Social Emotional Learning, Voila! Developing a Budget-Friendly and Effective

Social Skills Program

Katherine Chenier, M.A. Angela Canas, M.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: jmayn2@lsuhsc.edu

Holly Paczak: hpacza@lsuhsc.edu

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.”