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:
  1. A definition of self-management, and how self-management represents the primary goal of a social-emotional skills training program.
  2. 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.
  3. 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.
  4. How to teach and facilitate students’ emotional self-regulation skills.
  5. 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.

3rd, 10th, 17th & 24 March 2021
Each Session is for 2 Hours
EST 7:00 am | London 12:00 pm | Zurich 1:00 pm | Dubai 4:00 pm | India 5:30 pm | Hong Kong 8:00 pm
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