(ASD) Interventions for Social Skills

FROM THE LITTLE TOR ELEMENTARY IN NEW CITY, NEW YORK, IN THE CLARKSTOWN CENTRAL SCHOOL DISTRICT'S WEBSITE:

What is a Social Story?

Carol Gray first defined social stories in 1991. She states that a Social Story describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of a Social Story is to share accurate social information in a patient and reassuring manner that is easily understood by its audience. Half of all Social Stories developed should affirm something that an individual does well. Although the goal of a Story should never be to change the individual’s behavior, that individual’s improved understanding of events and expectations may lead to more effective responses.

SOCIAL STORIES RESOURCES.

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Sent in by: Sharon Lau Aldueso, Behavioral Health Specialist, Alvah A. Scott Elementary School

Guidelines for referring/assessing an ELL student for SPED

Important information that we should ALL look over.

Click Here.

Consider reading before dealing with next case involving a student recieving ELL services.

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Recieved from Dr. Gina Restivo, School Psychologist of Radford Complex.

RtI Webinar sponsored by the National Center on Response to Intervention

there are two RtI Webinar sponsored by the National Center on Response to Intervention (one for middle schools and one for high schools) that may be beneficial for all of those secondary schools who are considering implementing RtI. They are on February 9 and 11th. Click here or on the image below for more information.

For Middle Schools:


For High Schools:

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About the presenters

Implementation of RtI (Multi-Tier, Coordinated, Early Intervening Services) at the Secondary Level

you can click the image above to get a streaming audio from the January 20th presentation by Dr. Mark Shinn. Type in the required information and the audio will stream automatically.

Audio brought to you by:
Recorded: Wed., Jan. 20th, 2010
Time: 1pm EST
Duration: 1 hour
Host: Becky Matanic
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Mark R. Shinn, Ph.D., has been supporting schools nationwide to implement RTI since 1980 when he begin implementation in St. Paul public schools and 2 years later, Minneapolis Schools. After almost 20 year’s work at the University of Oregon, where he was a Professor of School Psychology and special education, he returned to the Midwest to teach at National-Louis University in Chicago. He current serves as the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of RTI at the elementary and secondary levels in Illinois. He has edited five books on Curriculum-Based Measurement (CBM) and evidence-based interventions and has published over 75 journal articles and book chapters on CBM, needs-based service delivery systems, and SLD identification. In 2003, he was awarded the APA Division 16 Jack Bardon Award for Distinguished Career Contributions to the field.

ProjectForum.org

Project Forum's aim is to facilitate improved services to children and youth with disabilities by gathering and sharing information that supports changes to policy and practice at the national, state and local levels.

Each year, Project Forum:
>identifies 15 critical topics within the field of special education;
>conducts policy analyses on these topics;
>convenes policy forums on two of these topics;
>distributes information that will contribute to better results for children with disabilities.

Our primary consumers are administrators of IDEA programs (i.e., state and local directors of special education and Part C and 619 coordinators). However, our products are written in a reader-friendly manner and we hope they will be useful to others.

If you have not done so already, please search Project Forum's database of over 100 documents related to special education.

A NASP Online Discussion Event on School Discipline

Unfortunately this is for National Association of School Psychologist members. Not a member? Learn about joining here.

Please join fellow NASP members next week, February 1-5, for an Online Discussion Event on School Discipline in the NASP Communities, hosted by George Bear.


School discipline has always been a topic of major concern among educators, including school psychologists. It also continues to be a topic of considerable controversy with respect to what constitutes best practices for preventing and correcting behavior problems and for developing self-discipline. This online event will focus on five aspects of school-wide discipline at the universal, or Tier 1, level (Tier 2 and 3 interventions are NOT a focus of this event).

>The advantages of an authoritative approach to school discipline (versus a common authoritarian or zero tolerance approach), which balances demandingness with responsiveness to the psychological needs of children.

>The four necessary components of comprehensive school discipline: (1) developing self-discipline, (b) preventing misbehavior, (c) correcting misbehavior, and (d) addressing the needs of students with chronic and/or serious behavior problems.

>The strengths and limitations of two popular approaches to schoolwide discipline: the social and emotional learning (SEL) approach and the schoolwide positive behavior supports approach (SWPBS).

>How a combination of SEL and SWPBS strategies and techniques is necessary to provide a truly comprehensive approach to schoolwide discipline.

>Evidence-based strategies and techniques for preventing and correcting misbehavior, and for developing self-discipline.

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George Bear, PhD, is a professor of school psychology at the University of Delaware. Formerly a school psychologist in Iowa and Virginia, he continues to work in the schools one day weekly as a practitioner. For the past eight years he has been a consultant to the state of Delaware’s Positive Behavioral Supports (PBS) initiative, devoting much of this time to evaluating the impact of PBS on school climate and student behavior. He has published over 60 journal articles, book chapters, and books, most of which focus on school discipline and the social, emotional, and moral development of children. Publications include authoring Developing Self-Discipline and Preventing and Correcting Misbehavior and co-editing the NASP publications Children’s Needs: Development, Prevention, and Intervention and Preventing School Problems – Promoting School Success. A new book by Dr. Bear, School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior, will be published this spring by Guilford Press.

Participants are encouraged but not required to read Dr. Bear’s chapter, “Best Practices in School Discipline” (Vol. 4 of Best Practices V).

To participate in the discussion, visit the NASP Communities at your convenience next week and click on the February 2010 Online Event. There is no set schedule for the event - you can join in whenever you choose.
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Unfortunately this is for National Association of School Psychologist members. Not a member? Learn about joining here.

Updated Eligibility Categories