Session 3
Using Social Skills as the Anchor to an SEL/PBSS and Student Self-Management System: An Introduction to Social Skills Instruction
[Total Session Time: 52:57 minutes]
- A Re-Introduction to Social, Emotional, and Behavioral Self-Management
- Social Skills Instruction: The Foundations to Teaching and Implementation
- Social Skills with Challenging Students
This session begins with a quick review of (a) the definition and operationalization of social, emotional, and behavioral self-management; and (b) the five interdependent, science-to-practice components of self-management. It then focuses on the Behavioral Expectations and Instruction component and introduces the Stop & Think Social Skills Program.
In this quick overview, the goals and characteristics of an effective social skills program are discussed, along with how to effectively teach social skills from a social learning theory perspective. This is broadened into the Stop & Think Program’s two-week “Teach-Apply-Infuse” cycle which is shown in two calendar formats.
The Stop & Think’s five step social skills language also is introduced, along with the placement of the skill scripts in Step 3 of this language for specific social skills (e.g., Asking for Help, Ignoring Distractions).
The session ends by revisiting the multi-tiered continuum for students who demonstrate social, emotional, or behavioral challenges. Skill deficit versus performance deficit students are contrasted within this context.
Feature Presentation
Handout
2 3 Session 3 Social Skills as SEL PBSS Anchor Handout 3 2022.pdf
Presentation Audio Only
Quiz
Quiz Answers
Resources
[None for this session.]
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Homework
September 26, 2020 Blog (Knoff, H.M.): “The Seven High-Hit Reasons for Students’ Challenging Behavior: Functional Behavioral Assessment and Why Schools Don’t Climb into the 21st Century”
4 3 1 The Seven High-Hit Reasons for Students’ Challenging Behavior.pdf
October 23, 2021 Blog (Knoff, H.M.): “Addressing Students’ SEL Pandemic Needs by Addressing their SEL Universal Needs”
4 3 2 Addressing Students’ SEL Pandemic Needs through their SEL Universal Needs.pdf