Teach adolescents to become keen observers of nonverbal language and make accurate inferences using a variety of learning methods.
- Detect and interpret others' perspectives correctly
- Correctly interpret and use nonverbal language
- Increase success in social communication and social interactions
- Boost self-esteem by learning how to control social interactions
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The activity pages are filled with graphic organizers and interesting photos. The lessons give students specific, clear directions and teach them to:
- identify nonverbal language
- understand personal space
- observe and accurately interpret posture, facial expressions, tone of voice, and emotions
- tell if a group is ready for them to join in
- observe for and use active listening
These learning strategies are used to give students practice in interpersonal negotiation:
- explicit instruction
- other guided practice
The lessons can be presented to individual students or small groups of students. You may purchase Nonverbal Language 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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- 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).
- Social skills intervention can improve children's social cognitive skills (Timler et al., 2005).
- 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).
- For students with ASD, explicit instructions to attend to facial expression and tone of voice can elicit increased activity in the medial prefrontal cortex, part of the key network for understanding others' intentions (Wang et al., 2007).
- Only 7% of the information we communicate to others depends upon the words we say; 93% depends on nonverbal communication (Mehrabian, 1971).
- 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).
Spotlight on Social Skills Adolescent Nonverbal Language 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.
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.
Mehrabian, A. (1971). Silent message. Belmont, CA: Wadsworth.
Moore-Brown, B., Sanger, D., Montgomery, J., & Nishida, B. (2002). Communication and violence: New roles for speech-language pathologists. The ASHA Leader (April-June).
Timler, G., Olswang, L., & Coggins, T. (2005). "Do I know what I need to do?" Language, Speech, and Hearing Services in Schools, 36, 73-85.
Wang, A.T., Lee, S.S., Sigman, M., & Dapretto, M. (2007). Reading affect in the face and voice: Neural correlates of interpreting communicative intent in children and adolescents with autism spectrum disorders. Archives of General Psychiatry, 64, 698-708.