"I can't believe you're eating that!" "I gotta go, I gotta go!" These social comments are lesson topics in this unique series of interactive group lessons that target discrete, everyday social situations.
- Promote self-awareness, appropriate social interaction, and cooperative learning
- Use strategies for social success comfortably
The program is designed for students who have largely intact language skills but lack social insight. Based on role-playing and employing a social cognitive approach, the lessons include one-page scripts for students to act out and discussion questions to help them analyze the behaviors portrayed in the scripts. Actors (students) learn to consider how body language, tone of voice, volume, and gestures affect social communication. Audience members (peers) carefully watch and analyze these aspects.
This Future Book is divided into three sections: School Scripts, Friends and Family Scripts, and General Language Scripts. Over 130 lessons target right-on social situations, such as Where Should I Sit?, Hallway Noises, Hands Off, Too Many Questions, and Is This Meal for Real?
Each Lesson includes:
- lesson plan outline
- home connection letter
- two scripts, one version in which the characters are socially successful and one in which they are not
- discussion questions
- self-evaluation rubric
- teacher evaluation rubric
- mini-poster or activity page when appropriate
Copyright © 2009
- Group social interventions are most effective when delivered in a direct instruction format (Kroeger, Schultz, & Newsom, 2007).
- When you're acting, you must put yourself in somebody else's shoes and imagine what that person is thinking and feeling (Heston, n.d.).
- "Social skills are crucial to success in the classroom, the workplace, and the community" (Foden & Anderson, 2009).
- Effective social skills intervention programs make the abstract concrete, provide structure and predictability, foster self-awareness and self-esteem, and address relevant goals (Krasney, Williams, Provencal, & Ozonoff, 2003).
- Promotion of skill generalization through peer involvement, involving parents, and assigning homework are promising strategies (Williams White, Kroenig, & Scahill, 2007).
- Children with autism report higher degrees of loneliness than their typical age-mates (Bauminger, Shulman, & Agam, 2003).
- Suggested ways to teach social skills include role-playing exercises, practicing automatic and brief responses, learning small talk, and providing feedback. Additionally, role-playing interactions that include social errors followed up with discussion and repair of the situation are also suggested ways to teach social skills (Holmes & Fillary, 2000).
- As many as 75% of children with learning disabilities have social skill deficits (Kavale & Forness, 1996).
Scripts for Role-Playing Setting the Stage for Social Success incorporates these principles and is also based on expert professional practice.
Bauminger, N., Shulman C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507.
Foden, T.J., & Anderson, C. (2009). Social skills interventions: Getting to the core of autism. Retrieved June 1, 2009, from www.iancommunity.org/cs/what_do_we_know/social_skills_interventions
Heston, S. (n.d.). The Dorothy Heathcote Archive. The Ph.D. thesis volume 1. Retrieved June 2, 2009, from www.partnership.mmu.ac.uk/drama/HESTON/default.html
Holmes, J., & Fillary, R. (2000). Handling small talk at work: Challenges for workers with intellectual disabilities. International Journal of Disability, Development and Education, 47(3), 273-291.
Kavale, K.A., & Forness, S.T. (1996). Social skills deficits and LD: A meta-analysis. Journal of Learning Disabilities, 29, 226-237.
Krasney, L., Williams, B.J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America, 12(1), 107-112.
Kroeger, K.A., Schultz, J.R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37(5), 808-817.
Williams White, S., Kroenig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868.