ABA and Social Skills
Incorporating social skills in special education settings is essential for creating an equitable and well-rounded environment. It teaches students how to communicate, socialize, and advocate for themselves.
Incorporating social skills in special education settings is essential for creating an equitable and well-rounded environment. It teaches students how to communicate, socialize, and advocate for themselves.
We know the base or foundation of that pyramid, Tier 1, is the largest component. We are also all familiar with the following terms and their meanings: from the ground up, solid foundation, strong base, sure footing. Why is it then, as educators, we don’t consistently apply these terms when it comes to the implementation of MTSS?
As students transition back to school from a lengthy stay at home period, districts need to ensure there is a proper system of support in place. As part of that, we need to be able to address both social skills and behavior. Here’s why.
As an administrator, I was frustrated. Here we are, identifying clear issues and areas of need, and we’re being told too bad, she doesn’t qualify? As parents, we continued to provide the best services we could after school.
As a school administrator, one of the key responsibilities is to observe teachers within the classroom and to provide feedback. So, what can we do differently and how can we adapt teaching practices to increase active student responding?
At that point, I began to ask my typical round of questions: what have you seen going on with the student in the classroom? What types of behavioral challenges is the student exhibiting? What types of interventions and/or consequences have you provided to support the student and try to correct the behavior?
As I continue to have conversations with colleagues and fellow educators, the largest area of concern is not academics or how much students have struggled during virtual learning. It is how do we address social/emotional well-being as we reenter school?
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