SEL & Social Skills

Social Emotional Learning

• Communication & socialization behaviors

• Self management, problem solving and adaptability

• Social Skills is often a category within the larger umbrella of SEL

• Tier 1: Schoolwide implemented curriculum or programs

• Tier 2: Small group instruction

• Tier 3: Individualized instruction and interventions

Higher level of competency with SEL-->higher likelihood of academic and social success for that student

Three possible deficits:

• Acquisition

• Performance

• Fluency

• Dedicated SEL lessons

• Class and schoolwide practices to support SEL

• Embed practice throughout the day and connect to academics and other areas

• A school climate & admin that support SEL

Has the student ever been observed using the skill effectively under appropriate conditions?

It could be a PERFORMANCE or FLUENCY deficit

• Address opportunities to practice and available supports

Fluency

• Address motivation

Performance

1. Teach new skills

2. Reduce challenging behaviors and replace with appropriate ones

3. Enhance fluency of a skill

4. Generalize the skill across settings and time

• The same way we teach anything else!

• Explicit instruction (I Do, We Do, You Do)

  • Coaching (direct instruction/I Do)

  • Modeling (I Do)

  • Behavioral Practice (We Do/You Do)

• Zones of Regulation (been at every school I have been in)

• A Little Spot of Emotion (a common one staff & students at my current school like that I implemented for a year)

• Kimochis (did not implement myself, was used by the counselor when I taught CE)

CASEL's Program Guide
They also have a tool on this page that guides you/your school through selecting an evidence-based SEL program. It's a little buried so I added it to the Canvas files!

• Address similarly to any other behavior that is not consistently being demonstrated

• Practice in natural contexts as much as possible

• Reinforce!!

  • Ideally a desirable social consequence for the behavior would be the natural reinforcement but some students may need other reinforcers first until they are fluent in the skill

• Assess if the student actually needs the skill

• Mirror natural environment when role playing and modeling

• Provide structured opportunities for them to try it on their own

• Go back to the reinforcement philosophies & strategies we've learned in class

• Teach the teachers and peers how to engage with your student and how to respond!