Social Emotional Learning, Voila! Social Skills Traini… · Asking Someone to Play . Student 4/1...
Transcript of Social Emotional Learning, Voila! Social Skills Traini… · Asking Someone to Play . Student 4/1...
Social Emotional Learning, Voila! Developing a Budget-Friendly and Effective
Social Skills Program
Katherine Chenier, M.A. Angela Canas, M.A.
Handouts
Polls
Q&A
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TIERS – Teams Intervening Early to Reach All Students
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Who? What? Where? When? Why?
• Key components• Topics• Lesson planning• Monitoring
“Social skills are learned, socially acceptable behaviors
that enable positive interactions and allow for the escape and/or
avoidance of negative interactions.”
(Gresham and Elliot, 1990)
What? Why? Where? Who?
What? Why? Where? Who?
Daily Interactions
Problem-Solving
Academics
Behavior
What? Why? Where? Who?
What? Why? Where? Who?
Data! Data! Data!• Social-Emotional Screeners• Teacher/Parent Referrals• Evaluation Recommendations/IEP Goals• Behavioral RTI Data
Today’s Lesson:
TopicsKeeping Calm
Playing Cooperatively
Learning to Negotiate
SessionRules
SessionGoals
SessionName
In-vivo Practice
Lesson Plan
Direct Instruction
Examples
Non-Examples
Role-Play
ModelingScenarios
Performance Feedback
Reinforcement
-Define-Describe-Provide steps-Tell why
Monkey see, Monkey do!
Lesson Plan
Direct Instruction
Examples
Non-Examples
Role-Play
ModelingScenarios
Performance Feedback
Reinforcement
Teachable MomentsFeedback & Guidance
Brainstorming
Age RangeLength of Intervention
Length of SessionsGroup Size
GenderNumber of Leaders
Consider…
Angela Canas
Katherine Chenier
TIERS group:
Jennifer Maynard: [email protected]
Holly Paczak: [email protected]
Contact us!
Social Skills Survey
Student:___________________________________ Age:___________________
Homeroom: ________________________________ Date: __________________
The purpose of the social skills training program is to identify specific areas in which students
are experiencing difficulties and to address these areas by teaching students the skills necessary
to increase prosocial behaviors. The areas listed below are ones that may be targeted in the social
skills training sessions. Your responses on this form will help determine those areas that are
particularly problematic for your students. These areas will help guide the specific skills that are
covered each week.
Directions: Please use the following scale to rate the extent to which each area is a problem for
this student.
1 2 3 4
Never Sometimes Usually Almost Always
Identifying/Expressing Emotions 1 2 3 4
Initiating a Conversation 1 2 3 4
Recognizing Personal Space 1 2 3 4
Joining in Activities 1 2 3 4
Coping with Being Left Out 1 2 3 4
Solving Disagreements 1 2 3 4
Accepting “No” for an Answer 1 2 3 4
Using “Manner” Words 1 2 3 4
Keeping Calm 1 2 3 4
Ending a Play Activity 1 2 3 4
Possible Topics for Social Skills Lessons
Introducing Yourself to Others
Identifying/Expressing Emotions
Coping with Anger
Initiating a Conversation
Recognizing Personal Space
Joining in Activities
Coping with Being Left Out
Solving Disagreements
Accepting “No” for an Answer
Accepting Consequences
Using “Manner” Words
Keeping Calm
Ending a Play Activity
Asking for Assistance
Engaging in Reciprocal Conversations
Playing Cooperatively
Doing Your Fair Share in Group
Learning to Negotiate
Getting a Person’s Attention
Asking Someone to Play
Student
4/1 4/8 4/15 4/22 4/29 5/6
John
Amanda
Sam
Jane
Paul
Rita
Social Skills Training Parent Handout
Session 1: Accepting “No” for an Answer
Summary
This week in training, we discussed how to appropriately accept “no” from adults and
peers. Your child was taught the importance of accepting “no” and the steps for doing so.
The following steps were taught using a brief video: 1) Look at the person, 2) Say “ok”,
3) Stay calm, and 4) If you disagree, ask about it later. The skill was then reinforced
using a social story (see below).
Various real-life scenarios that your child can relate to were used to demonstrate good
and bad examples of using the skill. Other fun activities to practice the skill included a
guided drawing activity, role-plays, and discussion about different scenarios. Throughout
the session, your child received feedback from his/her peers and the skills teacher. In-
vivo feedback from the teacher was particularly relevant during a fun game of “Mother
May I” and during a 5 minute period of free-play. Your child also had the opportunity to
provide feedback about his/her peer’s performance.
For Practice at Home
Review the short video (https://www.youtube.com/watch?v=CPp1y7hNXSM) and/or social
story (see below) with your child to remind them of the appropriate steps to accepting
“no” for an answer. Practice saying “no” to some of your child’s requests and provide
them feedback on their responses. Make sure to provide a lot of praise when they use the
skill correctly.
Your child was also given the following homework assignment: Think of a book, movie,
or TV show where one of your favorite characters is told “no” when they ask for
something they really want. Write about how they handled it and include one way they
handled it well and one way they could have handled it better. Draw a picture to go along
with it and we will share next week in group!
Social Story
Sometimes it is hard for me to accept “no.”
I get upset, and begin to argue.
This causes me to get in trouble.
I can stay calm and say “ok.”
If I disagree, I can ask my teacher later.
I will try to say “ok” when my teacher tells me “no.”