Collaborating to Teach Prosocial Skills

Abstract

A collaborative approach to teaching social skills to students with prosocial skill deficits is described. Steps of the intervention include forming a team of two or more educators who are interested in participating in social skills instruction, targeting prosocial skills students need to learn, breaking the prosocial skill into teachable steps, developing an instructional plan that includes a teachable strategy for performing the prosocial skill, determining the instructional setting and collaborative roles, delivering instruction and providing opportunities for student practice, reinforcement, and self-monitoring. Several real-life cases are used as examples of how the different aspects of the intervention have been implemented by teachers and students.