Mr. Watkins wanted Jolene to use the skills she learned in VOISS across different school settings. He especially wanted her to regulate her use of slang / informal language in the lunchroom, classroom, as well as on the school bus. It is in these settings that using slang / informal language is sometimes appropriate.

Mr. Watkins operationally defined two outcomes that indicated generalization lessons were effective:

 

• When Jolene is with a group of peers and a school employee is within 10 feet, Jolene will socialize without using slang / informal language in 9/10 opportunities.
• When Jolene is in class, she will talk to peers without using slang / informal language in 9/10 observed instances.

Mr. Watkins decided that this instruction would fit well into the 60 minutes of instruction allocated to social skills each week. Mr. Watkins decided to use this time for small group instruction with Jolene and a couple of peers. He planned to use video modeling to show appropriate and inappropriate use of slang / informal language.

 

• Instructional Setting: Small group
• Instructional Method: Video modeling

Mr. Watkins identified teaching multiple examples as one of the generalization tactics to use for this skill. He would also train certain classmates to be peer coaches, who would respond to slang / informal language only in appropriate circumstances.

• Generalization Tactic: Teach multiple examples
• Support Strategy: Peer coaching

Mr. Watkins’ Lesson on “Using Slang and Idioms in Appropriate Settings”

 

Using Video Modeling

Mr. Watkins decided to script three types of videos:

• An adult is absent, but the setting is inappropriate for slang (e.g., a teacher steps outside to talk to the principal during math class and the students should be working on assigned problems).
• The setting is appropriate for slang (e.g., the school bus), but an adult is too close for slang to be appropriate.
• The setting is appropriate and an adult is at an appropriate distance (or absent).

Mr. Watkins then recruited three peers Jolene likes. He explained that he wanted their help teaching middle school students appropriate and inappropriate behavior in different settings. For convenience, Mr. Watkins played the adult in each scenario. The video models included a script of the peers talking and hanging out. Mr. Watkins edited the videos and created voice-overs for each. During each video, Mr. Watkins paused the action and explained why slang was appropriate or not. If the setting was appropriate, Mr. Watkins made a circle around the adult in the scene. His voice-over explained that if an adult is within 10 feet, or two body lengths, they are too close for slang to be appropriate. The last scene of the video was a big screen with a yes or no circled, indicating if slang was appropriate or inappropriate in the scenario.

 

Peer Support and Practice Skills

Mr. Watkins also used this time with Jolene’s peers to teach them how to be effective peer coaches. He explained that although it might be funny when a peer uses informal language or slang inappropriately, knowing when to use certain words is an important skill and peers may not understand what they are saying or the consequences of saying it. Using slang / informal language in inappropriate settings such as job interviews or conferences could be detrimental. He told the peers that it is fine to laugh when classmates use slang in appropriate settings, but if a classmate uses it incorrectly to let the classmate know so they don’t get in trouble. He also asked the peers not to give classmates positive attention (e.g., laughing) when they use slang / informal language inappropriately.

Together, they went through several hypothetical scenarios and brainstormed ways to respond. Mr. Watkins talked to Jolene’s peers about how some students may not know when to use slang / informal language (e.g., when to use text talk such as CUL8R, OMG, TMI,  BFF, BF/GF, yolo, IDK) or what certain slang / informal terms mean (i.e., lit, bounce, mad skills, epic). Mr. Watkins asked these peers to explain to their classmates what certain slang words mean and when it would be appropriate to use those words, if confusion arises. This way, no one will be left out of the conversation.

Finally, Mr. Watkins met with Jolene and the small group during lunch bunch. He reminded the lunch bunch that slang is okay in casual settings and writing when adults are not nearby, but slang in front of adults, during formal activities, and in formal writing is inappropriate. He showed them the videos depicting the three aforementioned situations. For each video, Mr. Watkins paused right before the answer and asked the students to explain why slang would be appropriate or inappropriate and why. He provided immediate feedback on student responses.