Adapted from “Treasure of Social Tools” created by Kim Copolla , OCPS

1. Adapted from “Treasure of Social Tools” created by Kim Copolla, OCPS

2. 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.”

3. 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

4. Key Resource Scott Bellini

5. 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

6. 3 Integrated Components • Social Interaction depends • on all 3 components. • Difficulltiesin any of the 3 • components can lead to • impairment in social • functioning • They work together to: • - promote or hinder • successful social • interactions FEELING THINKING DOING Bellini (2008) pgs. 19-34

7. Common Social Skill Difficulties • Nonverbal Communication • Social Interaction • Reciprocity and Terminating Interaction • Social Cognition • Behavior Associated with Perspective Taking and Self Awareness • Social Anxiety and Social Withdrawal

8. Social Skills Matrix

9. Nonverbal Communication Skills

10. Social Initiation

11. Reciprocity & Terminating Interactions

12. Social Cognition

13. Perspective Taking/Self-Awareness

14. Social Anxiety and Avoidance

15. 5 Step Model • Assess Social Functioning • Distinguish Between Skill Acquisition and Performance Deficits • Select Intervention Strategies • Strategies That Promote Skill Acquisition • Strategies that Enhance Performance • Implement Intervention • Evaluate and Monitor Progress

16. Step 1: Assess Social Functioning • Commercial • Teacher made • Observations • Interviews • Rating Scales

17. Books with Assessment Tools Built In: Assessment Tools for Social Skills: http://www.linguisystems.com/ http://www.superduperinc.com

18. Simple, Easy, and Practical Teacher Developed AssessmentsEmotion Assessment Options *** THESE ASSESSMENTS CAN BE DONE ONE ON ONE OR WHOLE GROUP ****

19. Simple, Easy, and Practical Teacher Developed Assessments:Tone of Voice Assessment Options: *** THESE ASSESSMENTS CAN BE DONE ONE ON ONE OR WHOLE GROUP ****

20. 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.

21. Step 3: Select Intervention

22. Check it out! Non-Verbal Teaching Activities “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- Basic Level Emotion Charades- Advanced Level

23. CARTOON EMOTIONS Use cartoons to teach emotions Capitalize on the child’s “likes” and “preferences”

24. Check it out!

26. 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!

27. 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

28. VIDEOS for Teaching Great examples of nonverbal body language Examples of figurative language and nonverbal body language Examples of for all deficit areas

29. HIDDEN RULES Idea taken from Jill Kuzma http://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 Hidden Curriculum Calendar: Items for Understanding Unstated Rules in Social Situations by Brenda Smith Myles and Megan Duncan

30. Idiom of the Day “The ball is in your court”

31. 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 us Michelle Garcia Winner Check it out!

33. Thinking and Saying Thoughts Okay Green thoughts are good thoughts. These are thoughts that you can think in your head and say without offending someone. Caution 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. No 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.

34. Check it out!

35. 5 POINT SCALE by Kerri Dunn Buron 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. • 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 negative • 3. Create a scale www.5pointscale.com

36. ADDITIONAL IDEAS: A volume scale A miniature scale for the back of ID badge Modified from Kari Dunn Baron’s book: ‘A 5 Could Make Me LoseControl’

37. Personalizing the 5 Point Scale

38. SELF RATING BY A STUDENT Modified from Kari Dunn Baron’s book: ‘A 5 Could Make Me Lose Control’

42. Select Intervention

43. Social Opportunities Worksheet

44. Step 4: Implement Consider…………… • Individual • Group • Classwide • Self-contained class • Natural environment • General education setting • Include peers without disabilities

45. Step 5: Evaluate and Monitor • Progress monitoring • Observations • Structured • Natural setting • Interviews • Rating scales

46. 5 Step Model • Assess Social Functioning • Distinguish Between Skill Acquisition and Performance Deficits • Select Intervention Strategies • Strategies That Promote Skill Acquisition • Strategies that Enhance Performance • Implement Intervention • Evaluate and Monitor Progress

47. Check it out!