Abstract
Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are commonly used to address deficits in SEL. To be most effective, these interventions must be culturally and contextually relevant to the student. The Social Skills Observation Tool (SSOT) was developed to (a) identify the social skills commonly used within natural school environments and (b) determine specific student deficits in the appropriate use of these skills. Implications for practice are discussed.
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