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It explains SEL definitions and core competencies, then outlines evidence-based approaches for instruction, including sequenced, active, explicit programs and schoolwide policy and practice integration. The brief also describes how multi-tiered systems of supports (MTSS) can deliver SEL through universal, targeted, and intensive tiers while emphasizing safe, supportive implementation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-and-emotional-learning-and-intensive-intervention/535669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-and-emotional-learning-and-intensive-intervention/535669.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",16,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the brief define SEL and what competencies are included?","Question",{"text":113,"@type":114},"SEL is defined through the knowledge, skills, and attitudes adults and young people use to develop healthy identities, manage emotions, show empathy, build supportive relationships, and make responsible decisions. The brief lists core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What features make SEL programs more effective in schools?",{"text":118,"@type":114},"Effective SEL programs use activities that are sequenced, active, focused, and explicit. Research cited in the brief also links faithful implementation of SEL programs to improvements in social competence, behavior, and academic achievement.",{"name":120,"@type":111,"acceptedAnswer":121},"How can MTSS support SEL for students with intensive needs?",{"text":122,"@type":114},"MTSS is presented as a framework that sustains evidence-based practices using screening, progress monitoring, data-based decision-making, and a continuum of supports. Within MTSS, SEL can operate at universal (Tier 1), targeted (Tier 2), and intensive (Tier 3) levels, and may be integrated into academic or behavioral supports.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},535669,1791649546,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Social and Emotional Learning and Intensive Intervention  \nZachary Weingarten, EdD, Christerralyn Brown, PhD, and Teri Marx, PhD  \nSocial and Emotional Learning and Intensive Intervention  \nZachary Weingarten, EdD, Christerralyn Brown, PhD, and Teri Marx, PhD  \nNational Center on Intensive Intervention at the American Institutes for Research  \nThe authors would like to thank Mara Schanfield for her helpful feedback on this brief.  \nThis document was produced under U.S. Department of Education, Office of Special Education Programs (OSEP) Grant No. H326Q160001 . Celia Rosenquist is the OSEP project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Weingarten, Z. , Brown, C. , & Marx, T. (2020). Social and emotional learning and intensive intervention. Washington, DC: National Center on Intensive Intervention, Office of Special Education Programs, U.S. Department of Education.  \nSOCIAL AND EMOTIONAL LEARNING AND INTENSIVE INTERVENTION | 3  \nIntroduction  \nStudents who require intensive intervention often have social, emotional, and behavioral challenges that impact their ability to be successful in school as well as in their community. Getting along with others, paying attention, following directions, making responsible decisions, and managing emotions are challenges for many students who require intensive intervention, and may be linked to difficulties with executive functioning, communication, and academic learning. Schools are increasingly using social and emotional learning (SEL) to provide students with a well-rounded education; however, there is not often an explicit focus on students with intensive needs within these programs. This brief presents an overview of how SEL relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.  \nWhat Is SEL?  \nThe Collaborative for Academic, Social, and Emotional Learning (CASEL) defines SEL as “…the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions”(CASEL, 2020) . According to CASEL, the core social and emotional competencies include:  \n􀂃 Self-Awareness  \n􀂃 Self-Management  \n􀂃 Social Awareness  \n􀂃 Relationship Skills  \n􀂃 Responsible Decision-Making  \nThere are a variety of approaches to teaching SEL in schools. Educators may adopt a published SEL curriculum or program, some of which are evidence-based. Effective SEL programs include activities that are sequenced, active, focused, and explicit (Durlak et al. , 2011) . Research demonstrates that implementing SEL programs with fidelity can result in improvements to students’ social competence, behavior, and academic achievement (Durlak et al. , 2011; Taylor et al. , 2017) .  \nBeyond packaged programs, educators may take a systemic approach and embed SEL practices and policies into the school day and across settings (Osher & Berg, 2017) . For example, educators may use  \nSOCIAL AND EMOTIONAL LEARNING AND INTENSIVE INTERVENTION | 4  \ninstructional strategies such as cooperative learning and classroom discussions to promote the development of students’ social and emotional competencies (Yoder, 2014) . A schoolwide approach to SEL also includes attention to policies, organizational structures, and relationships that create the conditions for ","cbCaidjCWvdVLsND","https://ap.wps.com/l/cbCaidjCWvdVLsND","pdf",1786150,"English","# Introduction\n# What Is SEL?\n# Building Social and Emotional Competencies Among Students With Intensive Needs","[{\"question\":\"How does the brief define SEL and what competencies are included?\",\"answer\":\"SEL is defined through the knowledge, skills, and attitudes adults and young people use to develop healthy identities, manage emotions, show empathy, build supportive relationships, and make responsible decisions. The brief lists core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.\"},{\"question\":\"What features make SEL programs more effective in schools?\",\"answer\":\"Effective SEL programs use activities that are sequenced, active, focused, and explicit. Research cited in the brief also links faithful implementation of SEL programs to improvements in social competence, behavior, and academic achievement.\"},{\"question\":\"How can MTSS support SEL for students with intensive needs?\",\"answer\":\"MTSS is presented as a framework that sustains evidence-based practices using screening, progress monitoring, data-based decision-making, and a continuum of supports. Within MTSS, SEL can operate at universal (Tier 1), targeted (Tier 2), and intensive (Tier 3) levels, and may be integrated into academic or behavioral supports.\"}]","Social and Emotional Learning and Intensive Intervention | PDF",1791600876]