Socials Skills Instructional Program

Larry is a curious learner who eagerly becomes engaged in the lesson. He is able to
reflect on characters in the story and ask inquiry questions about items and events from
the story. He can identify emotions in the characters and in people he encounters in his
everyday life. He is quick to say please and thank you, yet often needs a verbal prompt.
However, being that he is in second grade, he is still learning when it is appropriate for him
to use these meaningful communication skills. When he plays educational games or when
he receives a piece of new technology during the lesson, he often becomes enthralled ad
excited by it. This causes him to yell or move his body inappropriately. When asked to
reset or stop, he will immediately show remorse, say sorry, and will correct his actions.
The area of social skills that Larry needs instruction on is being able to listen and
follow directions. While Larry is in my classroom, he will often not be able to comprehend
and carry out 2-step or more directions. Once he receives the first step in the directions,
his emotions make him react positively or negatively to the directions. Through these
reactions he is unable to process the next steps.
After three years of intervention in this area of listening and following multi-step
directions. I would expect Larry to be able to identify a strategy to help him listen when the
teacher is giving directions. I would then expect him to apply this strategy towards hearing
and reacting to the directions appropriately. At first, I will expect the student to use visuals
in order to assist him in preparing to listen and follow directions. These visuals will also
assist him in following one-step directions that are given both orally and with a visual. As
the intervention continues and difficulty increases, I will expect fading of the visuals to
occur. This is important because as he will be in the general education classroom, the
amount of paperwork will increase in the academics. It will be a necessity for him to be
able to draw upon these strategies without the extra paperwork that could create
frustration. Also, the visuals for teacher-led directions should also be faded. The directions
we will be focusing on is 2-4 step directions that are commonly asked of students
throughout the course of a class period, i.e. sit down, take out a pencil, and your workbook.
Being able to process and quickly react to such directions I imperative for academic success
as he gets in to the older grades. He will begin with receiving motivating one-step
directions to follow that will gradually increase to 2-step directions. These will primarily
be done with worksheets and then will transfer to become performing actions directions.
INTERVENTION:
Through skill instruction, Larry will receive direction instruction on how to apply
the strategies of the Calm Down strategy (the same chart he is using for his MLE) and/or
whole body listening two to three times a week. Larry will receive the explanation that
following directions is important because in order to receive good grades on homework
and class work, you have to be able to listen to the teacher. He will receive examples and
nonexamples of what listening looks like as well as what it means to follow directions.
These examples will be explained through role-play both from the teacher and from the
student. The student will receive repeated practice of the skill and will be reinforced for
expected behavior.
Objective: During structured activities, Larry will choose a listening strategy and complete
the steps of the strategy. After completing the steps of a strategy, Larry will follow one-
step directions to complete a worksheet with 90% accuracy in 3 out of 4 attempts.
As the student meets mastery of the criteria, he will then move into a new stage on
following multi-step directions along with fading of visuals.
Phase 1: One-step directions performed on worksheets alongside visuals.
Phase 2: Two-step directions performed on worksheets alongside visuals.
Phase 3: Three-step directions performed on worksheets alongside visuals. One-step
directions for performing actions alongside visuals.
Phase 4: Four-step directions preformed on worksheets alongside visuals. Two-step
directions for performing actions alongside visuals.
Phase 5: Two-step directions for performing actions without visuals.
As Larry moves through the intervention, he will receive reinforcements of a sticker
for following directions. This will be awarded to him after he has earned four stars for
completing the different activities for the day.
In order to evaluate the effectiveness of the plan, a worksheet will be collected once
a week that will be graded for accuracy. The worksheet grade will be recorded on a table to
compare results.











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Larry Social Skills Data:
Date: Worksheet: % Correct: