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9/17/17 New Initiatives and Interventions: Will They Really Work? When special education leaders have expert advice they are better prepared to architect changes and build enduring practices that will benefit all students. Which S/E/B S/E/B skills training: program? How? When? 3
9/17/17 Howard M. Knoff, Ph.D. Howard M. Knoff, Ph.D. • Creator and Director, Project ACHIEVE school effectiveness/ school improvement program Welcome! • Internationally known consultant, author, presenter on school reform, social skills and behavior management • Past President, NASP • Fellow of the American Psychological Association School Psychology Division The solution to adult problems tomorrow depends in large measure upon the way our children grow up today. – Margaret Mead What We’re Going To Talk About… What We’re Going To Talk About… Part 1: Context: What Do We Know About S/E/B Skills? Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional and Behavioral Self-Management 4
9/17/17 What We’re Going To Talk About… What We’re Going To Talk About… Part 1: Context: What Do We Know About S/E/B Skills? Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional Part 2: The Case for Social, Emotional, Attributional and Behavioral Self-Management and Behavioral Self-Management Part 3: The Five Scientific/Psychological Part 3: The Five Scientific/Psychological Components of Self-Management Components of Self-Management Part 4: A Functional Assessment Protocol for the 21 st Century Part 1 What We’re Going To Talk About… Part 1: Context: What Do We Know About S/E/B Skills? Part 2: The Case for Social, Emotional, Attributional Context: What Do and Behavioral Self-Management We Know About Part 3: The Five Scientific/Psychological Components of Self-Management S/E/B Skills? Part 4: A Functional Assessment Protocol for the 21 st Century Part 5: Coordinating Schools and School-based Mental Health Services 20% of students have social, emotional, or behavioral challenges 80% of students who need mental health services don’t get them. They are troubled, disengaged, and struggle academically. 5
9/17/17 We Do Have Solutions! Longitudinal Study of Children’s Social Competency Skills Adults who had good social skills in kindergarten were more likely to have graduated from college and have a full-time job. 2016 Longitudina l Study Kindergarten children with social skills struggles were less A meta-analysis of 213 research articles reported on Tier 1 likely to finish school and more likely to have substance social, emotional, and behavioral programs involving abuse and to get into trouble. 270,034 kindergarten through high school students. 2011 Meta Analysis S/E/B training had many positive impacts in their relationships The positive results for students participating in S/E/B programs and behavior and delivered 1 1% better academic performance. are consistent across school grade levels and community types. 6
9/17/17 When students have S/E/B challenges, rather than We prevent mental health related challenges by teaching focusing on changing their behavior, we’ve got to all students social-emotional skills. focus on enhancing their skills. Almost all successful individuals and organizations have one thing in common, the power and the depth of their vision of the future. – Joel Barker S/E/B skills instruction should be part of a scaffolded pre-K through high school mental health and wellness curriculum. From a Student Perspective… Academic Social, Learning, Emotional Mastery and and Behavioral Achievement Development Our Goal is to create… Independent Self-Manager Learner 7
9/17/17 Part 2 The Interdependency Between Academics and Behavior Social, Emotional, Attributional and Behavioral Self-Management Academic Success Behavioral Success Influenced by Students’ Influenced by Students’ Academic Readiness, Social Emotional and Motivation and Success Behavioral Competency Self-Management Definition Self-Management Definition • Be socially, emotionally, • Be socially, emotionally, attributionally and behaviorally attributionally, and behaviorally aware of themselves and others aware of themselves and others • Demonstrate successful interpersonal, social problem solving, conflict prevention and resolution, social-emotional coping and behavioral skills Self-Management Definition Self-Management Realities S/E/B Methodology: • Be socially, emotionally, What We Know attributionally, and behaviorally aware of themselves and others • Students must be taught S/E/B/ skills on a continuum • Demonstrate successful interpersonal, social problem- • Awareness does not solving, conflict prevention and translate into behavior resolution, social-emotional without instruction coping and behavioral skills • Teach social problem- • Effectively control their solving, conflict prevention own emotions, thoughts, and resolution skills from and behavior pre-K through high school 8
9/17/17 Social Competencies Emotional and Behavioral Competencies Part 3 Why S/E/B Training for All Students? • Facilitates academic engagement and achievement • Essential to cooperative and The Five project-based learning Scientific/Psychological • Inherent part of classroom Components of management Self-Management • Supports positive, safe school and classroom climate • Goal/replacement behavior for challenging student interventions In any endeavor, to be successful, we need to begin with the end in mind. – Stephen Covey Department of Health and Human Services evidence-based school improvement and success model focused on maximizing academic, S/E/B progress, and proficiency of all students. 9
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