Pro-social Behaviors and Skills Taught to Teachers to Decrease Problem Behaviors in the Classroom
The Burris Counseling Center implemented an intervention of social skills training, called Skillstreaming, in the elementary grades (K-5). SkillStreaming consists of sixty different pro-social behaviors/skills for students. To establish which skills to choose, a needs assessment was administered to all elementary (K-5) teachers in the building. All lessons were based upon the SkillStreaming Teaching Procedures developed by Dr. Arnold P. Goldstein and Dr. Ellen McGinnis. These procedures include defining the skill, modeling the skill, establishing student skill need, student role-play, providing feedback about the role-play, and assigning skill homework. Using the modeling and role-play of the skill, students could see the skill first-hand and practice the skill before implementing it in the classroom without the aid of the school counselors. At the end of the year, a post-survey was completed to analyze data from the social skills intervention. To further expand Skillstreaming services, an intensive workshop was offered to the fifth grade classes, and the middle school attended a Skillstreaming presentation in the auditorium.
Issues this Best Practice Addresses:
The main purpose of using the SkillStreaming curriculum in the classroom was to satisfy the need for social skills curriculum in the K-5 classrooms and to decrease problem behaviors in classrooms.
Major Challenges to Implementation:
The major challenge to implementation was in scheduling the lessons and delivering them regularly. Burris had used the Skillstreaming model in the past, so the training and delivery method was already in place. To counteract challenges with scheduling, the Skillstreaming team re-scheduled classes as needed, used the auditorium for a group of middle school students, and broadcasted social skills training on the televised school news when getting into the classrooms to present was not possible.
Benefits Derived from Implementing this Best Practice:
According to the post-test results, classroom teachers felt that SkillStreaming was beneficial to their classroom and the students. Ten out of eleven teachers responded that the SkillStreaming lessons were beneficial for their students. Teachers, fellow students, and counselors observed students using steps from the skills in the classroom. The role play element was particularly beneficial, as even teachers joined in the role plays. The role plays made learning skills more fun and increased retention of the skills.
Evidence Illustrating Success:
Results data (discipline referrals, attendance, academic progress, and school climate) could have been affected positively. Results data for Burris Laboratory School is yet to be compiled, so this study focuses on pre and post-test surveys using teacher reports and impressions of the usefulness of this intervention. Please see the data and graphs illustrating the pre and post-data from the needs assessment. The data are broken down to show results for each skill. Also, a fifth grade intensive Skillstreaming workshop was provided, which demonstrated improvement in discipline within the classroom. Please see the small group data illustrating an increase in positive and pro-social behaviors among fifth graders involved in the Skillstreaming workshop.
Additional Materials:
Burris_Counseling_Center_Best_Practice.zip
Submitted by: Burris Counseling Center, Burris Laboratory School