Progression of Teaching Social Skills in a Small Group Setting

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Teaching Social Skills in a Small Group Setting

Teaching the Social Skill

Earlier in my career, I was guilty of Social IEP goal data collection being a "gotcha." There always seemed to be more minuses than plusses. I have realized over time that my mistake was not being intentional with the way the skills were TAUGHT. I don't know how I thought students would perform a skill that they weren't taught. Also, it always seemed I caught students NOT performing the skill, rather than noticing when they did not engage in the target behavior.

Now, I try to be intentional about HOW to teach the skill and then collecting data following instruction.

No more gotcha!

Like with all IEP goals, how the skill is taught depends on the student. For example, in a self-contained classroom, I may give a scenario (hypothetical, or it may have really happened) and then show photos of possible solutions in a field of 2 or 3. The student would use the visual supports to select an appropriate response or reaction to the proposed scenario. 

For a different student, I could give a scenario and the student would then generate a solution. Often, I start with hypothetical scenarios, and then move to real life scenarios. It it not uncommon for a neurodivergent student to tell me without hesitation a solution to a hypothetical scenario, but when it comes to something that happened to them, they have a more difficult time generating what they could have done differently.

One of my favorite ways to have students generate solutions to social misunderstandings is using Social Skills Scenario cards. Here are some I created and are in my TPT store. I use these cards to practice social skills problem solving with older elementary students for topics such as:

  • Making and Keeping Friends
  • Self-Regulation
  • Joining a Group or Activity
  • Empathy
  • Communication
  • Impulse Control
  • Self-Advocacy
  • Cooperation and Teamwork
  • Conflict Resolution

Skills may be targeted practice for students who struggle with a specific skill, or students can practice across all skills.


Writing IEP Goals That Reflect How The Skill Is Taught

When writing IEP goals, I often write social or behavior goals for students in primary grades with adult support (as in, the adult generating ideas and the student identifying the best solution), but as students move to 3rd, 4th, and 5th grade, I switch to having students generate solutions.


Some examples of these goals may be:

K-2

-When given scenarios and 2 adult-provided solutions, STUDENT will demonstrate problem-solving skills by evaluating at least one pro and one con in 4 of 5 opportunities, as measured by staff collected data.


3-5

-When given scenarios, STUDENT will demonstrate responsible decision-making and problems solving skills by generating at least two appropriate solutions for each scenario, and evaluating the pros and cons of each solution in 4 of 5 opportunities, as measured by staff collected data.


*NOTE: These goals were written to align to Washington State SEL Standard 2B.


Data Collection of the Social Skill

Ideally, data is collected real time. Often, a paraeducator is assigned on the schedule to observe and/or coach the student. These opportunities often happen in more unstructured environments like recess or hallway transitions.


Typically, we'll say Tuesday and Thursday are coaching days and Wednesday and Friday are data collection days. That way, we can make connections for the student between what they practice in group and the real situation with peers with real-time coaching/teaching two days per week and collect data (still intervening if necessary) the other two days.


This system has worked pretty well for my team.

I would love to hear if other teams have developed effective systems for social IEP goal instruction and data collection too!! I'm always looking to make our systems better, and sometimes that means borrowing (stealing?) others' ideas! 

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