Social+Skills

=**Social Skills**=

Improving the social skills of students with special needs can assist with increasing the integration of students in mainstream classes (Foreman, 2008). By teaching and modelling social skills, students with special needs can improve their social interactions with their peers and in turn increase acceptance and a sense of belonging.

The use of Social Stories is one way of supporting students to develop their social skills.

In addition, there are programs available to implement a social skills curriculum. The programs also assist with improving learning skills through cooperative learning. These programs can also be beneficial to the mainstream students by improving self efficacy and self esteem. Stop Think Do is a social and learning skills program suitable for Kindergarten to Year 6. An overview of the program can be found at Kids Matter. The //Stop Think Do// program manuals contain plans for applying the program specifically to children with ADHD, Aspergers Syndrome, learning and behaviour disorders, and Anxiety Disorders.

The //Stop Think Do// program aims to:


 * Prevent current and long term adverse consequences resulting from poor social skills and peer friendships.
 * Improve the social skills and peer friendships of children who already have problems.
 * Develop cooperative classrooms, schools and homes.
 * Develop emotional intelligence, self-esteem and confidence through increased awareness, skills training and goal achievement.
 * Empower students by teaching self-control, decision making and positive actions while also teaching empathy, responsibility and respect for others.
 * Develop group skills including active participation, cooperation, organisation and leadership (Petersen, n.d.).

PATHS is a curriculum program to develop social and emotional skills suitable for Preschool to Year 4. An overview of the program can be found at Kids Matter.



The aim of the program: //PATHS// is a program that targets the development of social and emotional competence in order to build children’s protective factors and decrease the risk of behavioural and social problems. It is designed to promote social and emotional competence, prevent violence, aggression and other behavioural problems, improve critical thinking skills and enhance the classroom climate (Paths, 2010).

References: Foreman, P. (2008). //Inclusion in Action// (2nd ed.). South Melbourne, Australia: Cengage Learning. Petersen, L. (n.d.). //Stop Think Do//. Retrieved from [] Paths. (2010). //Paths Curriculum//. Retrieved from []

=**Puppet Pals -**=

**RBloomfield1**
One of the biggest challenges for many children is learning pro-social skills. These skills include learning to share, take turns, show empathy for others and behave in socially acceptable ways. Smith, Polloway, Patton and Dowdy offer that many children with learning difficulties have difficulty in resolving conflict, managing frustrations, initiating or joinng a conversation....demonstrating empathy, maintaining friendships and working in groups” p.140.

To assist children who have difficulties with social skills there is a program available called PALS – Social Skills program. Its aim is to teach social skills using puppets and stories.

We currently use this resource with some level of success. We use it to assist in the development of social skills with a group of 4 to 5year olds, although I it would be relevant from 3 to 6 year olds. It includes a resource book, poster, CD, DVD, puppets and formats for sessions. It has 10 program sessions covering greeting others, taking turns, talking and listening, sharing, asking for help, identifying feels, empathy, overcoming fear and anxiety, managing frustration and calming down and speaking up. It also includes information for parents, and how information on how to run the program. The teacher uses this in a small group situation and it is a fun way to help children understand social situations - usually used with the teacher showing a vignette from the video or telling a story and then following up this situation using the puppets. The teacher asks the children individually how they might deal with different situations to enable the children to relate the information to their own lives and situations. It costs around $350 but is well worth it. Information can be found on [|www.inscript.com.au/pals/index.html]. The information was accessed 3rd July 2011 on site [|www.inscript,com.au/pals/index.html]. Reference: Smith, T.E.G, Polloway, E.A, Patton, J.R, Dowdy C.A. //(2008) Teaching Students with Special Needs in Inclusive Settings 5th Ed.// Pearson Ed. Inc: USA.

=The Socially Speaking Game=



The Socially Speaking Game was written by Alison Schroeder, a speech and language therapist and primary school teacher, who specialises in the area of social communication (Schroeder, n.d.). The Socially Speaking Game is a board-game suitable for students aged seven to eleven years old, but has also been designed to be used with older students who have special needs (Schroeder, n.d.).

The Socially Speaking Game uses role-playing and problem solving activities in an engaging board-game format to teach and reinforce social skills. Social interactions which can be practiced in the game include listening, turn-taking, asking questions, making telephone calls and conveying emotions (Schroeder, n.d.). For example, one of the playing cards reads “//A group of your friends is playing a maths game. You would like to join in. What would you say to join them?//” Another activity involves saying //“I have peas for tea”// using different emotions such as //scared, surprised, excited// and //angry//. Although the game is designed for two to six players, autism spectrum specialist Sue Larkey (n.d.) suggests that this type of activity can be played with the whole class.

Teachers can use the game in any primary school classroom to teach social skills, but it would be a particularly effective tool in classrooms that have students with additional needs, such as students with ADHD and autism spectrum condition. McGrath (cited in Conway, 2008) states that “teaching social skills has long been considered a critical factor for all students, but particularly those with additional needs” (p. 227). Many students with additional needs are at risk of inadequate social relationships due to sensory and processing disabilities (Prater, 2007, p. 430). It would be advisable to supervise students playing the game to ensure that discussions are had about social skills and behaviours.

Expected outcomes from playing this game include improved social skills and problem solving skills, increased self-confidence, and a greater understanding of appropriate behaviours.

References

Conway, R. (2008). Encouraging postive interactions. In P. Foreman (Ed.), //Inclusion in action// (2nd ed., pp. 198-244). South Melbourne, Victoria, Australia: Cengage Learning Australia.

Larkey, S. (n.d.). //9 Tips to Facilitate Social Skills Activities.// Retrieved July 04, 2011, from Sue Larkey: http://www.suelarkey.com/media/Tip_Sheet_-_9_Tips_to_Facilitate_Social_Skills_Activities.pdf

Prater, M. A., (2007). //Teaching strategies for students with mild to moderate disabilities.// Boston, MA, USA: Pearson Education Inc.

Schroeder, A. (n.d.). //Socially Speaking Resources: The Socially Speaking Game//. Retrieved July 04, 2011, from Socially Speaking: []

=**__ROLE PLAY AS A MEANS OF DEVELOPING SOCIAL SKILLS__**=

Research shows that people with autism spectrum disorders do not acquire intuitive social skills as a part of development (Halliwell, 2003). As such, specific teaching is necessary to teach children, with autism, social skills. So my strategy as such is the notion of role playing to develop social skills. I did also discover a great book, and therefore resource as such, which supports this strategy. Jed Baker’s book //The Social Skills Picture Book: Teaching play, emotion, and communication to children with autism// (2001) is one of many books out there which provide educators with a practical approach to teaching social skills. The book provides ‘picture﻿ stories’ which convey children demonstrating a variety of social skills, with speech bubbles to indicate what they are saying. The benefits of this are clear – children can see exactly what to do and say in a similar situation. In terms of age appropriatenss, the book itself is recommended for children in years k-6 however, the strategy of role-playing can be used with students of any age.



As a teacher, I would begin by showing, and depending on the student, perhaps explaining what was happening in the pictures. I would then ask a question such as “What is happening in this picture?” to check for understanding. The book then suggests children role-play the skills they have just observed in the book thus, I would do just that. Baker (2001) claims that by acting out the situation for themselves, learners can break down abstract skills into more concrete stages. Studies by Olsen and Platt (2004) also suggest that role playing is significant in teaching social skills as it helps learners to identify and learn skills, and to problem solve.

There are a number of expected outcomes that would be achieved from the notion of role playing, as a way of developing social skills. That is, it would be expected that students would develop or further develop and improve their social skills; they would feel a greater sense of belonging in the classroom environment as they know how to react in situations; and they would be more comfortable to socialise with other students and people and therefore feel more relaxed to be at school. In essence, role-playing is an effective way to help students develop their social skills. In addition to this, the use of a book such as Jed baker’s, is a useful tool to help students firstly acquire some knowledge of social skills and what they involve, before they then practice these essential life skills.

**References:**
 * Baker, J. (2001). //The social skills picture book: Teaching play, emotion, and// //communication to children with autism//. U.S.A: Future Horizons.
 * Halliwell, M. (2003). //Supporting children with special educational needs: A guide for// //assistants in schools and pre-schools//. London: David Fulton Publishers.
 * Olson, J., & Platt, J. (2004). Teaching children and adolescents with special needs (4th ed.). New Jersey: Pearson Education.

Melissa Yap (u3041657)

= **Collaborative Academic, Social and Emotional Learning** =

Resource: [|www.casel.org]

This resource focuses on enhancing the effectiveness of curriculum through pedagogy and knowledge of teaching social and emotional learning. This site contains excellent information about collaborative academic, social and emotional learning and includes sample lesson plans and activities. These are suitable for Early Childhood and Primary School aged children and can be scaffolded to meet the needs of every learner in the diverse classroom.

The collaboration of academic, social and emotional learning is imperative for students with particular disabilities that impact on their perception of themselves and others. The earlier a student is taught these skills the easier their school experience may be (Loneliness). “A growing body of research suggests that children and youth should be provided with explicit instruction in social and emotional skills” (Murray & Pianta, p.109, 2007). Students who have had explicit teaching of social and emotional skills are more likely to benefit academically and have a reduced incidence of behavioural problems in the classroom. They learn about themselves and how they can and do relate to the greater classroom, school community, and greater society. Some disabilities such as Asperger’s, Autism, and ADHD affect a student’s ability to comprehend feelings and perceive emotions and responses.

Undesirable behaviours in the classroom by students with disabilities could be due to inadequate social and emotional learning opportunities. Students may “…misread social cues and…misinterpret the feelings and emotions of others”(Khamis, p.27, 2009). Also an inability to understand social circumstances or respond in an ‘expected’ way may “annoy others (//students//) and/or make it more difficult for others to interact with them” (Hallahand and Kauffman 1997, Lerner, 1997, as cited in Khamis, p.27, 2009).

By teaching social and emotional learning in collaboration with the academic curriculum CASEL reports that it can “decrease … levels of emotional distress and conduct problems” (n.d.) as it facilitates understanding of relationships in society.

[|Skills for Social and Academic Success Video]

[|Emosocial Journal to help teach social and emotional skills]


 * References: **

Khamis, V.(2009). Classroom environment as a predictor of behaviour disorders among children with learning disabilities in the UAE. Educational Studies, 35(1),27-36. doi:10.1080/03055690802648044

Murray, C.,Pianta, R.C. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. //Theory Into Practice//, 46(2), 105-112. doi:10.1080/00405840701232943

=﻿Friendly Kids, Friendly Classrooms=



This is a program for teaching social skills and building self-esteem and confidence in primary school aged children in classes from preschool/kindergarten up to year 6. Authors, Helen McGrath and Shona Francey (1991) developed the program to address the many instances they encountered where peer rejection appeared to be connected to learning difficulties and behaviour problems. Through the teaching of social skills they discovered an improvement in behaviour and academic achievement. The learning of social skills benefits not only students with disabilities who commonly have difficulty with social relationships but can assist all students to develop social competence. The authors state that for students with disabilities, //'social learning should be given the same priority as academic learning'// (p.1). They recommend teachers use all opportunities, in and out of the classroom, to teach and reinforce the use of social skills, and to make it fun!

The program teaches 21 social skills, under the categories of:
 * 1) Playing games well
 * 2) Being positive
 * 3) Taking risks
 * 4) Co-operating
 * 5) Being interesting
 * 6) Standing up for yourself

and it provides a generalised guide for when the different skills should be introduced. For instance, playing fairly, approaching and joining in, sharing, including others, telling someone to stop annoying you, and ignoring someone who is giving you a hard time are appropriate to address in preschool/kindergarten. All 21 skills are appropriate to teach in classes four to six.

The authors provide a year-long timeframe recommending when to measure children's social acceptance, teach the 21 skills, teach and implement problem-solving, introduce self-esteem activities and include activities to build //happy classrooms// for class cohesion. Teachers can adapt the program to teach to the whole class or to small groups. Diagnostic tools are provided to find out the nature of the social relationships that are occuring in the classroom and the level of social competence in individual children. Different activities are suggested for introducing and teaching the individual skills and for building self-esteem, confidence, and a sense of class membership. The program also provides many ideas for games, resources and references for further reading.

Outcomes may include improved academic performance, reduced behaviour problems, greater inclusion, increased self-esteem, confidence and social competence.

Reference: McGrath, H. & Francey, S. (1991). //Friendly Kids, Friendly Classrooms.// South Melbourne, VIC: Pearson For more information: []