Running head: TEACHING SOCIAL SKILLS TO TWICE EXCEPTIONAL

Social Interventions for Students Who are Twice Exceptional

Rachel Keefe

St. Bonaventure University

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TWICE EXCEPTIONAL CHILDREN AND SOCIAL LITERACY
Introduction

This student is classified as having a behavioral disorder. He is placed in an 8-1-1 self-

contained classroom. Although not classified in New York State, this student also presents as

gifted due to several factors. He is quick to grasp, apply, and advance in material at and above

grade level (Bainbridge & Forman, 2017). This student is in seventh grade, but tested above

grade-level on a mathematics STAR test. This student also exhibits a very deep concern about

fairness and justice. When he feels a situation is not fair, he will often question authority. These

characteristics and more are often associated with giftedness (Bainbridge & Forman, 2017).

Due to this student’s behavioral disorder, his behaviors impede his ability to learn. When he

questions authority, it is often vocally. When presented with content he already is familiar with,

he will often yell out answers. If his peers do not know the answers, he will often yell at them in

a demeaning manor with statements like, “Wrong!” and “How can you not know this?”. If his

peers confront him on these issues, he will often resort to swearing and yelling. If his peers call

out answers, he will yell that they are calling out answers. These behaviors have caused social

tension with his peers. During group work assignments and components of lessons, his peers

refuse to work with him. This student also sits alone during physical education and lunch when

social skills are often utilized.

This student is in need of a social skills intervention, especially in terms of social literacy.

He needs to learn how to be a friend to his peers as well as how to monitor his own behaviors in

the classroom setting. These behaviors will continue to socially hinder this student as he gets

older, if not addressed now. There are a variety of strategies represented in literature that may be

beneficial to this student including direct instruction and role play, social stories, social skills

training, and explicitly taught regimens.

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Literature Review

Problem

Gifted students often experience alienation, low self-esteem, and isolation (Barnette,

1989). Due to this student’s behavioral disorder, his behaviors also hinder his social skills. His

problem behaviors are academic disablers. The problem behaviors are academic disablers

because they are associated with decreases in academic performance (Gresham, 2015). This

student would benefit from social interventions because social skills are academic enablers.

Social skills benefit and enrich academic instruction in the classroom (Gresham, 2015). Positive

peer interactions promote successful academic performance (Gresham, 2015). To improve this

student’s social literacy, there needs to be an intervention.

Interventions

Direct Instruction

Much of the research described the need for direct, explicit instruction of social skills,

especially at the start. Some of the most common practices include formal, direct instruction 2-3

times a week (Battalio & Stephens, 2005). Other research describes a thorough direct instruction

process that includes reviewing previously learned social skills and then explicitly teaching the

new skills (Prater, Bruhl, & Serna, 1998). Teacher-directed instruction of social skills helps to

improve students’ listening skills (Prater, Bruhl, & Serna, 1998). In order to make these

interventions more effective, multiple adults should be teaching the same skills in order to help

students transfer these social skills across settings (Lane, Wehby, &Barton-Arwood, 2015).

Starting with highly-structured interventions with much teacher-direction is beneficial before

gradually increasing intensity and student independence (Barnette, 1989).

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Fostering Independence

Social skill interventions should promote self-direction, personal responsibility, and mutual

respect (Barnette, 1989). Students need to see the value in the interventions. Allowing students

choice will make them more willing participants (Maag, 2006). Students need to play a role in

deciding which aspects of social skills they want to focus on (Maag, 2006). It is the role of the

teacher to help students select social skills that will enhance the quality of their life (Maag,

2006). An important aspect of social skills interventions is encouraging independence, student

leadership, and self-appraisal (Barnette, 1989). Students should be involved in the evaluation

process of their interventions. Students should be completing self-report inventories (Barnette,

1989). Allowing students to independently self-monitor their daily progress increases student

accountability and ownership (Battalio & Stephens, 2005). Providing students the opportunity to

focus on personal growth and self-instruction are positive reinforcements to the social skills

intervention (Maag, 2006). The most effective social interventions have long-term commitments

and implications (Lochman, 2010). Fostering student independence allows students to continue

to progress as they get older.

Replacement Behavior Training

Teaching replacement behaviors requires an aspect of problem-solving. Students need to

recognize what triggers the behaviors in order to prevent and replace their reactions. Many

interventions focus on problem –solving for this reason (Barnette, 1989). Effective interventions

foster problem-solving abilities in order to benefit students long-term (Prater, Bruhl, & Serna,

1998). Problem-solving training contains both behavioral and cognitive techniques (Maag,

2006). Having both behavioral and cognitive techniques makes the interventions multimodal

(Gresham, 2015). Interventions containing multimodalities are the most effective (Maag, 2006).
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When selecting the replacement behaviors, the interventions need to be function-based

(Gresham, 2015). If a student is struggling with impulse control, the replacement behavior needs

to provide an outlet for impulses. After recognizing the problem-behavior, students and teachers

need to focus on practicing positive replacement behaviors (Gresham, 2015).

Opportunities for Practice

The most effective interventions contain aspects of coaching, modeling, rehearsal, and feedback

(Maag, 2006). Providing students the opportunity to role-play solutions makes interventions

more meaningful (Prater, Bruhl, & Serna, 1998). Effective multimodal interventions allow

teachers to model the behavior, students to role-play using the behavior, and positive

reinforcements (Maag, 2006). One of the most important pieces of providing students with

opportunities to practice their newly acquired skills is providing context. These interventions

should be conducted during the school day and in the classroom in order to give them context

(Lane, Wehby, & Barton-Arwood, 2005). If interventions are conducted outside of the

classroom, it may make it difficult for the student to transfer social skills to the school setting

(Lane, 2005). The most effective social skills interventions use multiple trusted adults and

contain multiple components (Lochman, 2010). Specifically these interventions should contain

multiple sites (i.e. different classrooms, the lunch room, the hallway, at home, at the store, etc.)

(Lochman, 2010). Providing students the opportunities to practice their newly acquired skills

across content areas and settings make the learning more meaningful and more impactful (Lane,

Wehby, & Barton-Arwood, 2005).

Summary

The intervention needs to offer a direct-instruction approach while still offering the student

input and choice. The end goal of this social literacy intervention should be fostering
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independence. This student would benefit from self-evaluations and critiques with a trusted

adult. This intervention needs to allow the student to help identify problems and potential

solutions. Practicing potential solutions through role-playing would also be effective. An aspect

of independence and self-regulation can be introduced and practiced in the future by allowing the

student to use the same assessment or checklist as the adult and providing opportunities to

debrief.

Intervention

Based on the research, this intervention needs to have an aspect of direct-instruction.

Considering the student’s giftedness, the student would respond well to a cognitive-behavioral

approach, thinking about his behavior and modifications. Due to this student’s behavioral

disorder, allowing him to have options and some control in this intervention would be beneficial.

Much of the research has also identified role-playing and replacement behavior training.

This intervention will be designed to allow the student to be held accountable for his own

behavior. The same segment from which the first data was collected will be filmed in order for

the student to see his behavior, monitor it, identify problems, and generate possible solutions.

This baseline data is included in the appendices (see Appendix B). This student responded well

to watching a video of his filmed behaviors. He was able to identify his problem behaviors as

well as recognize the frequency of which they occurred. After watching, the student was able to

generate a solution that was less disruptive than his primary problem behavior. This possible

solution was placed into context by re-watching the observation video, introducing the solutions,

and role-playing the solutions in each instance. The intervention in its entirety is included in the

appendices (see Appendix A). The post-intervention data is also included in the appendices (see

Appendix B).
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Findings

The Pre-Intervention data show that this student’s most frequent problem behavior was

“calling out”. Following the intervention, this student cut that behavior in half. Following the

intervention, the frequency of this student’s use of swears decreased by 75%. This student also

insulted peers half as much following the intervention than before the intervention. This student

used “mumbling” as a replacement behavior, which is shown by its number tripling.

The intervention included the student monitoring his own progress. The graph below

demonstrates the post-intervention data collection. The student was typically accurate. With

more practice this student will begin to use the frequency table with ease.
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TWICE EXCEPTIONAL CHILDREN AND SOCIAL LITERACY
Discussion

This intervention was effective in limiting the primary problem behavior. This intervention

was effective for multiple reasons. This intervention contained direct instruction in context. The

intervention was conducted in the classroom where this student has problems, which made it

effective in the given context (Lochman, 2010). It provided the student with the opportunity to

create his own solutions and replacement behaviors. This student had choice in which behavior

he wanted to correct and in what his replacement behavior would be. Offering this student

choice, made him more interested in participating (Maag, 2006).

This intervention was effective because it allowed this student to monitor his own progress,

practice the skills, and then receive immediate feedback that he will be able to use moving

forward. This student was able to model the behavior and then role-play it instead of resorting to

the problem behavior. Offering the student the opportunity to role-play and rehearse with a

trusted adult gave him the confidence to try something new (Prater, Bruhl, & Serna, 1998). This

intervention was effective in encouraging this student’s independence through self-evaluation

(Barnette, 1989). As this intervention process continues, this student’s interventions will be able

to gradually increase in intensity and peer-involvement (Barnette, 1989).

Conclusion

This intervention was effective because if allowed the student to step outside himself. He was

able to recognize how his behavior looks to others and how it impacts others, which has been

effective for students with emotional and behavioral disorders. This was effective for this student

because he was able monitor his own progress and create his own solution to his problems.

These solutions were explicitly taught and practiced through role play which has been shown to

be effective.
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References

Bainbridge, C. & Forman, J. Common Traits and Characteristics of Gifted Children. Updated

November 5, 2017. Retrieved from: https://www.verywell.com/characteristics-of-gifted-

children-1449114

Barnette, E. L. (1989). A program to meet the emotional and social needs of gifted and talented

adolescents. Journal of Counseling and Development: JCD, 67(9), 525. Retrieved from

https://search.proquest.com/docview/219041672?accountid=45220

Battalio, R., & Stephens, J. T. (2005). Social Skills Training: Teacher Practices and Perceptions.

Beyond Behavior, 14(2), 15-20.

Gresham, F. (2015). Evidence-Based Social Skills Interventions for Students at Risk for EBD.

Remedial & Special Education, 36(2), 100-104. doi:10.1177/0741932514556183

Lane, K. L., Wehby, J., & Barton-Arwood, S. M. (2005). Students With and At Risk for

Emotional and Behavioral Disorders: Meeting Their Social and Academic Needs.

Preventing School Failure, 49(2), 6-9.

Lochman, J. (2010). The Difficulty of Maintaining Positive Intervention Effects: A Look at

Disruptive Behavior, Deviant Peer Relations, and Social Skills During the Middle School

Years. Journal Of Early Adolescence, 30(4), 593-624. doi:10.1177/0272431609340513

Maag, J. W. (2006). Social skills training for students with emotional and behavioral disorders:

A review of reviews. Behavioral Disorders, 32(1), 4-17. Retrieved from

https://search.proquest.com/docview/219678676?accountid=45220

Prater, M. A., Bruhl, S., & Serna, L. A. (1998). Acquiring social skills through cooperative

learning and teacher-directed instruction. Remedial and Special Education, 19(3), 160.

Retrieved from https://search.proquest.com/docview/236325585?accountid=45220

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Appendix A
Intervention Lesson Plan

Lesson Guiding Questions:

What do I struggle doing? What are my major areas of struggle? What can I do to instead? What can
I do to improve?

Standards:
NAGC) 1.8.2: Teachers and counselors implement a curriculum score and sequence that contains
person/social awareness and adjustment, academic planning, and vocational and career
awareness
5.1.4: Educators regularly use individualized learning options such as mentorships,
internships, online courses, and independent study.

Lesson Objective Assessment Tool Mastery Criteria

Student will identify 2 areas of Debriefing Interview 100%
struggle. (following first observation)
Working with the teacher,
students will work to develop a Questioning 100%
reasonable alternative to the
problematic behavior.
Student will monitor their own Frequency Table Completion
progress

Procedure:
Opening: Debriefing from Observation
· Show student the frequency table from their first observation, ask student what
they notice.
· Ask student what they believe is their biggest area of struggle.
 Student’s Own Behavior Video (10 minute segment from first observation)
· Give student frequency table, allow them to keep track of their own behaviors
 Debriefing
· Allow student to share what they found in the frequency table
· Replay video segment where student swears and verbally insults another student
· Ask: Were each of those outburst justified? Do you believe this was
necessary? How would you have felt if someone had done that to you? What
could you have done instead? What if that doesn’t work? How can we
continue to improve?
· Work with student to develop alternatives to yelling out (i.e. mumbling, self-talk,
writing, etc.)
Closure: Replay video, pausing where problem behaviors occur to role play replacement behaviors
· Give student copies of frequency tables to monitor self-progress
Materials:
 Frequency Table(s)
 Teacher-Completed Observation (frequency table and notes)
 10 minute clip of their own behavior
 Sticky notes/notecards (if needed)
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Appendix B
Intervention Data

This data was collected before and after the intervention (see Appendix A). The data was

collected over an hour and a half (two sequential class periods) from 8:30 a.m. to 10:00 a.m. The

student was made aware of the frequency table assessment following the first observation. The

data was collected a week apart following his first lesson with his intervention process. The

student was debriefed following each observation/assessment period.

Pre-Intervention

Behavior Frequency
Calling Out 11
Mumbling 5
Swearing 4
Verbally Insulting Peers 5
Physical Aggression Towards Peers 0

The pre-intervention data demonstrates the most frequent problem behavior to be calling

out during class. When combined, the other problem behaviors of swearing and verbally

insulting peers are almost as frequent as calling out. When shown his counts, the students said,

“Woe. I guess I called out a lot”.

Post-Intervention

Student-Completed Table
Behavior Frequency
Calling Out 5
Mumbling 12
Swearing 1
Verbally Insulting Peers 1
Physical Aggression Towards Peers 0
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Teacher-Completed Table
Behavior Frequency
Calling Out 6
Mumbling 16
Swearing 1
Verbally Insulting Peers 2
Physical Aggression Towards Peers 0

The post-intervention data showed a decline in the amount of calling out, swearing, and

verbal insulting of peers. As this students described in his debriefing, his initial replacement

behavior instead of these is mumbling and writing down his thoughts. When asked about his

progress, the student said, “I didn’t yell as much. I know I mumbled more though.” His self-

monitoring results demonstrate this as well. The data points show that the initial intervention for

this student was effective in addressing these problem behaviors. This intervention process

should continue and find another replacement behavior for mumbling as he becomes more self-

aware and experienced through this process. After this student has more experience addressing

these problematic behaviors, there should be more interventions teaching explicit social skills in

order to continue to repair relationships with his peers and foster new friendships.