Students identify with the Room 14 characters that have social problems and social successes much like their own. SLPs and educators like the all-in-one program with lesson plans and materials.
- Make and keep friends
- Understand teach expectations
- Recognize and handle feelings
- Develop responsibility and self control
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This curriculum works well for classrooms and groups and is suited for special education and regular education students. Start by determining your students' social language needs with the Social Language Checklist. Then, choose lessons that will meet those needs. Copy the student activity sheets or print them from the FREE CD.
Specific goals and skills are addressed within the 31 Social Skills Lessons, each with:
- Preparation suggestions—High-interest activities get students excited to learn the target skills.
- Social skills story—Read-aloud stories depict common social situations, many of which take place in the classroom.
- Social skills pictures—Pictures correspond to the social skills story in the Instructor's Manual and extend the discussion and application to new contexts.
- Discussion questions—Twelve to twenty discussion questions for each lesson stimulate students to reason, take others' perspective, give opinions, determine what is important, and more
- Activity sheets—Interactive exercises springboard to discussion and practice. Use role-playing, drawing, writing, flash cards, self-checklists, and more. The last activity in each lesson prompts students to decide on times and places to practice the skills they have learned.
- Game sheets—Each unit has a game for skills review.
The units are:
Making and Keeping Friends
Making introductions; starting and ending a conversation; sharing and offering your help; saying you're sorry; giving and accepting compliments
Fitting In at School
Being a good listener; asking for help; saying thank you; asking questions; participating in discussions; finishing your work
Handling Your Feelings
Knowing how you feel; saying how you feel; rewarding yourself
When you need to cool off; teasing; when you need permission; when you're wrong; and when you're not wrong
When things aren't fair; when you're left out; being a good sport; accepting "no" for answer; handling disagreements
Copyright © 1993
- Positive peer relationships are important for both language development and social development of school-age children. Reciprocal relationships between language skill and social acceptability among peers have been noted in the literature (Gallagher, 1993).
- Specific social skills/behaviors must be taught and practiced in order for some students to grasp and exhibit them fluently in appropriate contexts (Lane, Menzies, Barton-Arwood, Doukas, & Munton, 2005).
- Self-monitoring strategies and social-communication assignments are useful in generalizing newly learned skills to other settings (Timler, Vogler-Elias, & McGill, 2007).
Room 14 A Social Language Program incorporates these principles and is also based on expert professional practice.
Gallagher, T.M. (1993). Language skill and the development of social competence in school-age children. Language, Speech, and Hearing Services in Schools, 24, 199-205.
Lane, K.L., Menzies, H.M., Barton-Arwood, S.M., Doukas, G.L., & Munton, S.M. (2005, Winter). Designing, implementing, and evaluating social skills interventions for elementary students: Step-by-step procedures based on actual school-based investigations. Preventing School Failure, 49(2), 18-26.
Timler, G., Vogler-Elias, D., & McGill, F. (2007). Strategies for promoting generalization of social communication skills in preschoolers and school-aged children. Topics in Language Disorders, 27(2), 167-181.