Your students will "get" these social scenes because they've experienced them. Teach them how to think about and respond to those experiences appropriately.
- Make and keep friends
- Detect and interpret nonverbal communication
- Consider and respond to other people's perspectives
- Identify and solve problems
The flexible format of these cards—colorful, spirited illustrations on the front and a variety of stimuli on the back—lets you target a wide range of social skills in groups or individually.
Stimulate observation, dialogue, discussion, reasoning, recall, and perspective taking with questions and narratives on the back of every card. Answers are included so you don't have any prep work!
Activities are based on research from The Social Language Development Test Elementary and reflect a developmental progression of specific social language skills among 6- to 11-year-olds. The activities complement those in Social Language Training Elementary with more demands on social language comprehension, expression, and reasoning.
Skill areas include:
- Interpreting Facial Expressions & Gestures—identify, label, and describe emotions; recognize and interpret nonverbal communication appropriately
- Multiple Interpretations—make multiple, logical interpretations of a scene based on visual and/or context clues
- Solving Problems—analyze, synthesize, and evaluate information to identify and solve problems
- Making Inferences—make appropriate inferences based on visual and/or context clues
- Friendship—show kindness and respect to others and support friends, even when disagreeing with them
- Interpersonal Negotiation—learn to compromise, problem solve, listen, negotiate, and seek mutually-pleasing resolutions to conflicts
- Reading Between the Lines—differentiate the true meaning of a spoken comment vs. the surface meaning of only words
- Relating Personal Experience—express personal experiences and feelings and realize the value of considering other people's perspectives
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- Children with limited language skills 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).
- Parents and teachers surveyed reported that children with autism showed deficits in initiating, responding to, and maintaining social interactions. Appropriate peer interactions, usually facilitated in a social language group, can play a vital role in enhancing a child's social and language outcomes (Murray, Ruble, Willis, & Molloy, 2009).
Social Language Development Scenes Elementary for Group Therapy 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(6), 853-864.
Murray, D.S., Ruble, L.A., Willis, H., & Molloy, C.A. (2009). Parent and teacher report of social skills in children with autism spectrum disorders. Language, Speech, and Hearing Services in Schools, 40(2), 109-115.