In Part 2 of this series on motivation, I talked about how using a “student-centred” approach can help motivate students to attend and engage with Speech and Language Therapy (SALT) sessions. In this last post of this three-part series about motivation I’d like to share some ideas that have helped me to deal with challenging behaviour when running social skills groups.
Supporting challenging behaviour in social skills groups
I spoke a little about some of the challenges I’ve faced when running social skills groups in Part 1 – https://secondaryschoolslt.com/2026/10/09/getting-adolescents-on-board-motivation-engagement-and-behaviour-part-1/ . A lot of the usual advice I’d heard such as establishing and enforcing basic ground rules, using a visual timetable, providing motivating games and activities, and keeping tasks short and to the point did help to some extent.
But for me, the real turnaround came when I read Larson and McKinley’s (2003) incredibly helpful book, Communication Solutions for Older Students: Assessment and Intervention Strategies. I realised I had been hoping my students might develop the intrinsic motivation to engage with the group; that if only I could help them see how the sessions would benefit them and what they would stand to lose if they didn’t come, then that would be enough.
But the reality is that many students are not there yet. Larson and McKinley (2003, p.328) warn that many of our students are of an age where they are too old to turn up for a trivial reinforcer such as a sticker, but not yet mature enough to realise the lifelong implications of not developing adequate communication skills. According to the writers, intrinsic motivation does not develop until late adolescence or young adulthood.
I noticed this to be very much the case for many of the students attending my social groups, who tended to be less emotionally mature and who were often struggling to concentrate and self-regulate. Larson and McKinley’s (2003) advice was to use a “Token Economy System” to motivate them.
A “Token Economy System”
This is essentially a points based system, but it should be implemented in very different ways to ones for younger children, and Larson and McKinley (2003, p.330) explain exactly how to do this in their set of guidelines. Firstly, they advise that receiving “big” points such as 50, 100 or 1000 tends to be more motivating for older students than say 1, 2 or 10 points, and costs us nothing.
They recommended that students keep track of their points either electronically or on paper; you could even use real banking paperwork, or buy some pretend cheques! Importantly, students are allowed to choose the rewards or privileges that their points will buy. Obviously these will need to be approved by the school you’re working in, but try not to assume what might be motivating for your students.
Some of mine became quite inventive when they got used to the idea. One of my students asked for all his detentions to be cancelled, whilst another asked to bypass the one way system! Understandably, the school were not able to permit this, but we’ve had pizza parties, doughnut parties, we’ve played computer games and basketball, and once took the students to Starbucks. At my school, we’d have a “rewards day” on the last day of term, but you might choose to do this differently.
It’s also important to have a “response cost system” ( Larson and McKinley, 2003). In other words, if a student always wants to go to the toilet, get a glass of water, or perhaps even check over their homework during your session, then you might allow it, but make them pay dearly for it with their points: they could even write out a cheque. Suddenly, those urges to go to the toilet become less frequent.
I was amazed at the effect this token economy system had on my first group of students when I introduced it. After months of encouraging, cajoling and reprimanding them, I remember commenting aloud, “Oh, A is displaying great body language! He is sitting up straight and looking at me which makes me think he is listening and interested in what I am saying. So I’m going to give him 50 points”. When the other students saw what was happening, they all immediately sat up!
Giving points for being on time has also meant that we never start late and my students almost always remember to attend. My students themselves are very aware of the positive change in the group. After one student left the group during its disastrous phase but just before I implemented this new system, the remaining students commented several times that he had left at exactly the wrong time.
Giving feedback : The Dubuque Management System
Of course, using the suggestions above doesn’t mean that you’ll never have to deal with difficult behaviour in your sessions. Larson and McKinley (2003) advise trying to catch your students behaving well. But there are still likely to be times when you’ll need to intervene to give feedback.
Gajewski et al (1998) recommend providing both feedback in the moment in a positive, non-threatening manner to give students a chance to change their behaviour. Specifically, they recommend following the guidelines from the Dubuque Management System (Keystone Area Education Agency, 1990 in Gajewski et al, 1998), a social skills program based in Iowa to give both encouraging and corrective feedback.
Ideally, encouraging feedback should be given as often as possible. Approach the student in a positive manner (e.g. with a smile) and describing the behaviour that the student just used, e.g. “You were a good sport. You remained calm, and shook M’s hand when you lost”. Next, explain why the behaviour they used is helpful, e.g. “When you are a good sport, others want to play with you”. Check the student has understood and then tell them the consequence, e.g. “So I am going to give you 50 points” (Keystone Area Education Agency, 1990 in Gajewski et al, 1998).
The procedure for giving corrective feedback is similar, but involves a few more steps. Again, it is important to approach the student in a positive manner. Next, describe the inappropriate behaviour the student just used, e.g. “Just now you had your head on the table whilst S was talking”. Describe the behaviour your student could have used, e.g. “A, you could have been using good body language. You could have been facing the front and making eye contact with S” (Keystone Area Education Agency, 1990 in Gajewski et al, 1998).
Again, say why this behaviour or is helpful, or describe the consequences of the inappropriate behaviour, e.g. “When you face the front and look at S, he will know you are listening to him and are interested in what he is saying”. Next, model the appropriate behaviour and have the student practice, before giving them feedback on their practice. Make sure to give praise if they demonstrate the appropriate behaviour later in the session. When I have not known what to say, I have found these guidelines very helpful (Keystone Area Education Agency, 1990 in Gajewski et al, 1998).
Moving forward
Working with adolescents can feel daunting, especially when it comes to navigating a lack of engagement or challenging behaviour and you are first starting out. I do hope that these three posts have given you some concrete ideas to implement into your secondary school practice.
Notes
Gajewski, Nancy, Polly Hirn, and Patty Mayo. Social Skill Strategies: A Social-Emotional Curriculum for Adolescents. Book A. 2nd ed. Eau Claire, WI: Thinking Publications, 1998.
Larson, V.L. and McKinley, N.L. (2003) Communication solutions for older students. Thinking Pub.
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