LinguiSystems home
Spotlight on Social Skills Adolescent Interactive Software
Ages: 11-18   Grades: 6-Adult         

An interactive game-show format teaches adolescents the rules of social communication and behavior, including everything from recognizing emotions to using social white lies and apologizing. 


  • Use appropriate social communication and social interactions
  • Detect and understand others' perspectives
  • Boost self-esteem and make friends
Add to Cart

There are six Jeopardy-type games for six skill areas (36 games total).  Specific aspects of social behavior are addressed: 

  • Conversations: Learn the key elements of conversations including turn-taking, using appropriate nonverbal behaviors, responding to conversation openers, maintaining conversation, repairing communication errors, and more
  • Emotions: Understand emotions and how to express them appropriately including self-control in emotionally-charged situations, understanding others' emotional states, exploring how degrees of emotion affect responses, and more
  • Getting Along: Learn the basics such as using kind words, asking appropriate questions, giving constructive criticism, using social white lies, and more
  • Interpersonal Negotiation: Understand each party's perspective, find solutions that satisfy both parties, be a good sport, and more
  • Making Social Inferences: Practice making accurate inferences and responding appropriately, understand and interpret indirect requests, make appropriate social comments, and more
  • Nonverbal Language: Learn to observe and interpret facial expressions and body language

A total of 576 multiple-choice items give a comprehensive and motivating way to learn and practice social skills.  The difficulty increases as the games progress across a skill area.  Play individually for focused practice and instructions or competitively with two players for review and reinforcement.  The scores are automatically calculated and displayed on the screen.  All items are narrated.


Copyright 2010

CD-ROM, instructions
  • 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).
  • Technology is a proven, effective method of giving children with learning disabilities opportunities to engage in basic drill and practice, simulations, exploratory, or communication activities that are matched to individual need and ability (Hasselbring & Williams-Glaser, 2000).

Spotlight on Social Skills Adolescent Interactive Software incorporates these principles and is also based on expert professional practice.


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.

Hasselbring, T.S., & Williams-Glaser, C.H. (2000, Fall/Winter). Use of computer technology to help students with special needs. Children and Computer Technology, 10(2), 102-122.

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.


Paul F. Johnson, Carolyn LoGuidice


Paul F. Johnson, B.A., is a writer and editor at LinguiSystems.  He has a special interest in developing thinking and communication skills in students of all ages.  He also enjoys music, cooking, gardening, traveling, and spending time with his family.

Carolyn LoGiudice, M.A., 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.

Paul and Carolyn have collaborated to develop several publications, including Story Comprehension To Go, No-Glamour Sequencing Cards, and Spotlight on Reading & Listening Comprehension.

Minimum System Requirements


  • WinXP or later
  • 512MB RAM
  • 1024 x 768 Screen Resolution
  • Audio required


  • Not available for the MAC
Program will be installed onto the Hard Drive.
Compatible with SMART Board that emulates a mouse.