A Metacognitive Approach to Social Skills Training

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This presentation provides an overview of how, using a metacognitive approach, students are taught how to self-direct, self-monitor, self-evaluate, and self-correct to demonstrate appropriate social behaviors. Through this program, Metacognitive Approach to Social Skills Training – Revised, students are taught to evaluate social situations and to generate their own behavioral choices, rather than try to fit a few models of appropriate social behavior to every situation. The program may be taught by fourth- through twelfth-grade teachers of any type of student needing the program, as well as by counselors and psychologists who provide social skills training. Students learn the essential metacognitive skills in a group situation that allow them to benefit from the practice, insight, and unique learning advantages afforded by group interaction. In addition, opportunities to learn from observation and to practice new skills outside the training situation are structured for the students. The presenters will demonstrate how the program fits into, and supports, the established initiatives of Character Education, Positive Behavior Supports (PBS), Social and Emotional Learning (SEL) and Response to Intervention (RtI). Through the research provided by these initiatives, student participation in training in behavioral/social skills programs have shown to have a positive impact on academic success.

Keywords: Metacognitive Strategies, Social Skills, Social and Emotional Learning, Character Education, Positive Behavior Supports, Response to Intervention
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Workshop Presentation in English
Paper: , When Research Meets Practice: Using Metacognitive Strategies to Teach Social Skills

Dr. Cheryl Holder

Educational Consultant, Sheinker Educational Services, Inc.
Scottsboro, Alabama, USA

Cheryl Holder, Ed. D. is an educational consultant who works with state departments of education, local school districts, and others in areas such as general education standards/curriculum alignment, assessment, special education, social skills training and character education. A former teacher of students with disabilities, local education agency special education director, and education specialist for the Alabama Department of Education, Dr. Holder has worked in the field of special education over 28 years. She received her doctorate in Instructional Leadership (2001) from the University of Alabama with concentration in curricular issues. She has taught university coursework for teacher preparation programs with a focus on aligning general education standards to teaching materials. Dr. Holder is currently working with Sheinker Educational Services, Inc. to develop and publish a social skills curriculum that uses metacognitive strategies to teach student to be self-regulated learners.

Ref: L08P0178