In order to succeed in the classroom, with adults and peers, and post-graduation, all students need to learn interpersonal, social problem-solving, conflict prevention and resolution, and emotional control and coping skills. For students demonstrating social, emotional, and behavioral concerns, this need is more pronounced. This workshop will teach attendees how to teach students, from preschool through middle school, social skills at a step-by-step level. Also addressed will be how to apply social skills instruction to classroom and building routines; to teasing, taunting, bullying, harassment, and physical aggression; and to the more-intensive needs of behaviorally challenging students.
There have been many changes in our communities over the past number of years. Increases in poverty and financial stress, continued changes and challenges at home, the impact of the media (e.g., the internet, social networks, music); and decreases in adult supervision and effective parenting. These have all contributed to children and adolescents coming to school less prepared to actively engage the schooling process. In addition, there are more students with attention problems, emotional difficulties, and social skill deficits than ever before.

As a result, teachers are experiencing more behavioral problems in their classrooms, they are struggling to teach students who do not have the basic interactional skills (listening, following directions, etc.) needed to learn, and they are becoming frustrated as academic expectations and teacher accountability continue to increase.

To address all of these situations, students need to learn interpersonal, social problem-solving, conflict prevention and resolution, and emotional control and coping skills. This is best accomplished by teaching social, emotional, and behavioral skills in the classroom for all students, and through “pull-in” or “pull-out” groups for students needing more personal or individual attention. Collectively, this is all done by classroom teachers, supported by counselors, school psychologists, and other strategic intervention staff.

This workshop will focus on how to implement a comprehensive social skills program in a school. It will discuss (a) how to choose and implement a social skills program as part of a school-wide multi-tiered school discipline, classroom management, and student self-management system (also called a Positive Behavioral Support and/or Social-Emotional Learning system); (b) what social skills are most important, and how to teach them in a regular classroom setting; (c) how to apply social skills instruction to important classroom and building routines, and to prevent teasing, taunting, bullying, harassment, hazing, and physical aggression; and (d) how to successfully use social skills instruction as part of a multi-tiered process for special education and other students with more challenging or significant behavioral problems.

The workshop will use the evidence-based Stop & Think Social Skills Program as an exemplary program that teaches social skills from preschool through high school. Schools that have used the Stop & Think process have significantly decreased discipline referrals to the office and school suspensions, increased academic engaged time and student learning in the classroom, and increased staff consistency in how behavior problems are addressed across the school.
  1. Self-management, and why self-management represents the primary goal of a school discipline system and a social skills training program.
  2. Why a social skills program is a necessary part of a school-wide discipline system, as well as the evidence-based characteristics of an effective social skills program.
  3. Discuss the underlying behavioral science of social skills instruction, and how to teach a social skills lesson.
  4. How to teach different interpersonal, social problem-solving, conflict prevention and resolution, and emotional control and coping skills.
  5. How to apply social skills instruction to classroom and building routines, and to preventing or responding to teasing, taunting, bullying, harassment, hazing, and physical aggression.
  6. How to link social skills instruction to broader social, emotional learning activities.
  7. How to encourage peers and parents to reinforce the use of social skills in their settings.
Part I: Introduction: School-Wide Discipline, Classroom Management, and Student Self-Management
  • Introductions / workshop overview
  • The goal of a social skills program: self-competency and self-management
  • The underlying science of social skills instruction
  • Integrating social skills instruction into a positive behavioral support / social-emotional learning system
Part II: Social Skills Instruction: The Foundations
  • The characteristics of an effective social skills program
  • Evidence-based components of the Stop & Think Social Skills process
  • Teaching skills and scripts
  • Modifying instruction by age and students’ learning needs
  • Teaching students to transfer and apply their social skills
  • Teaching students to handle conditions of emotionality
Part III: Social Skills Instruction: Step-By-Step Implementation
  • How to teach a social skills lesson
  • How to transfer the training
  • How to infuse social skills practice into the classroom day
  • The social skills calendar and grade-level implementation
Part IV: Social Skills: Applications Using Social Skills
  • For classroom and building routines
  • At the preschool versus elementary versus secondary school levels
  • To address teasing, taunting, bullying, harassment, hazing, and physical aggression
  • For behaviorally challenging students across a multi-tiered (MTSS/RtI) intervention system
  • To connect the home and school
Part V: Social Skills Lesson Development and Demonstrations
Howie M. 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 2,500 papers and workshops nationally, and authored or co-authored more than 18 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 $21 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.

8.30 am to 3.30 pm
Registration at 8.00 am
on the 10th August 2020.
AUD 690 Early Bird Offer Till 1st April 2020
AUD 790 Closing Date 15th July 2020
INCLUDES: Certificate of Participation for 16 Professional Development hours, Lunch and 2 coffee breaks.
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