Tennessee Special Education Conference and RTI Joint Summit 2013

Jennifer speaking at the TNSPED Conference in Nashville March 2013

Jennifer enjoyed talking to a group of Tennessee special education administrators and teachers about the use of technology in teaching social skills to their students.  We discussed how Social Skill Builder is aligned to the Common Core Standards such as:

SL.CCR .6.  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

L.4.3a. Choose words and phrases to convey ideas precisely.

L.6.1e. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

 L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.

 L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Social Skill Builder practices are also aligned with RTI (Response To Intervention) in the following ways:

  1. Early intervention is critical to preventing problems from getting out of control
  2. The implementation of a multi-tiered service delivery model is necessary
  3. A problem solving model should be used to make decisions between tiers
  4. Research based interventions should be implemented to the extent possible
  5. Progress monitoring must be implemented to inform instruction
  6. Data should drive decision making

Social Skill Builder is also an excellent tool for teaching students the skills necessary to identify and avoid behaviors that might lead to seclusion.

 On May 15, 2012, U.S. Department of Education Issued a Monograph to serve as a resource document that discourages restraint and seclusion in favor of more positive interventions and strategies.  Department of Education issued a publication that outlines principles for educators, parents and other stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion. The 15 principles that frame the document ultimately highlight how schoolwide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion.

To access this document, click http://www2.ed.gov/policy/seclusion/index.html

Direct document download: Restraint and seclusion: Resource document