Development of a Social Skills Curriculum for
Emotional Support Students in Grades 4-6
Maria Fragnito, Ed.S., NCSP, BCBA
School Psychologist/Behavior Analyst
Project Description
• This project initiated the development of a
social skills curriculum for students in a district
Emotional Support program in grades 4-6.
• This was a new district program for the 20102011 school year with new staff.
Outcomes
• The intended outcome of this project was to
provide the framework for a social skills
curriculum that will become an integral part of
the Emotional Support program and meet
students’ social, emotional, and behavioral
needs, while supporting the goals of
Individualized Education Plans and Positive
Behavior Support Plans.
Competency Development
• Elements for the social skills curriculum were established based on
student needs, including emotion identification, understanding emotions,
dealing with emotions, how emotions affect thinking, how thinking affects
behavior, using “clear” thinking, stress relief, and using interpersonal skills.
Interpersonal skills included the following: accepting “no” for an answer,
accepting consequences, disagreeing appropriately, using anger control
strategies, expressing empathy and understanding for others, making an
apology, working together, and solving problems together.
• Each week on Friday mornings, a “Social Skills Group” was held within the
classroom setting. The group included an initial discussion with students
about their present knowledge of a topic, a lesson related to the topic,
and a follow-up activity. Follow-up activities included worksheets, short
video clips, personally created games, development of class posters, and
student role-plays of given situations.
Competency Development
THE SUPER THINKING BOARD
Steps:
1. Look at the evidence, the truth, a clue or a
fact.
2. Ask youself, “Does this make sense?”
3. Make a decision.
Competency Development
Competency Development
Evaluation
• Students were evaluated through teacher observation of skill
generalization, data collection, and progress towards Individualized
Education Plan and Positive Behavior Support Plan goals.
• The impact on student achievement was positive. Students improved
individual social, emotional, and behavioral weaknesses in a structured
and supportive environment. They also developed the ability to build
friendships and to work collaboratively with one another.
• The impact on my own professional growth was also positive. I was able
to assess student needs, develop appropriate lessons and activities, and
see progress throughout the school year. I also had the opportunity to
review different resources through books and online materials to develop
lessons and activities that were appropriate and functional for students in
need of Emotional Support.
Expansion of Professional Learning
Community
• Skills taught within the group were reinforced
by the classroom teachers, 1:1 aide, and
classroom aide in general education
classrooms, special education classrooms, and
unstructured settings such as lunch and
recess. Information was also shared with
parents to develop consistency between the
home and school settings.