Instructional Interventions for
Interpersonal Relationships with Peers
Examples of behavior
·
Tattling
·
Rude/impolite
·
Interrupting
conversations
·
Refusing to share
and/or take turns
·
Difficulty
interacting with peers (joining a group, playing a game, initiating and
continuing social conversations, taking turns, etc.)
Desired alternative behavior(s)
·
Will use
pre-taught steps in determining when to tell
the teacher versus when to let it go untold (e.g., telling if there is a
safety issue)
·
Will listen
quietly while others talk and wait his/her turn to speak
·
Will take turns while playing a game in informal settings
·
Will
independently share toys/materials during group activities
·
Use skill in
various school settings (e.g., hall, lunchroom, study hall, all classrooms)
General instructional strategies that might be useful
in teaching the desired behavior(s)
Instructional materials that might prove useful in
teaching the desired behavior(s)
·
Skillstreaming series for social skill instruction; PREPARE Curriculum. Creating the Peaceable School. Research
Press,
·
Don’t Laugh at Me: Creating a Ridicule Free Classroom from Operation Respect created by Peter Yarrow (of
Peter, Paul & Mary). Packets for
Grades 2-5. 6-8, after school, and summer programs. Can be downloaded free of charge from www.dontlaugh.org
·
Good Thinking and the Tough Kid series (Tough Kid Book, Discipline Kit, Social Skills Book,
Tool Box, New Teacher Kit, audio and video series)
Sopris West, 4093 Specialty Place,
Longmont, CO 80504. 1-800-547-6747
·
Thinking Mistakes (an elementary curriculum) by Orv
Clark and Wayne Hull. Available from
CESA 6. Contact Bunny Boelter ([email protected])
·
Changing Behavior by Changing
Thinking (secondary level) by John
Bemis. [email protected]
·
TRIBES Curriculum (a research-based community building
program)
CenterSource
System, LLC,
707/838-1061.
www.tribes.com
·
Short Term Play Therapy with
Disruptive Children
Childswork/Childsplay,
1-800-962-1141.
www.childswork.com
·
Social Stories & Comic Book Conversations by
Carol Gray.
The
Gray Center, 2020 Raybrooke SE, Suite 101, Grand
Rapids, MI 49546
616/954-9747. www.thegraycenter.org
·
Scripting: Social Communication for Adolescents by Patty Mayo and Pattii
Waldo. Thinking Publications,
·
Team-building activities for Every
Group, More Team-Building Activities for Every Group, and 104 Activities that
Build: Self-Esteem, Teamwork,
Communication, Anger Management, Self-Discovery, Coping Skills by Alanna Jones. RecRoom Publishing,
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Adult attention |
Escape/avoidance |
Power/control |
Peer affiliation |
Justice/revenge |
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Teacher: Instructional strategies to
promote desired alternative behavior And/or Instructional
strategies to reduce the target behavior [Note: when alternate behavior is incompatible
with target behavior, the same strategy may work both to promote & to
reduce] |
- Praise for correct behavior - Direct teaching of social skills to whole
class - Self monitoring - Token economy - Redirect the student - Guided practice - Nonverbal signals for “good job” - Investigate reported behaviors quietly - Have clear expectations - Teacher helper |
-
Teach
student to write down concerns and discuss them later one-on-one -
Teach
social skills for peer interaction -
Structure
social situations but still allow students freedom to learn and develop
independent skills -
Provide
opportunities for practice and feedback |
-
Choices -
Leadership
opportunities -
Pre
– teach -
Student
input on consequences -
Student
input on acceptable vs. not acceptable -
Teach
negotiating skills -
Teach
perspective taking/empathy -
Involve
the student in structured activities to learn turn-taking and social problem
solving -
Use
vignettes, social stories |
-
Create
and reinforce activities in which students work together for a common goal -
Group
contingency -
Friendship
groups to work on social skills (making friends) -
Supervised
play groups in unstructured settings or free time -
Teach
perspective taking -
Teach
team building - Allow the student to teach skills to
younger students |
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Student: Instructional consequences for
alternative appropriate behavior And/or Instructional
consequences for inappropriate target behavior |
-
Positive adult
attention -
Earn token or other
reward -
Adult mentor -
Be teacher helper -
Work with teacher or
other key adult - Have
student identify how to get adult attention appropriately |
-
Choice in peer group
(who is in it, how much time spent) -
Select activities -
Work with younger
children -
“Buy outs” – do 4 and
you can skip 1 - Have student identify how to
appropriately escape |
-
Leadership
opportunities -
Choices -
Teacher helper -
Time limits for using
any toy or piece of equipment; automatic switching at end of time -
Peer mediator -
Give student
leadership role -
Have student identify how to appropriate get power or control |
-
Choose activities
with peers -
Have a peer mentor -
Be a mentor for a
younger student -
Opportunities to get
positive peer attention -
Have student identify how to get peer attention appropriately |
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Avoid the use of |
- Removing the student - Attention for inappropriate behavior |
- Removal from class or playground |
- Public confrontation - Power struggles - Lecturing the student |
- Public confrontation |
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Special considerations |
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