[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-535710-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-535710-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teaching-social-behaviors-plan-phase","Teaching Social Behaviors - Plan Phase","","Teaching social behaviors equips teachers to help students with disabilities communicate needs and meet behavioral expectations more effectively. Rather than a stand-alone curriculum, instruction follows a structured sequence: define the target behavior, teach the social skill, and support demonstration through intentional classroom modifications within a three-phase cycle. This brief concentrates on the PLAN phase, emphasizing individualized planning, selecting replacement behaviors, modifying classroom conditions, and implementing systems that reinforce prosocial responses across time and settings.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-social-behaviors-plan-phase/535710/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-social-behaviors-plan-phase/535710.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is teaching social behaviors not treated as a stand-alone curriculum?","Question",{"text":62,"@type":63},"It requires an instructional sequence that includes defining the target behavior, teaching the social skill, and supporting the student to demonstrate it through modifications to the classroom.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is the first step in planning to teach social behaviors for students with disabilities?",{"text":67,"@type":63},"Identify and define a target behavior and consider the conditions that provoke and maintain occurrences, accounting for the student’s specific needs and environmental factors.",{"name":69,"@type":60,"acceptedAnswer":70},"How do teachers promote the replacement behavior after it is selected?",{"text":71,"@type":63},"They encourage students to demonstrate the prosocial replacement behavior across time and settings, often using positive consequences such as verbal praise or small rewards contingent on the behavior.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},535710,1792231881,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teaching Social Behaviors  \nWhat Do Teachers Need to Know About Teaching Social Behaviors?  \nTeaching social behaviors provides opportunities for teachers to communicate and encourage students with disabilities to demonstrate behavioral expectations and communicate needs more effectively. Rather than a stand-alone curriculum, the teaching of social behaviors requires teachers to implement an instructional sequence that includes defining the target behavior, teaching the social skill, and supporting the student to demonstrate the behavior through modifications to the classroom (de Bruin et al., 2013; Walker et al., 2018) . The following three-phase cycle can be used when planning, implementing, and monitoring student social progress:  \nSocial behaviors refer to interpersonal skills that represent student comportment, communication, and selfmanagement. Importantly, the methods described for teaching social behaviors assumes that students learn behavior through interactions with adults, peers, and their classroom environment and that teachers can shape behavior through intentional modifications to these aspects.  \nIn this brief, we focus on the PLAN phase of the three-phase cycle.  \nPlanning to Teach Social Behaviors for Students With Disabilities  \nThe most effective approaches for individualizing the teaching of social skills to students begins with acknowledging the individual and contextual nature of behavior, particularly for students with disabilities (Moore et al., 2019) . Research suggests that teaching social and communicative skills must account for the specific needs of the student, the conditions of the environment that promote or inhibit the behavior, and the components that encourage the student to repeatedly perform the desired behavior. Teaching social behaviors to students with disabilities begins by identifying and defining a target behavior that poses problems for the student or the classroom environment and considering the conditions that provoke and maintain occurrences.  \n• Replacement behavior selection. After identifying a target behavior, school personnel must determine a replacement behavior to teach the student to serve as an alternative, prosocial response. For instance, a student with emotional and behavioral disorders may consistently call out in class, distracting other students and making learning difficult for peers. School personnel might consider teaching the student to raise their hand, use an alternative system (e.g., response cards), or incorporate technology to access teacher or peer attention in a more prosocial manner (Bowman-Perrot et al., 2015) . The replacement behavior represents the desired response that school personnel will actively teach and support while concurrently working to reduce the occurrence of the nondesirable target behavior.  \n• Modify the classroom. Effective interventions for teaching students with disabilities prosocial behaviors require school personnel to consider environmental conditions that contribute to the display of undesired behaviors (Knowles et al., 2015; Royer et al., 2017) . For many students, conditions within the classroom promote occurrences of problematic and challenging behavior. The environmental conditions vary based on the individual needs of the student and the setting but typically relate to incongruences between classroom expectations and the student’s strengths, interests, or preferences. Research-based environmental modifications include reorganizing the learning environment and the schedule, preteaching lesson content, or making instructional modifications to increase student engagement and task completion.  \n• Implement a system to promote replacement behavior. School personnel must encourage students to demonstrate the prosocial replacement behavior across time and settings (Dart et al., 2014) . Although classroom and schoolwide interventions are available, students with disabilities exhibiting intensive behavioral challenges benefit from","cbCaiqghrtbdmoAD","https://ap.wps.com/l/cbCaiqghrtbdmoAD","pdf",478867,"English","# What Teachers Need to Know About Teaching Social Behaviors?\n## Three-Phase Cycle and Focus on PLAN\n# Planning to Teach Social Behaviors for Students With Disabilities\n## Replacement Behavior Selection\n## Modify the Classroom\n## Implement a System to Promote Replacement Behavior\n# Access to the General Education Classroom","[{\"question\":\"Why is teaching social behaviors not treated as a stand-alone curriculum?\",\"answer\":\"It requires an instructional sequence that includes defining the target behavior, teaching the social skill, and supporting the student to demonstrate it through modifications to the classroom.\"},{\"question\":\"What is the first step in planning to teach social behaviors for students with disabilities?\",\"answer\":\"Identify and define a target behavior and consider the conditions that provoke and maintain occurrences, accounting for the student’s specific needs and environmental factors.\"},{\"question\":\"How do teachers promote the replacement behavior after it is selected?\",\"answer\":\"They encourage students to demonstrate the prosocial replacement behavior across time and settings, often using positive consequences such as verbal praise or small rewards contingent on the behavior.\"}]","Teaching Social Behaviors - Plan Phase | PDF",1791600958,13]