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Product Reviews

The following programs seek to facilitate access for children with disabilities in a variety of settings, particularly inclusive settings. Each review contains information about the program developer, a full description of the program and its resources. If you are aware of any other programs that could serve as resources to others implementing inclusion and access to the general education curriculum, feel free to send that information to EMSTAC to be reviewed and added to this list.

Promoting Social Success
Tribal Learning Community

PROMOTING SOCIAL SUCCESS
Distributed by the Center for Social Development and Education (formerly the Center for Study of Social Acceptance), University of Massachusetts, Boston, Established in 1976.

Contact Information:

The Center for Social Development and Education (CSDE)
Healey Library 10-28
100 Morrissey Boulevard
Boston, MA 02125-3393
Tel: (617) 287-7250
Fax: (617) 287-7249
http://www.umb.edu/research/centers/Social-Development/Social-development.html

Student Population Information:
Age/Grade Level of Students: All levels (all lessons have varying levels of difficulty and can be adjusted to meet student needs).

Applicability to Students with Disabilities: Developed particularly for students with mental retardation but applicable to any student with deficiencies in social domains. Users may also find the program applicable for children with learning disabilities, high functioning autism, and behavioral disorders.

School Settings:

• Classroom
• Playground
• Special classes (art, music, and physical education)
• Lunch room
• Hallways, etc.

(Most lessons occur in the classroom and are practiced in other settings).

Synopsis of Program:
Through the research findings of Gary Siperstein, James Leffert, and others, the Center for Social Development and Education developed two books and offers training that provide teachers and administrators with a concrete structure for creating an environment conducive to social growth and a framework of lessons to teach children with disabilities social skills.

In their first book, Improving Social Competence, Pam Cambell and Gary Siperstein outline the importance of establishing an environment that encourages learning and growth, as well as consistency in promoting social development for all children. This volume not only discusses classroom management strategies that encourage social development, but also outlines specific lesson plans using "MODELING" (Make choices; Organize the behavior; Demonstrate the behavior; Encourage the student to imitate; Link the behavior; Integrate into the classroom routine; Notice the behavior; and Generalize the behavior) and "COACHING" (Construct a hypothetical social problem; Organize a discussion; Ask the coaching questions; Choose students to play roles; Help students to evaluate the effectiveness of behaviors used; Integrate into classroom routine; Notice interactions; and Generalize social knowledge) methods to teach specific social skills.

The next volume, Promoting Social Success, includes lesson plans that build upon one another to teach students introductory skills (such as getting to know each other and conducting class meetings); identifying and dealing with one's own emotions; identifying social cues; problem solving issues; and developing friendships. Using concrete experiences and role playing situations, this program allows teachers to scaffold each lesson to build a child's understanding of the social elements of the world around them. Each lesson contains an outline that includes the unit being addressed, the lesson's goals, the student outcomes, the materials necessary, the presentation of the lesson (which has various elements such as a story, video, or role play, discussion and wrap-up), alternative presentations (including challenging and fundamental) and throughout-the-day activities to extend the lesson. This program also includes letters to send home to parents at the beginning of each unit as an effort to extend the lessons to experiences outside of school.

Training/support:
Although the materials are easily understood and adaptable to many school situations by school staff, The Center for Social Development does provide training and is accessible for information and help in problem-solving. Contact the Center for further information regarding assistance in setting up and following up on program success.

Supporting Research:
Leffert, James S. and Gary N. Siperstein (1996) "Assessment of Social-Cognitive Processes in Children with Mental Retardation" American Journal on Mental Retardation 100(5) p. 441-455.

Leffert, James S., Gary N. Siperstein, and Emily Millikan. (2000) "Understanding Social Adaption in Children with Mental Retardation: A Social-Cognitive Perspective." Exceptional Children 66(4) pp.530-545.

Siperstein, Gary N. and James S. Leffert (1997) "Comparison of Socially Accepted and Rejected Children with Mental Retardation" American Journal on Mental Retardation 101(4) p. 339-351.

Siperstein, Gary N., James S. Leffert, Melodie Wenz-Gross (1997) "The Quality of Friendships Between Children With and Without Learning Problems" American Journal on Mental Retardation 102(2) p. 111-125.

Considerations:
This program creates a strong basis for developing a healthy social setting in an inclusive or self-contained classroom. It is multi-cultural and promotes understanding among children of diversity. It involves a great deal of reading/writing/drawing for students, but makes accommodations for children who may have difficulty in these areas. Although the fundamental adjustments to lessons make the program more accessible to students, children with severe disabilities or developmental delays may not be able to understand or interact with the lessons. This program seems to be geared towards children without disabilities, children at-risk, and children with mild to moderate disabilities (particularly mental retardation).

TRIBAL LEARNING COMMUNITY (TRIBES, TLC®)
Developed by Jeanne Gibbs and distributed by CenterSource Systems, LLC. Established in 1974.

Contact Information:

CenterSource Systems, LLC
7975 Cameron Dr. Bldg 500
Windsor, CA 95492
Tel: (707) 838-1061
Fax: (707) 838-1062
Email: centrsrc@tribes.com
http://www.tribes.com

Student Population Information:
Age/Grade Level of Students: All levels through use of cooperative learning and multiple intelligence strategies, all ability levels are able to participate in lessons and gain from the format.

School Settings:

• Pre-school through Adult Classrooms
• All school environments

Synopsis of Program:
Tribes attempts to restructure the classroom for active and group learning activities while developing an inclusive and safe environment for all children. The developer, Jeanne Gibbs, used the theories of David and Roger Johnson (Cooperative Learning), Peter Senge (Learning Communities), Urie Bronfenbrenner (Ecology of Human Development), Erik Ericson (Brain Compatable Learning), Howard Gardner (Multiple Intelligences), Norman Garmezy and Michael Rutter, Spencer Kagan, and James Comer to develop this program. By defining "The Path to Tribes," Gibbs outlines a way in which teachers can develop classroom activities and routines which develop an inclusive community where children feel safe, then build tribes or cooperative learning groups that will work together for the duration of the year to learn, problem solve, and develop friendships. By involving concrete steps and lessons for teachers to use with students, Tribes seeks to make classrooms safer, more inclusive centers for active learning.

Results reported from districts and schools that have used the Tribes process show increases in student scores on standardized tests, as well as a reduction in the amount of behavioral problems. Articles have been written which illustrate the positive effect Tribes has with children with Attention Deficit Disorder with and without hyperactivity, as well. Teachers who have used Tribes have claimed that their students in their classes are better behaved and more academically inclined. Teachers also report that children seem to have a greater enjoyment for school and learning, perhaps due to the active and collaborative elements of the Tribes Program.

Training/support:
The program suggests that the school get 100% buy in from faculty and 100% support from the principal before attempting implementation. All members of the school community should attend training sessions and be part of the process. There are several pieces to implementation: initial training, follow up coaching, networking, and implementation review. The initial training is a 24 hour basic training consisting of 8 three hour modules. It is designed to be experiential and practical. Tribes also offers extended training, such as a 45 hour graduate course which can be delivered within the school setting. An on-site coach is available for follow up to support teachers as they implement the process in their classrooms. The Tribes Process also encourages schools and districts using the process to network with others. They provide links through their website, CenterSource, and summer institutes. Finally, the implementation review is an assessment packet that can be utilized as a summative and formative evaluation tool for schools implementing the process.

Costs for training average $275 per person for the initial training, and a minimum number of 24 participants are recommended. Follow up or extended training will cost $960 a day plus expenses. The Training the Trainers Institute they offer is $795 for 5 days. Coaching is $960 per day plus expenses. The summer institute is $495 and held every 2 years. Regional Workshops cost $200.

Supporting Research:
Brown, L. & Ushijima, T. (2000). Analysis of Tribes Assessment for 15 Central Oahu District Schools SY 1999-2000. Central Oahu School District.

Connected Teacher (2000). Working on Teams. Classroom Connect: Brisbane, CA. Available at: http://connectedteacher.classroom.com/tips/resources/teams.htm

Dworkin, R.J. & Griffith, A. (1999). An Evaluation of the Tribes Program. Spring Branch Independant School District.

Gibbs, Jeanne. Rather Than "Fixing Kids" - Transform the Environment. CenterSource Systems, LLC: Santa Rosa, California. Available at: http://www.tribes.com/article_transform_environments.htm

Gibbs, Jeanne. Achieving Academic Standards - Through Student-Centered Learning Groups. CenterSource Systems, LLC: Santa Rosa, California. Available at: http://www.tribes.com/article_academic_standards.htm

Gibbs, J. (1995). Tribes: A new way of learning and being together. CenterSource Systems, LLC: Santa Rosa, California

Kiger, D. (2000) The Tribes Process: Phase III Evaluation. School District of Beloit, Wisconsin.

Latham, Nancy (2001). Sustaining the Process: Building District-Wide Capacity. CenterSource Systems, LLC: Santa Rosa, California.

Region VII Education Service Center. (1999) Reflecting on the Tribes TLC Process Review. REgion VII Education Service Center: Kilgore, Texas.

Sumner, Marilyn, Annette Griffith, and Linda Reed (2001). A District Story - Creating a Caring Community. CenterSource Systems, LLC: Santa Rosa, California.

Considerations:
The program strongly recommends the full support of all stakeholders and functions as a school-wide reform effort. The success of the program is based on the inclusive, caring and community-based philosophy that is its basis. Without full support, it is less likely to be successful for all children.

Also, children with severe/multiple disabilities or delays may have more difficulty participating in the cooperative learning aspect of the program. Children with severe communication/behavioral disorders (such as autism or severe emotional disturbance) will need special accommodations the program does not provide. This program is best for the inclusion of children without disabilities, gifted learners, children with mild/moderate disabilities, children at risk, children of diverse backgrounds, and children who speak English as a second language.

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