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
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:
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.
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.
Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more.
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
- 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 www.asha.org/docs/pdf/PP2004-00191.pdf
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.