Still trying to do social skills intervention with a 20-minute social skills group? Do this instead.
You’ve been told that social skills interventions are ableist.
But you’ve also been told that we need to prepare students for real-world expectations. You have teachers and administrators coming to you with concerns about behavior, participation, and social interaction, and you’re expected to address it.
Then you’re told to make your intervention more “functional.” To collaborate more. To focus on generalization.
And somehow, all of that responsibility gets funneled into a 20-minute social skills group.
What are you supposed to do when you know that a short, isolated session isn’t going to result in meaningful carryover?
The issue isn’t that social skills intervention is a bad idea. The problem is we're using the wrong model to support them.
When we think of "social skills intervention" as beginning and ending within a siloed therapy session, we'll continue to see poor skill transfer.
A therapy session with students is ONE layer. We can keep that layer, but we need to add more layers to it to bridge the gap.
In this video, I walk through how to shift from relying on one intervention bucket (a.k.a. the isolated social skills group) to building a service delivery model that frames social skills as "executive functioning for human interactions".
This episode was created based on a video I previously published on YouTube. You can view the original video here: https://youtu.be/vdpzfG5l6wo
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
But you’ve also been told that we need to prepare students for real-world expectations. You have teachers and administrators coming to you with concerns about behavior, participation, and social interaction, and you’re expected to address it.
Then you’re told to make your intervention more “functional.” To collaborate more. To focus on generalization.
And somehow, all of that responsibility gets funneled into a 20-minute social skills group.
What are you supposed to do when you know that a short, isolated session isn’t going to result in meaningful carryover?
The issue isn’t that social skills intervention is a bad idea. The problem is we're using the wrong model to support them.
When we think of "social skills intervention" as beginning and ending within a siloed therapy session, we'll continue to see poor skill transfer.
A therapy session with students is ONE layer. We can keep that layer, but we need to add more layers to it to bridge the gap.
In this video, I walk through how to shift from relying on one intervention bucket (a.k.a. the isolated social skills group) to building a service delivery model that frames social skills as "executive functioning for human interactions".
This episode was created based on a video I previously published on YouTube. You can view the original video here: https://youtu.be/vdpzfG5l6wo
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
