Students learn some of the most basic skills in getting along with others as well as some of the "social graces" that can make or break even casual interactions.
- Increase success in social communication and social interactions
- Make and keep friends
- Learn how to control social interactions
- Detect and understand others' perspectives
The activity pages are filled with graphic organizers and interesting photos. The lessons give students specific, clear directions that help them:
- identify others' moods and take their perspective
- recognize how the
use of kind words contributes to getting along
- ask appropriate questions and make good conversational choices
- give and receive compliments
- give constructive criticism
- make meaningful apologies
These learning strategies are used to give students practice in essential skills required to acquire intimacy with peers:
- explicit instruction
- other guided practice
The lessons can be presented to individual students or small groups of students. You may purchase Getting Along individually or as a 6-book set. The 6-book set consists of:
Spotlight on Social Skills Adolescent Conversations
Spotlight on Social Skills Adolescent Emotions
Spotlight on Social Skills Adolescent Getting Along
Spotlight on Social Skills Adolescent Interpersonal Negotiation
Spotlight on Social Skills Adolescent Making Social Inferences
Spotlight on Social Skills Adolescent Nonverbal Language
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- Pragmatic competence, the ability to use language proficiently in social situations, greatly affects the self-esteem, pride and happiness of adolescents. If adolescents are deficient in subtle aspects of pragmatic development, they may experience peer alienation and dissatisfaction with daily life (Nippold, 1993).
- Review of research related to empathy training indicates that this instruction enhances both critical thinking skills and creative thinking (Gallo, 1989 in Cotton, 2001).
- Targeted language intervention with at-risk students may result in more cautionary, socially acceptable behaviors (Moore-Brown et al., 2002).
- Intervention for adolescents with language impairments may include objectives aimed at improving deficient social communication skills (Henry et al., 1995; Bliss, 1992).
- 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 (including nonverbal language) that focus on another person are more valued by adolescents than skills that focus on the speaker's thoughts or linguistics (Henry et al., 1995).
- Children with limited language skills experience a poor quality of social interactions (Hadley & Rice, 1991; Fujiki et al., 1997; Craig, 1993; Cohen et al., 1998). Such children have greater deficits in social cognitive processing than children with typically developing language. They have particular deficits in identifying the feelings of each participant in a conflict, identifying and evaluating strategies to overcome obstacles, and knowing when a conflict is resolved (Cohen et al., 1998).
Spotlight on Social Skills Adolescent Getting Along incorporates these principles and is also based on expert professional practice.
Bliss, L.S. (1992). A comparison of tactful messages by children with and without language impairment. Language, Speech, and Hearing Services in Schools, 23, 343-347.
Cohen, N.J., Menna, R., Vallance, D.D., Barwick, M.A., Im, N., & Horodezky, N.B. (1998). Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments. Journal of Child Psychology and Psychiatry, 39, 853-864.
Cotton, K. (2001). Developing empathy in children and youth. Retrieved October 30, 2007 from http://www.nwrel.org/scpd/sirs/7/cul13.html
Craig, H. (1993). Social skills of children with specific language impairment: Peer relationships. Language, Speech, and Hearing Services in Schools, 24, 206-215.
Fujiki, M., Brinton, B., Robinson, L.A., & Watson, V. (1997). The ability of children with specific language impairment to participate in a group decision task. Journal of Childhood Communication Development, 18, 1-10.
Hadley, P.A., & Rice, M.L. (1991). Conversational responsiveness in speech and language-impaired preschoolers. Journal of Speech and Hearing Research, 34, 1308-1317.
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.
Moore-Brown, B., Sanger, D., Montgomery, J., & Nishida, B. (2002). Communication and violence: New roles for speech-language pathologists. The ASHA Leader (April-June).
Nippold, M.A. (1993). Developmental markers in adolescent language: syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in Schools, 24, 21-28.