1 Social-Emotional Learning Programs Available at Heartland AEA: Gold, Silver, & Promising Program Content Information Angelisa Braaksma, PhD Brian C

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Social-Emotional Learning Programs Available at

Heartland AEA:Gold, Silver, & Promising Program

Content Information

Angelisa Braaksma, PhD

Brian C. McKevitt, PhD, NCSP

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About This Information• The information presented on these slides describes the content of

social-emotional learning programs available at Heartland AEA in the Professional Library

• The program reviews were completed in 2004 by a group of Goal 2 (social/emotional) committee members and summarized in a booklet, available online at http://www.aea11.k12.ia.us/spedresearch/res0102/research-handouts.html. Please consult the booklet for more in-depth information about the program review process.

• Programs reviewed were rated 1-5, based on their research base (1=no evidence to support effectiveness; 5=strong evidence to support effectiveness)…only programs with a rating of 3 and higher are included in these descriptions

• Other programs were reviewed but are not recommended based on their lack of evidence. See the booklet for a complete list of programs reviewed

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Program Reviewers• Sherese Beresford, School Social Worker• Charlotte Buttin, Early Childhood Consultant• Gloria Frolek Clark, Occupational Therapist• Brian McKevitt, School Psychologist• Monica McKevitt, School Psychologist• MaryAnn Strawhacker, Nurse Consultant• Barbara E. Rankin, Challenging Behavior Specialist• Stacy S. Volmer, Challenging Behavior Specialist• Summaries provided in this presentation were developed by

Angelisa Braaksma, Brian McKevitt, and participants of a 2-day AEA training on July 26-27, 2005

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PATHS Curriculum

• Description - Curriculum that teaches the five areas of social and emotional development: self-control, emotional understanding, self-esteem, peer relations, and interpersonal problem-solving. The curriculum reduces teacher reports of aggressive behavior and increased teacher reports of students exhibiting self-control.

• Intended ages - K - 6

• Rating - 5 Gold Program

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PATHS:Promoting Alternative Thinking Strategies

• 119 lessons for promoting self-control, positive self esteem, emotional awareness, interpersonal problem solving skills, and relationships

• Can be used as a prevention or intervention program

• Best with small groups of 4-9 students but can be used whole class

• 20-30 minutes per day, 3-5 days per week

• Curriculum can continue across multiple years

• Manual includes suggestions for use with students with disabilities, anxious/withdrawn, and gifted students

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PATHS Lessons

• Sequenced according to increasing developmental difficulty

• Include direct instruction, dialogue, role plays, story telling, modeling, social reinforcement, attribution training, and verbal mediation

• Promote generalization

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PATHS Unit 1:Readiness & Self-control

• Promotes readiness skills and self-control of behavior

• Optional unit• Designed for low developmental level

(Kindergarten or students with disabilities)• Teaches self-control with stories, role plays,

“Turtle Technique”• Can be completed in 5-7 weeks

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PATHS Unit 2:Feelings & Relationships

• Develops emotional and interpersonal understanding• 56 lessons• 40-50 different affective states covered• Taught in a developmental hierarchy from basic (e.g., mad,

sad) to complex (e.g., jealousy, guilt, pride)• First three problem solving steps covered:

– Stop & calm down– Identify problem– Identify feeling

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PATHS Unit 3: Interpersonal Cognitive Problem Solving

• Teaches steps to problem solving

• 33 lessons

• Usually done during 2nd year of curriculum implementation after review of previous unit

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PATHS Unit 3 (cont.)Steps to problem solving:1. Stopping and calming down2. Problem identification3. Feeling identification4. Deciding on a goal5. Generating alternative solutions6. Evaluating the possible consequences of solutions7. Selecting the best solution8. Planning the best solution9. Trying the formulated plan10. Evaluating the outcome11. Trying another solution and/or plan

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PATHS:Building Self Esteem & Peer

Relations

• Interspersed through other units

• “PATHS Kid for Today”

• Giving compliments, friendship issues, teasing, belonging part of other lessons

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PATHS: Supplementary Unit

• Problem solving meetings

• Self-control review

• Friendship and peer relations

• Review of problem solving

• Fairness/moral development

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High/Scope

• Description - Curriculum framework seeks to contribute to children’s intellectual, social, and physical development so they can achieve success and social responsibility in school and life. Video, curriculum materials, and assessment tools are available for educators and families that address a wide range of topics.

• Intended ages - Birth to adolescence

• Rating - 4 Silver Program

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High/Scope Curriculum Series

• Framework for education whose goal is to provide meaningful and realistic educational experiences for all children

• Fundamental premise is that children are active learners who construct their own knowledge through meaningful interactions

• Six curriculum components:– Active Learning– Classroom Arrangement– Daily Schedule– Content– Teacher/Child Interaction– Assessment

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– Active Learning• Appealing materials• Opportunities for manipulation• Choices for children• Language from children• Adult support

– Classroom Arrangement• Five or more defined activity areas/centers• Wide range of interesting materials• Well-organized, child-accessible storage, labeled

containers

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– Daily Schedule• Consistent routine• Plan-do-review sequence• Small-group instructional workshops• Balance of teacher-planned and child-planned activities

– Content• Scope and sequence defined by key experiences in math,

language and literacy, science, movement, etc.• Teacher-planned daily workshop times focusing on key

content areas• Child-planned activities related to key experiences• Has additional books focusing on Language and Literacy,

Mathematics, and Science

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– Teacher-Child Interaction• Teachers support and extend children’s learning by engaging

in instructional dialogue• Teachers share control with children• Teachers work to create a positive social environment• Teachers support children’s intrinsic motivation to learn

– Assessment• Anecdotal notes collected by teachers on children’s progress• Student work samples in portfolios• Assessment of child progress guided by key experiences• Daily assessment and planning by teachers

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• What Makes High/Scope Stand Out?– Not a packaged curriculum based upon a set of

consumables; It is a set of guidelines, principles, and suggested activities

– Teaching practices can work in a variety of school and nonschool settings

– “3 Rs” are a central part of the curriculum– Probably already doing parts of the approach– Proven track record

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I Can Problem Solve

• Description - Prevention curriculum that offers teachers a school-based program focused on developing problem-solving and good thinking skills. Three level of teaching are provided: basic word concepts, focus on own and others’ feelings, and skills in identifying alternative solutions and thinking about consequences.

• Intended ages - Pre- K - Elementary


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I Can Problem Solve

• Originally called Interpersonal Cognitive Problem Solving

• Goal is to teach children thinking skills that can be used to help resolve or prevent “people” problems

• Focus is to teach children how to think, guide children to think for themselves, teach children how to evaluate their own ideas, and encourage children to come up with many solutions to problems on their own

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I Can Problem Solve

• Lessons focus on Pre-Problem-Solving Skills and Problem-Solving Skills

• Problem-Solving Dialoguing– Both child and teacher must identify the problem– When dialoguing, it is important to understand and deal

with the real problem– Once the real problem has been identified, the teacher

must not alter it to fit his or her own needs– The child, not the teacher, must solve the problem– The focus is on how the child thinks, not on what he

thinks

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I Can Problem Solve: Preschool

• Age 4, language may be appropriate for some 3 year olds

• Sessions– 20 minutes per lesson– One lesson/day - 4 months– 59 lessons in two categories - pre-problem solving

skills and problem-solving skills– Each lesson contains a stated purpose, list of suggested

materials, and a teacher script

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I Can Problem Solve: Preschool

• Conducting Lessons– Present the lessons as games

– Vary the wording of the script to suit the group

– Divide the class into groups of 6 to 8 children, some boys and girls

– Lessons include ample repetition, so students don’t have to be caught up if absent

• Includes Complementary Applications to assist with generalization to the classroom and to life

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I Can Problem Solve: Kindergarten and Primary Grades• Kindergarten and primary grades• Sessions

– 20 - 40 minutes per lesson– Daily lesson - 4 months– 83 lessons in two categories - pre-problem

solving skills and problem-solving skills– Each lesson contains a stated purpose, list of

suggested materials, and a teacher script

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I Can Problem Solve: Kindergarten and Primary Grades• Conducting Lessons

– Present the lessons as games– Vary the wording of the script to suit the group– Can be conducted with entire class, but small groups are

preferable– Go at the pace of your group– Can move quickly, but do not skip lessons, for students

who are familiar with previous lessons


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I Can Problem Solve: Intermediate Grades

• Intermediate elementary grades• Sessions

– 40 - 45 minutes per lesson– Start at the beginning of the year– Three lessons/week - within a school year– 77 lessons in two categories - pre-problem

solving skills and problem-solving skills– Each lesson contains a stated purpose, list of

suggested materials, and a teacher script

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I Can Problem Solve: Intermediate Grades

• Conducting Lessons– Present the lessons as games– Vary the wording, but don’t lose the concepts– Most lessons can be conducted with entire class– Go at the pace of your group– Be sure to apply concepts taught in lessons informally in

classroom interactions and build them into the curriculum


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Project RIDE

• Description - Responding to Individual Differences in Education (RIDE) is a collection of resources designed to assist teachers with the pre-referral and inclusion mandates.

• Intended ages - Early childhood to Middle School


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Project RIDE

• RIDE - Responding to Individual Differences in Education

• Intent of the program is to assist teachers to identify at-risk behaviors and then match those needs to documented classroom practices

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Project RIDE: Early Childhood• Basic Components

– Effective Early Childhood Classroom Practices– Computer Tactics Bank– Video Library– Parental Collaboration

• Effective Early Childhood Classroom Practices– Based upon the premise that early childhood educators can

benefit from systematically examining the extent to which their current classroom procedures are congruent with best practices as reported in professional literature

– Based upon principles developed by the National Association for the Education of Young Children (NAEYC)

– Includes Effective Practices Self-Evaluation and Modification forms

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Project RIDE: Early Childhood

• Computer Tactics Bank– List of behaviors and matched intervention tactics– Each tactic description includes: (1) appropriate age,

(2) short introductory statement, (3) necessary steps of the procedure, (4) details of special considerations, (5) monitoring guidelines, and (6) original reference(s)

– Choosing a Tactic– Reinforcements and Incentives– Video Library - demonstrations of some tactics for

teachers

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Project RIDE: Early Childhood

• Parental Collaboration– What is Collaboration and Why it is Important– Collaborative Conference: Before, During and

After– Includes Collaboration Team Request for

Assistance, Action Plan, and Follow-Up Report forms

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Project RIDE: Elementary and Middle School

• Responds to the following needs:– Need to provide teachers with alternative teaching and behavior

management tactics for students who do not qualify for special services but who need social or academic interventions

– Need to provide teachers with inclusionary tactics so students with disabilities might be educated with their general education peers

– Need for a prereferral system which increases the probability that students referred to special education are, in fact, students in need of placement

– Need to capitalize on one of the best resources within a school building: a small group of colleagues trained in problem solving

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• Four Basic Components– Effective Classroom Practices– Computer Tactics Bank – Video Library– School-Wide Assistance Team (SWAT)

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• Effective Classroom Practices– Based upon the premise that teachers can benefit from

systematically examining the extent to which their current classroom procedures are congruent with the findings of educational research

– Based upon literature review conducted by the Northwest Regional Laboratory and other sources like Strategies and Tactics for Effective Instruction and The Tough Kid Book series

– Includes Effective Practices Self-Evaluation and Modification forms

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– Five Guidelines• There are high expectations for all students• Instruction is clear and focused• Learning is monitored closely• Behavior management plans are in place• There is a positive atmosphere in the

classroom

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• School-Wide Assistance Team (SWAT)– Team of teachers who use expertise to assist

their peers in resolving classroom and/or school-wide problems

– Create a Climate for SWAT– Establish the Team and Train Members– Develop SWAT Procedures and the Process– Includes SWAT Request for Assistance, Action

Plan, and Follow-Up Report forms

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• Implementation– Objectives, timelines, and responsible

persons

– Validate the tactic using data• May add tactic to computer school’s

computer bank if it has been validated and replicated and there is staff agreement

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Second Step

• Description - Violence prevention curriculum for grades pre-K to 9. Scripted lessons focus on empathy, impulse control, problem solving, and anger management.

• Intended ages - Pre-K to 9


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Second Step:A Violence Prevention Curriculum

School-wide prevention curriculum

• Skills addressed:– Empathy– Impulse control– Anger management– Problem solving

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Second Step: Goals1. To increase students’ ability to:

• Identify others’ feelings.• Take others’ perspectives.• Respond empathically to others.

2. To decrease impulsive and aggressive behavior in students through:• Recognizing anger warning signs• Using anger reduction techniques• Applying a problem-solving strategy to social

conflicts• Practicing behavioral social skills to deal with

potentially violent situations

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Second Step: Curriculum

• Lessons are designed for whole-class use but can be adapted for small groups

• Lessons are presented in a sequence of 5 units:I. Understanding the Problem

II. Training for Empathy

III. Anger Management

IV. Problem Solving

V. Applying Skills

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Second Step: Curriculum

• Lessons are scripted for clarity and ease of use• Materials include overhead transparencies, in-

class activities, videos, role play scenarios, posters, Impulsive Puppy, and Slow Down Snail

• Generalization techniques are addressed in the teacher’s guide

• 30 minutes per lesson, 1-2 lessons per week

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Stop and Think

• Description - A component of Project ACHIEVE. Scripted lessons guide one through teaching, demonstrating, and reviewing social skills lessons. All lessons follow the Stop and Think Process, in which students are taught to stop and think about making good and bad choices.

• Intended ages - Pre-K to 8


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Stop and Think• Students are taught to stop and think about

how they want to handle a situation before acting, decide whether they want to make a good choice or bad choice, think about the steps they need to follow, put their plan into action, and positively reinforce themselves

• Interpersonal, problem-solving, and conflict resolution skills

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Stop and Think

• Comes in four manuals:– PK-1st grade– 2nd-3rd grade– 4th-5th grade– 6th-8th grade

• Each focuses on skills that are relevant and needed by students in the targeted age group

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Stop and Think: Teaching Process

• Teach skills

• Model skills

• Role play skills

• Provide performance feedback

• Transfer the training by prompting and having students use the skills as much as possible during the day

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The Stop and Think Process

1. Stop and Think!

2. Are you going to make a Good Choice or a Bad Choice?

3. What are your Choices or Steps?

4. Do It!

5. Good Job!

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Stop and Think Lessons

• Lessons take 10-30 minutes (depending on level)

• Lessons are divided into two phases: teaching and application

• Two weeks are recommended for each lesson to cover both phases adequately

• Lessons are loosely scripted

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Waksman Social Skills Curriculum

• Description - Curriculum provides short-term assertion training (goals for each lesson with objectives). The program provides training activities in specific social skill areas such as responses to teasing, setting clear goals, and how to handle losing and failure.

• Intended ages - Adolescence


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The Waksman Social Skills Curriculum for Adolescents

• Manual describes procedures and activities designed to teach children and adolescents more appropriate social or assertive behavior patterns

• Designed for adolescents with or without disabilities and with deficits in social skills and peer relationship difficulties– Not appropriate as a total intervention for severe

behavior problems– May be used in conjunction with a behavior

management or special education program

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• Instruction– Twice a week for nine weeks

– Counselors, school psychologists, and special education teachers can use without special training

• Grouping– Small, heterogeneous group of students

– Waksman Social Skills Rating Scale (WSSRS) and checklist of skills can be used to identify potential participants

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• Sessions– 45 - 60 minute lesson– Each lesson has a general goal, specific

behavioral objectives, student worksheet, instructions for activities, and homework assignment

– Begin with review of previous lesson and end with summary of current lesson

– All participants need to role-play all lessons

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• 18 Sessions & Review Session– Passive, aggressive, assertive– Requests and refusals– Eye contact, posture, and voice– Clear goal statements– Social problem solving– Conversation skills– Disclosing feelings– Touching and listening– Enhancing self-esteem and positive body image– Compliments and self-reinforcement

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• 18 Sessions and Review Session– Receiving criticism

– Reactions to anger

– Self-relaxation

– Drug refusal skills, group pressure, and teasing

– Losing and failure

– Embarrassing situations

– Avoiding fights and solving arguments

– Self-confidence

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Connecting With Others

• Description - Presents a strategy to promote self-advocacy, communication, interpersonal behaviors, and problem solving

• Intended Ages - K-12• Rating - 3 Promising Program

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Connecting with Others

• Manuals target four different age groups: K-2, 3-5, 6-8, 9-12

• Scripted lessons are based on the theoretical concepts of transactional analysis, assertion training, and cognitive behavior modification

• It is the goal of this program to give students the skills necessary to take control of their lives, enabling them to experience successful relationships that bring self-fulfillment and enduring satisfaction

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Devereaux (DECA)

• Description - DECA program was developed to promote healthy social and emotional growth in preschoolers by strengthening their protective resiliency factors. Based upon the concept of resiliency, the separate elements of the program comprise an integrated system that leads to better outcomes for children

• Intended Ages - 2-6• Rating - 3 Promising Program

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DECA

• Uses observations & DECA questionnaire for assessment

• Suggestions and strategies are given for teachers and parents on:– Using the environment– Using the daily program– Using activities and experiences– Using supportive interactions

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DECA

• Based on the philosophy that fostering resilience is important for all children and leads to social/emotional health

• Users must be trained in assessment in order to interpret rating scales

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First Steps to Success

• Description - An early intervention program designed to divert at-risk children from a path leading to an antisocial pattern of behavior. It is a joint home and school intervention that enhances early school experiences and assists at-risk children by teaching them to get along and engage appropriately in school work.

• Intended ages - K

• Rating - 3 Promising Program

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• Early intervention targeting at-risk children to prevent the development of anti-social behavior

• Three components:– Screening– Class– Home base

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• Lessons are not scripted, but examples are provided

• Minimum of 30 school days over 6 weeks

• No direct social skill lessons, but attention given for appropriate behaviors

• Requires a school coach to implement

• Videos are included for training

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Getting to Know You

• Description - Social skills lessons intended to be taught daily. Emphasis on “think aloud” component with social skills instruction.

• Intended ages - grades 1-9• Rating - 3 Promising Program

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Getting to Know You

• Comes in three manuals (grades 1-3; 4-5; 6-9)• Addresses seven social skills:

– Classroom skills

– Friendship

– Expressing feelings

– Relieving stress

– Solving problems

– Replacement skills

– Self-acceptance

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Getting to Know You

• Teaches “think aloud” strategies

• Includes role-plays and transfer activities

• Authors recommend a 4-5 year plan to learn and master each skill

• Designed to be implemented school-wide

• All students and staff learn a familiar and common language

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In Control: A SkillBuilding Program

• Description - Program guide is intended to help teach young people effective anger management skills

• Intended ages - School age


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In Control

• Goal is to teach students effective anger management skills

• Ten sessions focused around 10 key points designed to be completed in 10 weeks

• Lessons take approximately 45-60 minutes each• Each session includes a goals, objectives,

materials list, overview, and a leader script (including role plays)

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Making Choices: Social Problem Solving Skills for Young

Children• Description - Purpose of the program is to teach social

problem-solving skills to children. It outlines a skill building program focusing on helping children build enduring friendships, work collaboratively with others, and respond positively to social situations.

• Intended ages - K-Middle School


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Making Choices

• Goals of the program include:– Enduring friendships– Responding positively to new social

situations– Working productively in groups

• Based on a social information-processing model

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Making Choices

Lessons are included in seven units:1. Learning about Emotions and Feelings2. Encoding: Identifying Social Cues3. Interpretation: Making Sense of Social Cues4. Goal Formulation and Refinement: Setting Social

Goals5. Response Search and Formulation: Inventing

Options6. Response Decision: Making a Choice7. Enactment: Acting on Choices

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One-Minute Academic Functional Assessment and

Intervention• Description - Offers a precise and easy technique to

ascertain the causal factors affecting performance and detect if a student can’t do--or won’t do--the work.

• Intended ages - K-12


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Safe and Civil Schools Series

• Description - Collection of practical materials designed to help schools improve the safety and civility of all their school settings. Goal of the materials is to empower school personnel with techniques to help all students behave responsibly and respectfully.

• Intended ages - K-9


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• Comprehensive multi-media program that guides schools through the process of designing a proactive school-wide discipline plan.

• Includes staff development, implementation of behavior management and motivation practices, and behavior support for ALL students

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• Team-based implementation is recommended

• Six 60-minute trainings sessions for all staff

• Three modules for implementation

• Requires technology to implement fully

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Skill Streaming

• Description - Process utilizes four direct instruction principles of learning: modeling, role-playing, performance feedback, and generalization to teach youth desirable pro-social behaviors.

• Intended ages - Early childhood to adolescence


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Skill Streaming

• Goal to teach pro-social behavior:– Beginning social skills– Classroom survival skills– Friendship making– Dealing with feelings– Dealing with aggression– Dealing with stress

• Skill lessons are taught in large or small groups• Lessons have 9 steps for modeling, role playing,

performance feedback, and generalization• Lessons are not scripted but include specific steps, training

notes, and content for modeling.

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Steps to Self-Determination

• Description - Purpose is to help adolescent students become more self-determined. Role of education is to provide students opportunities to gain the skills, knowledge, and experiences that will help them assert their individuality and achieve their goals.

• Intended age - Adolescence• Rating - 3 Promising Program

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Steps to Self-Determination

• Goal is to help adolescents be able to make informed decisions, value oneself, and achieve goals

• Seven hours of orientation required

• Includes 16 sessions of approximately 55 minutes each

• Includes scripted lessons and activities

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Tough Kids

• Description - Designed to help teachers, psychologists, counselors, and social workers provide students with appropriate replacement behaviors for challenging behaviors.

• Intended ages - All


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Tough Kids

• The Tough Kid Book defines who the tough kid is and gives classroom management strategies with examples

• The Tough Kid Social Skills Book is a curriculum that teaches targeted social skills in a structured framework

• Includes sections on assessment and instruction, along with materials

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Tough Kids• Social skills targeted include:

– Starting a conversation– Joining in– Recognizing and expressing feelings– Having conversation– Playing cooperatively– Solving problems– Using self-control– Solving arguments– Dealing with teasing– Dealing with being left out– Accepting “no”

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Tough Kids

• Each lesson includes:– Review– Direct teaching– Discussion with examples– Modeling– Role-play– Feedback & reinforcement– Generalization– Goal setting

• Lessons take 60 minutes each, materials are included

Documents

1 Social-Emotional Learning Programs Available at Heartland AEA: Gold, Silver, & Promising Program Content Information Angelisa Braaksma, PhD Brian C