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No-Glamour® Social Language/Behavior Cards
Ages: 5-11   Grades: K-6

Students learn to successfully manage 90 social situations in areas such as self-control, eating, emotions, solving problems, and more.


  • Recognize and discuss the language, vocabulary, and behavioral expectations of a variety of academic and social situations
  • Respond appropriately in social situations
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Use these full-color cards to help your students learn to discriminate between appropriate and inappropriate responses.  The back of each card includes a summary of the social situation and questions to stimulate discussion and develop social problem solving.  The 200 cards are versatile—use them for discussion starters, role-playing, story starters, and for sharing experiences.

The ten skills areas are:

In School
Students learn to spotlight and clarify the expectations for language/behavior in an academic setting.  The situations include cheating, the class clown, helping others, respecting personal space, and more.

Students learn appropriate and inappropriate comments and behavior when eating and drinking in various settings.  The situations include wiping your mouth, not burping, respecting others' tastes/foods, eating as a guest, and more.

Students learn appropriate and inappropriate ways to handle emotions in situations, such as sharing, apologizing, sportsmanship, arguing, and more.

Students learn to control their impulses and their behaviors in socially acceptable ways in common situations, such as waiting for a turn, inappropriate laughter, nose picking, yelling, reacting to teasing, and more.

Getting Along
Students explore the similarities and differences in perspectives of all the parties in everyday situations.  The situations include taking turns, telling and keeping secrets, showing appreciation, helping others, and more.

Students learn to exchange information and to relate to the other individual in the conversation.  Topics cover basic conversation skills, such as joining a group, good introductions, changing the topic too quickly, when to interrupt, and more.

Being Responsible
Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more.

Solving Problems
Students explore possible solutions and consequences to everyday problems.  The situations include waiting to be picked up, anxiety about a dental checkup, being served strange food, and more.

Students practice using appropriate language and behavior in a variety of contexts.  The role-plays are a springboard to discussion about others' perspectives.  The situations include a substitute teacher, having a party, going on a field trip, and more.


Copyright © 2004

200 4" x 6" double-sided, coated, picture/stimuli cards; 9 instruction cards
  • Speech-language pathologists play a key role in diagnosing and enhancing children's social communication development (ASHA, 2004).
  • Social skills are behaviors that need to be taught, acquired, and then practiced until the skill is exhibited fluently by a student in the appropriate setting (Lane et al., 2005).
  • Social skills intervention sessions occurring outside the traditional classroom have been effective in decreasing disruptive behavior in the classroom and negative social interactions on the playground (Lane et al., 2003).
  • Social skills intervention is a necessary component of a student's education and social success.  One's degree of social competence has important implication for a student's ability to form adaptive relationships with peers and adults (Walker et al., 1992).

No-Glamour Social Language/Behavior Cards incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology. Retrieved on January 7, 2011, from

Lane, K., Menzies, H., Barton-Arwood, S., Doukas, G., & Munton, S. (2005). Designing, implementing, and evaluation social skills interventions for elementary students: Step-by-step procedures based on actual school-based investigations. Preventing School Failure, 49(2), 1.

Lane, K., Wehby, J., Menzies, J., Doukas, G., Munton, S., & Gregg, R. (2003). Social skills instruction for student at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.

Walker, H., Irvin, L., Noell, J., & Singer, G. (1992). A construct score approach to the assessment of social competence: Rational, technological considerations, and anticipated outcomes. Behavior Modification, 16, 448-474.


Carolyn LoGiudice, Nancy McConnell, Margaret Warner


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.  Her passion is helping students communicate effectively and efficiently to reach their potential in school and in life.  Nancy is married to Michael Swartz and they are the extremely proud parents of two grown daughters, Taylor and Becca. Music, wine tasting, travel, and taking her cock-a-poo, Harrison, to the dog park take up her spare time.

Margaret Warneris a freelance artist in Bettendorf, Iowa, who began illustrating for LinguiSystems in 1988.  Her art appears in hundreds of LinguiSystems products.  She has also authored or co-authored several LinguiSystems publications.


Students with poor social language skills often display inappropriate behavior in their daily school and home life.  These students don't understand the vocabulary of social language scripts.  They don't notice the subtle nonverbal cues in social situations.  They react inappropriately rather than being proactive with positive social behavior and the best words to say.  They don't assume personal responsibility without prompting or reminding. In short, they simply don't "get it."

The goals of No-Glamour Social Language/Behavior Cards are to help students:

  • recognize and discuss the language, vocabulary, and behavioral expectations of a variety of social and academic situations
  • identify appropriate versus inappropriate responses to social situations
  • practice using social language scripts in a variety of situations

Each social language area targets a variety of speech, language, listening, and critical thinking skills.  Some situations appear in more than one card section because this repetition provides extra, needed practice.  Here are some suggestions for presenting these cards to your students:

  • Select a section of cards.  Talk with your students about general situations and expectations for the chosen area.
  • Present one card at a time.  Read the situation and ask the student to paraphrase it.  Then present each question.
  • Use the given answers as guidelines only.  Accept all appropriate, logical responses as correct.
  • Encourage students to share personal experiences that are similar to the ones depicted on the cards.  Whenever possible, share your own similar experiences as well.  Discuss what went well and what didn't go well.
  • Use the illustrations alone as discussion starters, oral or written story starters, or for other language therapy goals.