SKILLS Social Emotional Learning CPD & Parent Course
Effective Methods to Teach SEL Skills to SEN Learners 0-22 years of age

Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success. People with strong social-emotional skills are better able to cope with everyday challenges and benefit academically, professionally, and socially. From effective problem-solving to self-discipline, from impulse control to emotion management and more, SEL provides a foundation for positive, long-term effects on children, adults, and communities. Children thrive. Schools win. Workplaces benefit. Society strengthens. All due to social-emotional learning.
Social emotional skills for children include: play skills – for example, taking turns in games or sharing toys, conversation skills – for example, choosing what to talk about or what body language to use, emotional skills – for example, managing emotions and understanding how others feel.  Learners with SEN experience particular challenges with recognising their own emotions and reading the emotions of others. 
The online course on How To Teach Social Emotional Skills to SEN Learners focuses on the areas being the deficits in autism, such as making eye contact, waiting, interacting with others and tolerating change.

View Social Emotional Skills Curriculum to see some IEP goals we will be working on during on this CPD teacher and parent course.

Title: Using selected best evidence-based practices to teach Social Emotional Skills to ASD Learners.
If:

• you want to find out how a SEN teacher, a mainstream teacher, a special needs assistant, a therapist or a parent can effectively support an ASD learner in acquiring foundational and more advanced skills to help them get ready for pre-school or primary, post-primary or special school
• you want to implement the most effective selected techniques that are both attractive and motivating for your ASD learner to encourage them to collaborate with you, while learning not only school readiness skills, but also the important skills in other inter-related areas, such as: motor skills, receptive and expressive language, social emotional skills and play and leisure skills
• you consider it important to diversify the long-term therapeutic and educational processes and use comprehensive methods to target multiple areas with your child or pupils/clients
• you want to get confidence in how to effectively and correctly modify the activities, techniques and goals by gradual implementation of various elements of evidence-based practices in your work or life with an ASD learner
• you always do your best to adjust the activities and a level of difficulty, based on your learner's unique learning profiles and their individualised needs.

If one or more of those statements applies to you, take part in this meaningful and practical certified online training, during which you will learn how to smoothly implement best solutions that are easy to implement in the classroom, in the clinic and at home.

This online training on How To Teach Social Emotional Skills Effectively is divided into 2 forty-minute blocks to allow for the most effective use of the training time while having your questions answered by a an expert SEN teacher who is an ASD therapist, an ASD education & behaviour consultant and a mother of an ASD child. This training is for you if you want to get important knowledge on how to shape your practical teaching skills. Additional questions you may have can be addressed via email, a live chat during the course or during your 1-1 online consultations.

During your online training on Using effective methods to teach Social Emotional Skills to ASD Learners, you will find out about:

• Prerequisites to develop Social Emotional skills - core skills
• How to skilfully select therapeutic and teaching methods and what are they that will best help in work on school readiness skills
• How to expand the learner's skills onto a few other related areas while still focusing on school readiness skills
• How to skilfully apply teaching techniques and select activities to allow for the generalisation of skills
• How to select IEP goals and measure progress
• How to troubleshoot and effectively search workable solutions during your activities with your learner.

Detailed course programme:

• challenging behaviours and its functions
• motivational strategies in the classroom and in 1-1 work
• individualised motivational contracts with pupils
• significance of ongoing attention and approval provided to a pupil throughout the day 
• the significance of proactive activities.

​
A practical part of each SKILLS course will relate to creating behavioural contracts, motivational systems and proactive activities that are important to effectively teach specific SKILLS in your selected course/s. We will find out how to easier teach specific skills if we have the right system in place in our classroom or at home.

Part 1

• The impact of a neurodevelopmental delay on the development of sensory motor functions, cognition, social emotional learning, language and social communication - why the early childhood stimulation of those areas is crucial in setting up any ASD learner for the best possible success in the school years and in adulthood
• Common deficits in ASD and related neurodevelopmental disorders and how to effectively target those deficits
• Warning signs in the dysfunction of neurological processes that lead to insufficient school readiness that impacts all other areas of development
• How to skilfully select some of the evidence-based practices to address SEL skills and match them to your learner's unique profile.

Part 2

• Stimulation of Social Emotional development based on implementing selected core and main activities and matching IEP goals and procedures to address the development of those skills
• Examples of IEP goals and selection of best educational and therapeutic strategies to stimulate pre-academic skills in a hierarchical sequence
• Useful activities and suggested materials as supportive components of any quality pre-academic skills lesson / session at home, in school or in the clinic
• Troubleshooting and examples of how to best resolve problems that may arise during a session / lesson
• Collaboration between family home and school / clinic - how to better carry out joint intervention activities to enhance generalisation of skills in a naturalistic setting and in the community
• Selected ready lesson plans from the list below to teach the following skills:

Area: Core
1 Making Eye Contact to Start an Activity
2 Waiting when Instructed - Younger
3 Waiting

Area: Interacting With Others
4 Responding to Bids for Joint Attention
5 Initiating Joint Attention
6 Showing Objects to People
7 Requesting from Peer
8 Using Please and Thank You
9 Imitating a Peer
10 Responding to Gestures
11 Making Comments in Response to Toys
12 Reciprocating Comments about Objects
13 Reciprocating Comments about Objects with Peers
14 Answering a Peer’s Questions
15 Demonstrating Emotions
16 Describing Drawings
17 Helping Others
18 Making Polite Statements
19 Recalling Items
20 Recalling Information about Pictures
21 Recalling Experiences about the Day
22 Using Gestures
23 Introducing Yourself
24 Having a Scripted Conversation
25 Responding to a Peer’s Questions and Comments
26 Telling Jokes
27 Demonstrating New Responses through Observation (2 adults required)
28 Making Comments about a Picture Book
29 Introducing Others
30 Giving Compliments
31 Reciprocating Compliments
32 Joining an Ongoing Conversation
33 Demonstrating Empathy
34 Using Gestures – Advanced
35 Naming What Makes You Feel ...
36 Predicting How Things Will Make You Feel
37 Labeling Current Emotions
38 Labeling Another Person's Feelings
39 Predicting How Others Will Feel
40 Predicting How Others Will Act
41 Making Inferences in Dialogue
42 Understanding Figures of Speech
43 Sustaining a Conversation on a Topic
44 Participating in Trick or Treat

Area: Tolerance
45 Cooperating with Termination of Preferred Activities
46 Cooperating When Waiting for Preferred Items
47 Tolerance Training for Aversive Sounds
48 Cooperating When Wearing a Bandage
49 Cooperating when Wearing Mask
50 Cooperating when Wearing Gloves
51 Cooperating when Wearing Costumes
52 Preparing for a Haircut
53 Cooperating when Hair is Brushed and Styled
54 Cooperating during Face Washing