom environment. I have linked more information about High Leverage Practices here. https://ceedar.education.ufl.edu/portfolio/ccsc-2017-high-leverage-practices/
Things to think about when setting up routines and procedures
Consider the age of the students. What is age appropriate for them? For example if you teach Kindergarten, the routine for entering and leaving the classroom will look different from a fifth grade classroom. Can your students handle materials being on the desks in tubs or do they need to be stored out of reach? There are many considerations but speak to your team, observe other classrooms and know it is ok to change a routine if it is not working for your class.
Support for students with special needs
Students with autism or other special needs respond well to classrooms with well established routines and procedures. Students with autism feel safe when they know what to expect. Focus on the transition routines for students with autism. Transitions are when we often see behavioral challenges from our students with autism. One great way to teach routines to students with autism is by using a social story. Here is a link to my YouTube video sharing what a social story is. https://youtu.be/lKl6cafmdVY
Consistent routines provide structure for students with autism which makes them feel safe secure and helps them understand what is going on during the school day.
Support for all students
Positive behavior support strategies such as this are helpful for all students. Students will be productive, calm and organized with these routines in place. Watch your mentor teachers around you and see how well run their classroom are. What would you do the same? Also think about what you would change or do differently? All of this reflection is important in developing safe and well run classroom routines and procedures.