Social Skills
47
Adapted from “Treasure of Social Tools” created by Kim Copolla, OCPS
description
Transcript of Social Skills
Adapted from “Treasure of Social Tools” created by Kim Copolla, OCPS
Thoughts from a Parent………
“I am not asking for my child to be the life of the party,
or a social butterfly.I just want her to be happy
and have some friends of her own.
She is a wonderful kid,and I hope some day others can see that.”
Guiding Principles
ALL students want to establish meaningful social relationships
If we want children and adolescents to be successful socially, we must teach them the skills to be successful
Successful social behaviors are not always appropriate social behaviors.
Social success is dependent upon our ability to adapt to our environment
Social interaction skills are not the equivalent of academic skills
Scott Bellini, 2006
Key Resource
Scott Bellini
What are Social Interaction Skills?
“Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist the person in avoiding negative responses. (Elliott, Racine, & Busse, 1995)
Social interaction skills are the building blocks of successful social relationships. (Bellini, 2006)
The purpose of social skills is to facilitate positive interactions with peers.
Bellini (2006) pgs. 1-9
DOING
THINKING FEELING
Bellini (2008) pgs. 19-34
3 Integrated Components
• Social Interaction depends on all 3 components.• Difficullties in any of the 3 components can lead to impairment in social functioning• They work together to: - promote or hinder successful social interactions
Common Social Skill Difficulties
Nonverbal CommunicationSocial InteractionReciprocity and Terminating
InteractionSocial CognitionBehavior Associated with
Perspective Taking and Self Awareness
Social Anxiety and Social Withdrawal
Social Skills Matrix
Nonverbal Communication Skills
•Recognizes the facial expressions of others
•Maintains eye contact during conversations
•Has facial expressions that are congruent with emotion
•Recognizes the meaning behind the tone of another person’s voice
•Recognizes the nonverbal cues of body language of others
•Uses gestures to communicate needs correctly interprets the emotions of others
•Demonstrates a wide range of facial expressions
•Modulates the tone of his/her voice
Social Initiation
•Join in activities with peers
•Asks questions to request information about a person
•Demonstrate proper timing with social initiations
•Asks questions to request information about a topic
•Invites peers to join into activities
•Joins a conversation with two or more people without interrupting
•Initiates greetings with others•Introduces self to others
Reciprocity & Terminating Interactions
•Takes turns during a game
•Responds to greetings of others
•Allows peers to join in activities
•Ends conversations appropriately
•Maintains the give and take of a conversation
•Acknowledges compliments directed at him/her by others
•Responds to the invitations of peers to join in to activities
•Reads cues to terminate conversations
Social Cognition
• Compromises during disagreements with others
•Responds promptly in conversations
•Talks about topics that other people find interesting
•Avoid being manipulated by peers
•Correctly analyzes social situations
•Understands the jokes or humor of others
•Considers multiple viewpoints
•Correctly interprets the intentions of others
Perspective Taking/Self-Awareness
•Maintains personal hygiene
•Expresses sympathy for others
•Talks about or acknowledges the interests to others
•Provides compliments to others
Maintains an appropriate distance when interacting with peers
Speaks wit an appropriate volume in conversations
Refrains from making inappropriate comments
Offers assistance to others
Social Anxiety and Avoidance
•Interacts with peers during unstructured activities
•Interacts with peers during structured activities
•Engages in one on one social interactions with peers
•Interacts with peers in large group situations
•Attempts to interact with unfamiliar peers
•Experiences positive peer interactions
•Engages in positive self-talk
5 Step Model
1. Assess Social Functioning2. Distinguish Between Skill
Acquisition and Performance Deficits
3. Select Intervention Strategies Strategies That Promote Skill
Acquisition Strategies that Enhance Performance
4. Implement Intervention5. Evaluate and Monitor Progress
Step 1: Assess Social Functioning
Commercial Teacher madeObservationsInterviewsRating Scales
Books with Assessment Tools Built In:
http://www.superduperinc.com
Assessment Toolsfor Social Skills:
http://www.linguisystems.com/
Simple, Easy, and Practical Teacher Developed Assessments
Emotion Assessment Options
*** THESE ASSESSMENTS CAN BE DONE ONE ON ONE OR WHOLE GROUP ****
Simple, Easy, and Practical Teacher Developed Assessments:
Tone of Voice Assessment Options:
*** THESE ASSESSMENTS CAN BE DONE ONE ON ONE OR WHOLE GROUP ****
Step 2: Determine Skill VS Performance
Skill Acquisition Difficulty: The person does not possess the skill and can not successfully perform the skill
Performance Difficulty: The person has the skill but does not perform the skill.
Step 3: Select Intervention
Promote Skill Acquisition Enhance Social Performance
Thoughts, feelings and Interest Activities
Reinforcement/Contingency Strategies
Reciprocal Intervention Strategies Gaming Skills
Social Stories Environmental Modifications
Role Playing Peer Mediated Instruction
Video Modeling Increased Social Opportunities/Live Practice
Social Problem Solving and Social Rules
Disability Awareness
Self Monitoring Self Monitoring
Relaxation Techniques and Emotional Regulation
Relaxation Techniques and Emotional Regulation
Prompting Strategies Prompting Strategies
Interaction/Conversation Planning Video Modeling/Social Stories
“WATCH AND IDENTIFY” Using both live and video model
“REACT TO A SITUATION” Students role-play a situation
Your dog died. How do you feel?
Emotion Charades- Advanced Level Emotion Charades- Basic Level
Non-Verbal Teaching ActivitiesCheck it out!
CARTOON EMOTIONS
Use cartoons to teach emotions
Capitalize on the child’s “likes” and
“preferences”
Check it out!
Social Stories
A Social Story presents social concepts and rules to students in the form of a brief story.
Written in response to the child’s personal need
Something the student wants to read on own
Match with student’s ability and comprehension
Use less directive terms such as “can” or “could”, instead of “will or “must”.
Gray, 1995, 2000
Check it out!
Video Modeling
Video modeling intervention involves watching a video demonstration and then imitating the behavior of the model
Incorporates visual learning Increases attention Decreases anxiety Increases motivation Increases self-awareness
VIDEOS for TeachingGreat
examples of nonverbal
body language
Examples of for all deficit areas
Examples of figurative
language and nonverbal body
language
HIDDEN RULES
Hidden Curriculum Calendar: Items for Understanding Unstated Rules in Social Situations by Brenda Smith Myles and
Megan Duncan
Idea taken from Jill Kuzmahttp://jillkuzma.wordpress.com
Examples:• Don’t argue with a policeman even if you are right.• Don’t tell someone they are fat when they are• Don’t point out other people’s mistakes• Don’t insist that other people follow the rules• Male bathroom rule
Expected & Unexpected Behaviors
We have them for all settings Not the same for all settings When we exhibit expected behaviors
people have “good thoughts” about us When we exhibit unexpected behaviors
people have “weird thoughts” about us These thoughts impact the way
others treat usMichelle Garcia Winner
Check it out!
Thinking and Saying Thoughts
No
Okay
Caution
Green thoughts are good thoughts. These are thoughts that you can think in your head and say without offending someone.
Yellow thoughts are caution thoughts. These are thoughts that you can think in your head but use caution when you say them. These are thoughts that are okay to say to some people but not okay to say to other people.
Red thoughts are thoughts that you should not say out loud. These are thoughts you can think in your head but not say. Red thoughts usually offend people when you say them out loud.
Check it out!
5 POINT SCALE by Kerri Dunn Buron
1. Need to have concept that can be broken into 5 parts.
2. Use a story/social story to teach the 5 parts of the concept.
- can be positive or negative3. Create a scale
It is a self regulation tool that can assist a person in learning how to think about and understand their emotional responses to a situation.
www.5pointscale.com
ADDITIONAL IDEAS:
Modified from Kari Dunn Baron’s book: ‘A 5 Could Make Me Lose Control’
A miniature scale for the back of ID badge
A vo
lum
e sc
ale
Personalizing the 5 Point Scale
SELF RATING BY A STUDENT
Modified from Kari Dunn Baron’s book: ‘A 5 Could Make Me Lose Control’
Select InterventionPromote Skill Acquisition Enhance Social
PerformanceThoughts, feelings and Interest Activities
Reinforcement/Contingency Strategies
Reciprocal Intervention Strategies Gaming Skills
Social Stories Environmental Modifications
Role Playing Peer Mediated Instruction
Video Modeling Increased Social Opportunities/Live Practice
Social Problem Solving and Social Rules
Disability Awareness
Self Monitoring Self Monitoring
Relaxation Techniques and Emotional Regulation
Relaxation Techniques and Emotional Regulation
Prompting Strategies Prompting Strategies
Interaction/Conversation Planning Video Modeling/Social Stories
Social Opportunities Worksheet
Step 4: Implement
Individual Group Classwide Self-contained class Natural environment General education setting Include peers without disabilities
Consider……………
Step 5: Evaluate and Monitor
Progress monitoring
Observations Structured Natural setting
InterviewsRating scales
5 Step Model
Assess Social FunctioningDistinguish Between Skill
Acquisition and Performance Deficits
Select Intervention Strategies Strategies That Promote Skill
Acquisition Strategies that Enhance Performance
Implement InterventionEvaluate and Monitor Progress
