Social Skills Instruction

Using weekly social skills instruction...

- Gives additional layer of skills training for SEL implementation
- Provides explicit instruction on SEL skill concepts
- Builds common language

Implementation

Overview

- Implementing a tiered SEL instruction requires a fluid connection of different levels of instruction.
- Each level is supported by the others with a common theme
- The base of the pyramid impacts the most learners and gives a general idea of the theme
- Weekly classroom lessons provide specific skills within that theme. Typically embedded into other subjects.
- Small group instruction is more explicit on the skill and may require a evidence based curriculum.
- Direct instruction in 1:1 and may include items such as social stories.

Core Components

- Used in conjunction with daily SEL practices and building wide support
- Targeted themes proactive and/or responsive to student needs
- Not random. Targeted
- Does not replace embedded everyday SEL practices

Proactive Implementation

- Building time within the master schedule for explicit social skills or social emotional instruction can set up and align with monthly themes. These can be planned and universal to ensure all students receive explicit instruction on these key skills.

Responsive Implementation

- Responsively implementing socials skills instruction for a student, group, or class typically results from a specific need. The lessons being explicitly taught must have carved out time and be targeted to this particular need.

Bucket fits

Connection

If the need is connection then the student should not receive explicit instruction independently and should be with peers either in a group or class wide.

Skills Training

If the need is skill building then the student should be made aware of and transparently shown what the skill is with guidelines for authentic implementation.

Awareness

If the need is awareness then the student should discuss how improvement in these targeted areas can support their daily lives and impact others in a positive way.

Emotional Regulation

If the need is regulation then the lessons should focus more on emotional literacy and allow the student to learn coping strategies to support regulation.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Resource

CASEL- Fundementals of SEL