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Kaitlyn Osborne

Practicum Placement: Southside Elementary School

Cooperating Teacher: Camille Griffin

Cooperating Teacher Signature: __________________________________________

Supervisor: Rachel Wheeler

Social Skills and Communication Assignment

The student that will be the focus of my social skills and communication

assignment will be C.O. C.O. has several strengths in regards to social skills and

communication but there are also several areas that need improvement in regards

to his social skills. The main strength in his social skills would be in regards to his

classmates and peers. C.O. is generally concerned with others feelings. If he thinks

he may have said or done something to make someone upset he understands his or

her facial expressions and he will be sure to apologize. His apologies are very in

depth and he always makes sure to go back and check a few minutes later to be sure

that his peers are not still mad at him. He also can understand peoples facial

expressions, which is a major part of social communication. He understands that

sometimes when he is given a facial expression that a teacher may mean to be quiet,

to sit still, or just stop what he is doing. However, this student has a lot of needs in

regards to social communication. This student needs instruction on the awareness

of his own behavior and how to modify their behavior to meet classroom and

socially appropriate behaviors. The student cannot zone in enough to be aware of

how his social behaviors may be affecting other students in his classroom or that are

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surrounding him. I believe that if this student was taught to self-monitor his

behavior that this would help him tremendously.

After two to three schools years of intervention, I would really hope that C.O.

is able to be aware of his own behavior and be able to realize how his behavior may

be affecting peers or other individuals around him. I would also like C.O. to be able

to stop any behaviors that are occurring in his mind before they come out physically

(by yelling out, or any aggressive behavior like slamming his hand down on his desk,

etc.) My main goal of this intervention, specifically this semester, is that he is able to

monitor and regulate his own behavior in the moment. By self-monitoring his

behavior he will be able to understand if he is in control and is calm, or if he is not in

control and may need to take a break or redirect himself in order to get the most out

of his classes. My major hope for this student is that when he is in the moment, he

will be able to recognize if he is portraying socially inappropriate behaviors and he

will be able to determine a plan of action in order to correct his behavior to a more

socially appropriate demeanor.

In order to help this student in his social skills and communication, I

collaborated with his special education teacher and another special education

teacher to determine what type of instruction would be most beneficial for the

student. They both determined that the student benefits most from direct

instruction and activities that are fun and engaging. To target his social behaviors,

we have decided to implement the Superflex A Superhero Social Thinking

Curriculum. The targets for this intervention are three social communication areas

that are taught through three different sets of lessons:

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1. Social thinking concepts2. Increasing the awareness of the childs own social behaviors he is modifying

and appropriate strategies

3. Address self-monitoring and modifying behavior through previously taughtstrategies

The strategy and intervention that will be used is the direct instruction from the

Superflex curriculum. For this semester, my student will be participating in lessons

one through thirteen. These will target the skills in which I would like my student to

master before the semester is over. The outlines for the lessons are as follows:

Lesson One: Social Thinking Conceptso Vocabulary and Topics: Flexible thinking, expected and unexpected

behaviors, thinking about others, thinking with your eyes and brain,

and hidden social rules.

Lesson Two: Social Thinking Conceptso Vocabulary and Topics: Hidden social rules, social smarts and science

smarts

Lesson Three: Social Thinking Conceptso Vocabulary and Topics: Thinking with your eyes, whole body

listening, hidden rules

Lesson Four: Objective: Teach the student that they are in charge of theirbehavior and teaching them to shift their thinking and adjust to the thinking

of others.

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Lesson Five: Objective: Through role play, the student will be able to exploreand identify situations where they will need to shift their thinking to be

aware of others.

Lesson Six: Instead of always exploring social challenges, now the studentsget a turn to demonstrate good social skills and they get a chance to role play

these.

Lesson Seven:o Vocabulary and Topics: Big problem verses tiny problems, Thinking of

You, Just Me

Lesson Eight: This lesson focuses all about thinking of others.o Vocabulary: Whole Body Listening, keeping brain and/or body in the

group, brain rolling out of the group and/or body out of the group,

distractor: anything that gets the brain to change and focus on

something else

Lesson Nine: This lesson is implemented to help students understand theprocess of changing their behavior. This will help children to understand that

there is a process to becoming flexible.

Lesson Ten: This lesson is all about generalization skills. It is meant toincrease the student self-monitoring and regulating skills during both

structured and non-structured tasks.

Lesson Eleven: For this lesson, the student will be taught and demonstratethat he can self monitor his identified behavior by using a visual tracking

form

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Lesson Twelve: Reflect and review. Re-teach as necessary Lesson Thirteen: Reinforce generalization skills and strategies

The type of data that will be taken for this curriculum will be in the form of a

worksheet that is completed after every lesson. This worksheet will both review

topics covered in past lessons as well as the topics that were covered in the lesson

taught that day. If the student struggles with the worksheet, the lesson will be re-

taught. There will also be an assessment at the end that will indicate how well the

student learned and if any topics should be re-taught. The student will need to score

80% or above on the worksheet to move on to the next lesson.