Students learn how to solve problems, resolve conflicts, and set goals for themselves in Room 28. The social skills program includes activities and complete lesson plans.
- Use appropriate social communication
- Get along well with others
- Control emotions
- Solve problems effectively
This curriculum works well for classrooms and groups and is suited for students with learning disabilities, speech-language disorders, behavior disorders, and those in the regular classroom.
The units and lessons build upon each other. Many skills overlap and some lessons have a review of previous lessons. The language and vocabulary have been controlled especially for students with language or learning disabilities. The Instruction Manual includes goals and activities, background information, activities to introduce the skill areas, and ideas for interactive group exercises. The Activities Book has 150 pages of exercises to guide students to personal application of the learning principles. Copy the student activity pages or print them from the FREE CD.
The units are organized in a hierarchy:
Learn to use effective communication skills to interact appropriately with others. Understand how comfort zone, body language, and tone of voice affect communication.
Understanding Personal Values
Clarify personal beliefs and attitudes and understand how they apply to decision-making.
Recognizing & Controlling Emotions
Take responsibility for managing personal emotions. Recognize and respect other people's emotions.
Learn and practice the problem-solving process. Gain perspective on problems and their severity.
Recognize factors that influence conflicts (e.g., personal experience, group dynamics). Evaluate when to avoid a conflict, when to persist, and when to move on.
Develop long-term and short-term personal goals. Plan appropriate action to achieve those goals.
Copyright © 2004
- Social skills intervention can improve children's social cognitive skills (Timler, Olswang, & Coggins, 2005).
- Intervention for adolescents with language impairments may include objectives aimed at improving deficient social communication skills (Henry, Reed, & McAllister, 1995).
- Adolescents with language impairments are more likely to be involved in acts of violence in comparison to typically-developing peers as they do not have sophisticated written and oral language skills which can lead to high levels of frustration (Moore-Brown, Sanger, Montgomery, & Nishida, 2002).
- In selecting remediation targets within social communication among adolescents, clinicians should consider the relative importance of various communication skills in terms of enhancing peer communication. Communication skills involving social perspective-taking that focus on another person are more valued by adolescents than skills that focus on the speaker's thoughts or linguistics (Henry, Reed, & McAllister, 1995).
- Use of role-playing activities helps adolescents become sensitive and aware of other people's boundaries and how nonverbal communication affects emotions (Stiles & Raney, 2004).
- Group intervention will be more motivating to adolescents than individual intervention as the pragmatic skills learned will be functional in everyday social interactions. Also, delivering this information as part of a classroom unit may be inferred as less socially stigmatizing to the targeted students (McKinley & Lord-Larson, 1985).
Room 28 A Social Language Program incorporates these principles and is also based on expert professional practice.
Henry, F.M., Reed, V.A., & McAllister, L.L. (1995). Adolescents' perceptions of the relative importance of selected communication skills in their positive peer relationships. Language, Speech, and Hearing Services in Schools, 26, 263-272.
McKinley, N.L., & Lord-Larson, V. (1985). Neglected language-disordered adolescent: A delivery model. Language, Speech, and Hearing Services in Schools, 16, 2-15.
Moore-Brown, B., Sanger, D., Montgomery, J., & Nishida, B. (2002, April 30). Communication and violence: New roles for speech-language pathologists. ASHA Leader, 17(8), 4-14.
Stiles, A.S., & Raney, T.J. (2004). Relationships among personal space boundaries, peer acceptance, and peer reputation in adolescents. Journal of Child and Adolescent Psychiatric Nursing, 16(4), 29-40.
Timler, G., Olswang, L., & Coggins, T. (2005). "Do I know what I need to do?" A social communication intervention for children with complex clinical profiles. Language, Speech, and Hearing Services in Schools, 34, 117-127.