Chapters International

Overview:

Many students with social, emotional, and / or behavioral challenges have not learned or mastered critical interpersonal, social problem-solving, conflict prevention and resolution, or emotional control and coping skills. This course discusses how to teach these skills to students with disabilities - whether they are in mainstreamed / inclusion classrooms, special education classrooms, or virtual / online classrooms.

In four, two-hour presentations and discussions, we will address how to teach these students social skills, classroom and common area school routines (including those needed during the pandemic), emotional self-regulation skills, and a selected group of strategic interventions for resistant or challenging students.

This course is for administrators, general and special education teachers, related service professionals (counselors, educational / school psychologists, social workers), and other interested educators or clinicians.

Learning Objectives

Participants will learn about the following:

A definition of self-management, and how self-management represents the primary goal of a social-emotional skills training program.
The evidence-based Social-Emotional Learning (SEL) system that provides the context to social-emotional skills instruction; and the evidence-based characteristics of an effective social-emotional skills program.
The underlying science of social-emotional skills instruction, and how to teach social-emotional skills lessons to students with different disabilities - applying the approaches to in-school, hybrid, and online / virtual school patterns, as well as in mainstreamed / inclusion and more self-contained classrooms.
How to teach and facilitate students’ emotional self-regulation skills.
What strategic interventions to use when students are resistant or challenging in the classroom.

Training Schedule / Course Overview

Session 1 Introductions / Course Overview

The Goals of a Social-Emotional Skills Program: Self-Management
The Underlying Science of Social-Emotional Skills Instruction
Integrating Social Skills Instruction into a Positive Behavioral Support/Social-Emotional Learning (PBSS/SEL) System

Session 2

The Characteristics of an Effective Social Skills Program
Teaching Students Behavioral Skills and Social-Emotional Scripts
Modifying Instruction by Age and Students’ Learning Needs
Teaching Students to Transfer and Apply their Social Skills

Session 3

Teaching Emotional Self-Regulation and How to Apply their Emotional Control and Coping Skills
Teaching Students to Prevent and Prepare for Conditions of Emotionality/Emotional Triggers

Session 4

Dealing with and Addressing Student Resistance and Lack of Motivation
Strategic Interventions for Students Who are Not Responding
Collaborating with Colleagues at the Classroom, Grade, and School Levels

Howie Knoff

Howie Knoff, Ph.D. is an international consultant who, for over 35 years, has helped departments of education, provinces/districts, and schools succeed in the areas of school improvement and strategic planning, school discipline and classroom management, and multi-tiered systems of support—including strategic and intensive interventions for socially, emotionally, and behaviorally challenging students.

Dr. Knoff received his Ph.D. degree from Syracuse University in 1980, and has worked as a practitioner, consultant, licensed private psychologist, and university professor since 1978. He has published over 100 articles and book chapters, delivered over 5000 papers and workshops nationally, and authored or co-authored 24 books-including the (a) Stop & Think Social Skills Program; (b) Response to Instruction and Intervention: Implementing Successful Academic and Behavioral Intervention Systems; and (c) School Discipline, Classroom Management, and Student Self-Management: A Positive Behavioral Support Implementation Guide (Corwin Press, 2012).

A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division for early career contributions in 1990, and over $45 million in external grants during his career, Dr. Knoff is a Fellow of the American Psychological Association (School Psychology Division), a Nationally Certified School Psychologist, and a Licensed Psychologist in Arkansas. Dr. Knoff also was the 21st President of the National Association of School Psychologists which now represents more than 25,000 school psychologists nationwide.

INVESTMENT

USD 400 Per Participant
USD 350 Per Participant for a Group of 5
USD 300 Per Participant for a Group of 10 or more

INCLUDES: Certificate of participation for 10 Professional Development hours

Emails:

www.chaptersinternational.com

+91-9818362535