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What's Up? A That's LIFE! Game of Social Language
Ages: 12-16   Grades: 7-11

Students role-play and practice what to say in social interactions and engage in short conversations with this language-based game for social skills. 

Outcomes

  • Improve the use and interpretation of body language, voice, and language style
  • Solve problems and make good decisions
  • Fit-in socially
Game
#37444
$45.00
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Adolescents love the strategy, fast pace, and competitive play in this game!  Peer evaluation is integral to game-play—students use the thumbs up/thumbs down gesture to indicate how a player did with his response.  Lots of discussion is sparked as students learn to identify appropriate responses in situations relevant to them. 

Target these social language skills:

  • Basic Nonverbal Communication—body language, voice, language style
  • Problem-Solving and Decision Making—identify problems, choose the best alternative, evaluate decisions
  • Conversation Skills—initiate conversations, turn-taking, topic maintenance, avoid interrupting, phone skills
  • Emotions and Self-Esteem—saying how you feel, responding to others' emotions, respecting yourself
  • Peer Relationships—giving compliments, asking for favors, disagreeing, joining groups, apologizing, responding to being left out
  • Working With Others—getting along with adults, classroom survival skills, accepting differences in others, dealing with embarrassing situations

Social skill training is structured in three ways:

  • That's Life! cards—the player expresses what he would say or do in a specific social situation: You think your friends tease your little brother too much.  What could you say to them?
  • Express yourself! cards—the player chooses a role-play partner for a brief interaction: I gave you a gift you don't like.  Thank me for the gift.
  • What's up? cards—the player chooses a conversation partner and conducts a brief social conversation: Choose a partner.  Share your opinions about violence and safety issues at your school.

Students draw one of the cards and follow instructions with each move on the game board.  Three hundred cards/social situations give students a wide variety of social language experiences for practice and discussion.   

 

How To Play This Game

Game Play

  • Having game players evaluate each other's responses provides natural practice in social interaction skills.  Establish the criteria for evaluation before beginning the game.  You can specify restricted targets, such as being polite or using appropriate eye contact, or encourage the players to take all components of social language skills into account, including tone of voice, nonverbal communication, clarity of message, appropriate respect for status, etc.  Have the players use a thumbs-up or thumbs-down gesture to signal appropriate vs. inappropriate comments.
  • Place each stack of cards facedown near the game board.  Each player chooses a pawn color and places all four pawns of that color on the matching Start space.  On each player's first turn, he rolls the die and moves one pawn from his Start space onto the game path the number of spaces shown.
  • If a player lands on an Express yourself! or a What's up? space, he draws a card from the corresponding deck.  If he lands on a blank space, he draws a That's life! card.  Each of these cards requires a different type of social language interaction.
    • That's life! cards—The player expresses what he would say or do in a specific social situation.
    • Express yourself! cards—The player (Player A) chooses a role-play partner (Player B) for a brief interaction.  Player B reads the card and evaluates Player A's response.  If Player A's response is appropriate, he rolls the die again and moves accordingly.  If his response is not appropriate, Player B explains the inadequacy and Player A returns his pawn to the space he occupied before the move.  Player B switches one of her pawns with one of Player A's pawns.
    • What's up? cards—The player (Player A) chooses a conversation partner (Player B) for a brief social conversation.  Each non-participating player evaluates Player A's role-playing.  If the majority signal thumbs up, Player A rolls the die again.  Both Player A and Player B move one of their pawns accordingly.  If the majority signal thumbs down, Player A returns to the space he occupied before the move.  Player B keeps her pawns where they are. In case of a tie, Player A rolls the die.  For an even number, Player A stays where he is and Player B moves one pawn ahead 2 spaces.  For an odd number, Players A and B each move one pawn back 4 spaces.
  • At the end of each turn, play passes to the player's left.
  • If a player lands on a square occupied by an opponent, he sends his opponent's pawn back to its Start space.  Players must roll the exact number to move a pawn into Home.  Once a player's pawn is in Home, it can't be moved or sent back to Start by another player.  If a player rolls a five, he may split the number to move two of his pawns.

Game Variations

  • Limit each player to one, two, or three pawns.
  • Set a time limit.  The player with the most pawns in Home at the end of the time period wins.
  • Set a timer for one minute and make general efficiency of a conversation part of peer evaluations.
  • Videotape the game.  Then have the players watch the tape and critique themselves.  What would they like to have done differently?   What did they learn from this observation?

Copyright © 1999

Components
11" x 17" heavy-duty, single-fold game board; 300 cards on perforated card stock; instructions; 16 pawns; die; vinyl folder

  • Stories about specific social situations help students with autism spectrum disorders (ASD) understand and respond to similar social situations appropriately (Kuoch & Mirenda, 2003).
  • The social growth and acceptance of children with specific language impairment (SLI) may depend on intervention designed to help them express their own perspectives effectively and, at the same time, recognize the perspective of others (Brinton, Fujiki, & McKee, 1998).
  • Interventions should target understanding social contexts and role-taking abilities to develop others' perspective on social behaviors (understanding perspectives of various children involved) (Raskind, 2005).
  • For students with ASD, explicit instructions to attend to facial expression and tone of voice can elicit increased activity in the medial prefrontal cortex, part of the key network for understanding others' intentions (Wang, Lee, Sigman, & Dapretto, 2007).

What's Up? A That's LIFE! Game of Social Language incorporates these principles and is also based on expert professional practice.

References

Brinton, B., Fujiki, M., & McKee, L. (1998). Negotiation skills of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 927-940.

Kuoch, H., & Mirenda, P. (2003). Social story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219-227.

Raskind, M. (2005). Research trends: Social information processing and emotional understanding in children with LD. Great Schools. Retrieved November 24, 2010, from www.greatschools.net/cgi-bin/showarticle/2974

Wang, A.T., Lee, S.S., Sigman, M., & Dapretto, M. (2007). Reading affect in the face and voice: Neural correlates of interpreting communicative intent in children and adolescents with autism spectrum disorders. Archives of General Psychiatry, 64, 698-708.

Author(s)

Carolyn LoGiudice, Nancy McConnell

Biography

Carolyn LoGiudice, M.S., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.

Nancy McConnell, M.S., CCC-SLP, was a marketing coordinator for LinguiSystems for 15 years.  She felt called to return to the schools as a practicing SLP and currently works for the Mississippi Bend Area Education Agency serving students from preschool through grade 6.

Carolyn and Nancy both graduated from San Francisco State University and began their friendship and professional partnership there.  While researching peer pragmatics among pre-adolescents and adolescents with language/learning disorders, they realized that these students were at a severe disadvantage in using social language skills.  This research was then validated in the Interpersonal Language Skills Assessment (ILSA) (LinguiSystems, 1985; no longer in print), which was standardized across the U.S.  Since that time, Carolyn and Nancy have made it their mission to create materials to help students of all ages improve their social language skills and their peer relationships.

Introduction

Game Play

  • Having game players evaluate each other's responses provides natural practice in social interaction skills.  Establish the criteria for evaluation before beginning the game.  You can specify restricted targets, such as being polite or using appropriate eye contact, or encourage the players to take all components of social language skills into account, including tone of voice, nonverbal communication, clarity of message, appropriate respect for status, etc.  Have the players use a thumbs-up or thumbs-down gesture to signal appropriate vs. inappropriate comments.
  • Place each stack of cards facedown near the game board.  Each player chooses a pawn color and places all four pawns of that color on the matching Start space.  On each player's first turn, he rolls the die and moves one pawn from his Start space onto the game path the number of spaces shown.
  • If a player lands on an Express yourself! or a What's up? space, he draws a card from the corresponding deck.  If he lands on a blank space, he draws a That's life! card.  Each of these cards requires a different type of social language interaction.
  • That's life! cards—The player expresses what he would say or do in a specific social situation.
  • Express yourself! cards—The player (Player A) chooses a role-play partner (Player B) for a brief interaction.  Player B reads the card and evaluates Player A's response.  If Player A's response is appropriate, he rolls the die again and moves accordingly.  If his response is not appropriate, Player B explains the inadequacy and Player A returns his pawn to the space he occupied before the move.  Player B switches one of her pawns with one of Player A's pawns.
  • What's up? cards—The player (Player A) chooses a conversation partner (Player B) for a brief social conversation.  Each non-participating player evaluates Player A's role-playing.  If the majority signal thumbs up, Player A rolls the die again.  Both Player A and Player B move one of their pawns accordingly.  If the majority signal thumbs down, Player A returns to the space he occupied before the move.  Player B keeps her pawns where they are.  In case of a tie, Player A rolls the die.  For an even number, Player A stays where he is and Player B moves one pawn ahead 2 spaces.  For an odd number, Players A and B each move one pawn back 4 spaces.
  • At the end of each turn, play passes to the player's left.
  • If a player lands on a square occupied by an opponent, he sends his opponent's pawn back to its Start space.  Players must roll the exact number to move a pawn into Home.  Once a player's pawn is in Home, it can't be moved or sent back to Start by another player.  If a player rolls a five, he may split the number to move two of his pawns.