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Room 28 A Social Language Program
Ages: 11-18   Grades: 6-Adult

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
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

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: 

Communication Skills
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.

Solving Problems
Learn and practice the problem-solving process.  Gain perspective on problems and their severity. 

Resolving Conflicts
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.

Setting Goals
Develop long-term and short-term personal goals.  Plan appropriate action to achieve those goals. 


Copyright © 2004

2-Book Set: 70-page instructor's manual, 150-page activities book plus a CD of reproducible pages
  • 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.


Carolyn LoGiudice, Nancy McConnell


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.


Welcome to Room 28!  This is the room where your students come together to work on their social language skills.  Room 28 A Social Language Program is a place for students to learn the strategies they need to get along in school and in life.  It can be the speech-language therapy room, the learning disabilities classroom, the behaviordisordered classroom, the guidance counselor's office, or the regular classroom.

In Room 28 A Social Language Program you'll present information about communication skills, values, and emotions. You'll teach students to solve problems, resolve conflicts, and set goals for themselves.

For years, educators and students have witnessed an increase in violence in our schools and a decrease in both personal responsibility and respect for others.  Everyday conflicts rapidly escalate to fights.  Teachers and counselors are often put into the roles of judge or jury, and punitive measures are not always appropriate.  We need to find better ways to keep the school climate safe, cooperative, and focused on learning.

Much of the current student violence and sense of victimization can be eliminated if we teach students to take personal responsibility for themselves, to appreciate and respect other people's perspectives, to communicate effectively with others, and to manage conflicts wisely.  Room 28 A Social Language Program equips instructors and students with the background knowledge and strategies to take personal responsibility for interactions and to resolve conflicts before they lead to violence.  Students who know how to analyze and resolve conflicts are less likely to engage in violent or self-destructive behaviors.  They are more likely to find peaceful ways to settle disagreements and keep people "whole" in the process.

The units in this program are organized in a hierarchy, as listed below:

  • Communication Skills
    Students learn to use effective communication skills to interact appropriately with others.
  • Understanding Personal Values
    To relate well with others, students must discern their own values and respect others' values.  Clarifying personal beliefs and attitudes helps students choose their actions wisely.
  • Recognizing & Controlling Emotions
    Students must recognize and control their emotions to solve problems and to manage conflicts well.
  • Solving Problems
    Students who evaluate their options and work through the steps of problem solving make more appropriate decisions than those who approach problems haphazardly.
  • Resolving Conflicts
    Conflicts themselves are not negative; reactions to conflicts can resolve them successfully or ineffectively.  Students need to approach conflicts rationally, reflect on the factors involved, and take action to resolve the conflicts.  Sometimes students need the help of a mediator or even an arbitrator to settle their conflicts peacefully and effectively for all parties.
  • Setting Goals
    Students who set goals and work to achieve them stay focused on what's important to lead them toward a positive outcome.  Students need to learn how to set realistic goals, take steps toward achieving those goals, and refine their goals when necessary.  Keeping personal goals in mind helps students clarify their objectives and priorities in resolving conflicts.

The units and lessons in Room 28 A Social Language Program build upon each other.  Many lesson skills overlap and some lessons contain a built-in review of previous lessons.  If students have trouble with the concepts of a given lesson, review earlier lessons.

The language and vocabulary in this program have been controlled for readability to tailor the information especially for students with language or learning disabilities.  The material is also appropriate for students with Asperger's Syndrome, AD/HD, nonverbal learning disorders, and behavioral disorders.  As you review the lessons with students, check their comprehension often to make sure they understand the content.  Paraphrase the information and add examples to clarify.  Encourage your students to ask questions anytime they are unsure of anything presented.

Most of the activity sheets for the lessons can be presented for oral and/or written responses.  You may want to review a lesson in class orally and then assign the same activity as homework.  The activity sheets and students' responses are not nearly as important as the discussions you have with students throughout this program.

If you have access to a video recorder, tape appropriate lessons, especially the nonverbal language lessons and the role-plays throughout the program.  Allow your students to critique themselves before they hear comments from other students.  Use appropriate clips to support a student's progress during an individual conference.

We hope Room 28 A Social Language Program helps you and your students improve the general school atmosphere.  We also hope it equips your students with lifelong strategies to resolve conflicts successfully and to get along with others.

Carolyn and Nancy