Course Pricing [Pull Down Pricing Menu Above]:
$799.00 (Single Purchase) /
$15,000.00 (Site License Purchase)
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Are You Asking Yourself. . . .
Are you trying to implement SEL practices to help your students in the social, emotional, and behavioral areas?
Do your students--from preschool through high school--need to learn and demonstrate interpersonal, social problem-solving, conflict prevention and resolution, and emotional awareness, control, communication, and coping skills?
Is your PBIS framework floundering at the Tier 1 level, even as you have students who need more intensive, multi-tiered services, supports, and interventions for challenging behavior?
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Here is Your Answer. . .
This Course provides the school, staff, and student steps needed to implement an effective SEL/Positive Behavioral Support System in your district and/or school.
This Course is based on a field-tested multi-tiered model (Project ACHIEVE) that is listed on SAMHSA's National Registry of Evidence-Based Programs and Practices (NREPP), and that is anchored by a social skills program identified as a Key Model Program by CASEL in 2005.
All of the elements of the SEL/PBSS system described in this Course have been implemented in 1,000s of schools since 1990, and the SEL/PBSS system was the statewide system for all schools across Arkansas for 13 years through the Arkansas Department of Education's State Personnel Development Grant (2003 to 2015).
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Course Details
Pricing Options:
$799.00 (Single Purchase) /
$15,000.00 (Site License Purchase)
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When: AVAILABLE at ANY TIME ON-DEMAND
What: 15+ Contact Hours of Video Presentations/
10 Independent Study Hours
(25 Continuing Education Units total)
Where: At a Computer Near You
Who: Dr. Howie Knoff, President,
Project ACHIEVE Educational Solutions
Why: This is the definitive course on how to effectively plan and implement sound schoolwide SEL/Positive Behavioral Support systems that produce student outcomes in the social, emotional, and behavioral areas.
All Courses are Purchased "In Perpetuity."
Non-Transferable.
Video Course comes with Syllabus, Handouts, Readings, Resources, an Audio Presentation Option, Quizzes, and a Certificate (CEU) of Attendance.
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Course Sessions
Introduction and Course Overview
Prologue: How the Science of Student Self-Management Moves Us Beyond the Flawed SEL and PBIS Frameworks
Session 1: Defining Social, Emotional, and Behavioral Self-Management: Describing the Science-to-Practice Components of a Social-Emotional Learning/Positive Behavioral Support System (SEL/PBSS
Session 2: The Brain-Behavior Connection: How Emotional, Attributional, and Behavioral Competencies Combine to Facilitate Self-Management
Session 3: Using Social Skills as the Anchor to an SEL/PBSS and Student Self-Management System: An Introduction to Social Skills Instruction
Session 4: The Science-to-Practice Characteristics of Effective Social Skills Programs, and How to Choose Them
Session 5: An Overview of the Stop & Think Social Skills Program and Its Primary Components
Session 6: The Stop & Think Social Skills Program’s Skills, Scripts, Use “on the Fly,” and Use in the Common Areas of the School
Session 7: How to Teach a New Social Skills Lesson: Step by Step
Session 8: A Stop & Think Demonstration Lesson: Kindergarten—Listening, Raising Your Hand, Sitting for Circle Time, Walking in a Line
Session 9: A Stop & Think Demonstration Lesson: Grade 1—The Positions for Listening, Raising Your Hand, and Ignoring Distractions
Session 10: A Stop & Think Demonstration Lesson: Grade 2—Asking for Help
Session 11: A Stop & Think Demonstration Lesson: Grade 3—Following Directions
Session 12: A Stop & Think Demonstration Lesson: Grade 4—Dealing with Teasing
Session 13: A Stop & Think Demonstration Lesson: Grade 5—Ignoring Distractions
Session 14: A Stop & Think Demonstration Lesson: Grade 6—Apologizing
Session 15: Teaching Students Emotional Self-Control and Self-Regulation through Social Skills Instruction
Bonus Session: An Overview of the Stop & Think Social Skills Home/Parent Program
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Course Context
There have been many changes in our communities over the past number of years. While all of us have experienced the world-wide COVID-19 pandemic and its aftermath, there have also been increases in political and racial conflict, in poverty and financial stress, continued changes in the family "unit" and relative to gender diversity, the impact of the media (e.g., the internet, social networks, music) and technology; and changes in the school, curriculum, and instruction. These issues have impacted how our children and adolescents are growing up and learning, as well as how they are being supervised and parented at home.
As a result of these combined factors, many children and adolescents are coming to school with social, emotional, and behavioral skill gaps that are undermining their ability to positively and actively engage in and benefit from the schooling process. In addition, there are more students with attention and engagement problems, personal and social skill deficits, stress and anxiety issues, and other emotional and mental health challenges 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 support skills (listening, following directions, asking for help, ignoring distractions) needed to learn, and they are becoming frustrated as academic expectations and teacher accountability pressures continue to increase.
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Course Overview
This course addresses these challenges by putting the research—demonstrating how students’ social, emotional, and behavioral skills significantly contribute to their academic engagement and performance—into practice by discussing the importance of social skills instruction for all students from preschool through high school. Social skills instruction is instrumental in teaching students the interpersonal, social problem-solving, conflict prevention and resolution, and emotional control, communication, and coping skills that they need to be academically and behaviorally success.
But a focus exclusively on social skills is not enough. Social skills must be taught in schools and classrooms that have positive school and classroom climates and relationships, behavioral expectations and skill instruction, motivation and accountability, consistency and implementation fidelity, and multi-tiered services, supports, strategies, and interventions for students in need.
Thus, using The Stop & Think Social Skills Program as an exemplar, we will discuss (a) how to choose and implement a social skills program as part of a school-wide Social-Emotional Learning/Positive Behavioral Support (SEL/PBS) system; (b) what social skills are most important in the classroom and across the common school areas; (c) how to teach and use these skills to facilitate classroom management and student engagement; (d) how to apply these skills to help students prevent and respond to teasing, taunting, bullying, harassment, hazing, and physical aggression; and (e) how to successfully use social skills instruction as part of a multi-tiered process for students with disabilities and other students with challenging or significant behavioral problems.
This fifteen-session (with one Bonus Session) professional development video-course provides everything that districts and schools need, as above, to create and implement their own successful multi-tiered systems. This course is designed for district and school administrators, student service and special education directors, and related services personnel.
Each session in the course has a taped presentation, handout, an audiotaped presentation option, reading, suggested assignment, and a quiz. At the end of the course, participants can download a CUE Certificate of Participation.
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Course Objectives and Outcomes
During this course, participants will learn about
- A definition of social, emotional, and behavioral self-management, and how self-competency/self-management represents the primary goal of a social skills training program and Social-Emotional Learning/Positive Behavioral Support (SEL/PBS) system.
- The five interdependent components of student self-management, and an evidence-based Social-Emotional Learning/Positive Behavioral Support (SEL/PBS) system, and where social skills instruction fits into this science-to-practice context.
- The brain-behavior connection inherent in student self-management, and how emotional, attributional, and behavioral competencies combined to facilitate self-management.
- The evidence-based characteristics of an effective social skills program, the emotional to behavioral continuum wherein most social skills programs fit, and how districts or schools should choose the best social skills program to meet their goals and needs.
- The underlying behavioral science of social skills instruction, and how that science is evident in the Stop & Think Social Skills
- The primary components of the Stop & Think Social Skills process: Skills and scripts, and a Social Learning Theory approach to instruction.
- How to teach a social skills lesson—from conditioned prerequisite behaviors to complex social problem-solving behaviors, and how to integrate social skills instruction with students’ need for supervised application-focused practice, and mastery-level infusion.
- How to teach students emotional self-regulation skills and social skills that need to be used under “conditions of emotionality.”
- How to teach students to demonstrate the prosocial behaviors expected in the common areas of the school using the Stop & Think process
- How to teach students to prevent and/or respond to teasing, taunting, bullying, harassment, hazing, and physical aggression (fighting) from an individual and peer perspective using the Stop & Think process
- How to train general and special education teachers to teach social skills in their respective classrooms, and how to teach support staff—including bus drivers, custodians, cafeteria workers, and other—how to use and apply the Stop & Think language and relevant skill scripts.
- The importance of working with parents in the home use and reinforcement of the Stop & Think Social Skills process
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