Social Skills Program 1.

Student: RG

Natalie Radke Phase 4

2. Description of Student: Student RG is a very talkative and popular 6th grade student. He has a lot of friends at school but tends to get into trouble. He tends to be very emotional. When having a good day and in a good mood, RG follows teacher directions, completes activities, turns in assignments on time and participates in class discussion. RG earns As and Bs in all of his academic classes. However, on a day where RG is having difficulty controlling his emotions his behavior and participation in class really suffers. RG will often shut down after a bad class period or daily experience. Throughout his day, RG is in a pullout math class and a pullout ELA class. He does not have lunch or encore with his same aged peers. He eats lunch and spends his encore period in ILC, which is an in-school suspension room. RGs current schedule is due to the fact that he has received the highest number of detention referrals of any male student in the school. When his peers initiate arguments or interrupt him while talking RG will often get very angry, use inappropriate language and threaten the student. This behavior is not tolerated at school and results in a detention referral each time. RG needs direct instruction on how to react to situations and how to control his emotions. He often does not stop and think prior to reacting to comments made by staff or his peers. RG needs social skills instruction regarding strategies to control his emotions and deal with difficult situations. He needs a bag of tricks that he can use to calm him down and react in a more acceptable, appropriate way when faced with difficult situations. RG also needs to instruction on how to reflect on situations and determine a better outcome or solution for a problem. He needs to learn to identify situations he handled well and situations where he could have acted differently. Taking ownership of actions and celebrating positive behaviors will help to boost RGs self-esteem, hopefully making him more comfortable at school and less guarded.

3. Target Skills: Emotional Control/Self-Reflection Skills After two to three years of intervention it is my goal that RG will be able to stop, think and then react to difficult situations. Throughout RGs remaining school years there will be many times where he is tested emotionally and physically. It is important that he recognizes situations that are big problems and situations that can be brushed off. It is my hope that RG can develop a repertoire of strategies that he can use to calm down and control his emotions in difficult situations. After this intervention in about two to three years it is also my hope that RG will have a better sense of who he is and develop self-esteem that will allow him to believe in himself and remain positive in even the most difficult situations. Using self-reflection strategies and learning how to accept compliments and criticisms can help RG to develop improved self-esteem. 4. Intervention Plan: Targets for intervention: Skill instruction, Environmental manipulations, Roleplaying, Reflection/Debriefing Strategies for Implementation: In order to implement this intervention I want to give instruction in phases. Phase 1- Conversations: For the first week or so I want to hold several conversations with RG to have him reflect on his behavior up until this point. I want him to see if he can identify why he acts the way he does in certain situations. I also want him to buy in to communicating and the intervention as a whole. I want him to realize what the ultimate goal of this instruction is and how it will help him in the future. Phase 2- Size of the Problem: Using the printable from the Zones of Regulation curriculum I want to spend time discussing the difference between big problems and small problems. I want RG to be able to indentify which situations lead to which size problems. I will introduce the chart to RG and talk through each size problem with him. I will give one example for each size problem. The next time we meet I will have several situations on slips of paper. I will ask RG to separate the

situations into the different size problems and have him identify why he thinks those problems belong in that size. The situations that RG will be identifying are situations that he has seen throughout his school day and at home. Ultimately, this will be the point where the self-reflection begins. I want RG to be able to justify why he believes certain problems are bigger than others. During class time or throughout the school day if any of the situations arise I want to big able to use a verbal cue to remind RG of this activity. For example, if students are interrupting him while he is talking and I see that he is starting to get frustrated I will walk over and remind him RG think about the size of this problem, how do you react to this size of a problem.

Phase 3- Strategies: At this point in the instruction I want to discuss several strategies that RG can use to make better choices during difficult decisions. We will use the Zones of Regulation printable to discuss potential strategies to coping with problems. This will be done through

role-playing and discussion.

Phase 4- Using the Instruction: In the final phase and throughout the earlier phases I want RG to be able to use what he is learning in his real life situations. When situations occur I want to debrief with RG afterwards. We will discuss what made him upset, how he dealt with the situation, could he have changed the way he handled the situation and what are the consequences of his actions. By debriefing after situations take place hopefully RG will be able to learn what strategies work for him and what he has to do to remember the strategies when his emotions are heightened.

5. Data Collection: In order to collect data on the effectiveness of the intervention I will complete A-B-C Charts that will describe what occurred and why. These charts will be used to pinpoint themes for my instruction and debriefing time with RG. Data will be collected every time a behavior occurs in ELA. On days where behaviors do not occur there will be no data collected. In order to find a trend of the potential causes of the behavior, I will review the data at the end of each week (Friday). Attached is the data sheet that will be used to monitor and record RGs behavior.

Student: __________________________________

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Setting Events (Optional)

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Antecedent Events

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