2. Social skill A social skill is any skill facilitating interaction and communication with others. Social rules and relations are created, communicated, and changed in verbal and nonverbal ways. Social skills are a manifestation of social knowledge. A student's social intelligence is not directly contingent upon his or her academic intelligence as measured through psycho-educational testing.
3. Cooperation, Sharing, Participation, Being a Friend, Helping Others, Being Patient, Following Directions, Taking Turns, Remaining on Task, Accepting Differences, Listening, Praising Others and Refraining from Put Downs, Positive Communication and Interactions, Being Polite and Courteous, Using Good Manners, Respecting Ourselves and Others, Being Respectful
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6. 4 types of instructional intervention (Schumaker and Hazel) Description – oral techniques in which the teacher describes how to perform a skill appropriately. Modeling – demonstrations of the social skill either by live models or by film, audiotape or pictorial models
7. 3. Rehearsal – verbal rehearsal of required skill steps to ensure that the individual has memorized the steps in sequence and can instruct himself in what to do next and structures practice. 4. Feedback – verbal feedback following rehearsal to inform the individual on what steps he performed well and which behavor need improvement.
8. Social skills curriculum Conversation skills – using body basics, greeting, introducing oneself, applying active listening, answering questions, interupting correctly, asking questions, using goodbye skills and conversing. Friendship skills – making friends, saying thanks, giving compliments, accepting thanks, accepting compliments, joining group activities and giving help
9. 3. Skills for difficult situations – accepting and giving criticisms, accepting “no”, following instructions, responding to teasing. 4. Problem-solving skills – negotiating, giving rationales, persuading, problem solving, getting help and asking for feedback.
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11. To be effective Hoagland suggestsIdentification Catharsis Insight
12. Projective Technique Is used by teachers to encourage students to project or express their feelings and emotions. Creative activities such as Role playing and Puppetry provides are suggested student activity.
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14. 3. The actual role playing takes place and should be brief. 4. A discussion follows, focusing on the role or behavior
15. Puppetry Puppets help children experience different events and express feelings and emotions. Some of the teaching techniques that can be used are: modeling, role-play activities, videos, coaching, and games.
16. Problem areas Academic behavior problems - some social emotional behavior problems result in lowered academic performance. A child whose tolerance for frustration is low may become frustrated easily when attempting to complete academic tasks that require great effort
17. The problem behavior of task avoidance and task interference also hamper the completion of academic work. The student who seldom completes timed assignments within his capabilities may have a problem in slowness in work.
33. Use a graph to record the number of swera words or sarcastic remarks made by the students during the specific time period.
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36. Pair the student who is absent frequently with a well-liked peer who has regular attendance.
37. Allow xlass members to establish some of their own rules of behavior and consequences for disobeying a rule.
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39. Invite various authority figures in the community to speak to the class and share some of their problems and experiences during their school years.
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42. To develop self awareness, have students collect items that tell something about themselves.
43. Write short, personal notes to the student to provide him with encouragement and to let him know you have an interest in him.
50. If a child frequently teases another student, ask the teased child to ignore the child who is teasing him.
51. Use the socially withdrawn or rejected child in peer teaching situations as either the tutor or student being tutored.
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53. Use role playing to present a variety of possible social situations.
54. When a student frequently is aggressive toward a peer, ignore him and pay attention to the child who was his victim.
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57. Informal assessment Using picture sequences to explore Gestalt processing The socially themed picture sequencing task provides information about how the student is able to create a gestalt from contextual cues in the pictures combined with the students' own life experiences. This type of information helps to reveal how well a student is able to organize themselves around conceptual thinking, which is a critical skill for school related tasks such as reading comprehension, written expression and playing games with others on the playground.
58. The sequence task for younger or lower functioning students It is important to make the distinction between sequencing functional tasks and sequencing socially themed information, since gaps in a student's knowledge can significantly impact reading comprehension regardless of the student's ability to decode text, written expression and social play. Interpreting social scenarios through photographs Isolated photographs that depict social scenarios can also provide valuable information on how a student interprets visually presented information to infer the social understanding.
59. I LAUGH The I LAUGH Framework was developed to provide an overall model of social cognitive deficits. "I LAUGH" is an acronym that represents the following concepts: I= Initiation: difficulty initiating language or action for interactions or tasks that are not routine. L=Listening with one's eyes and brain: difficulty with auditory processing as well as visual processing of the subtle cues provided in social interactions that facilitate social knowledge.
60. A=Abstract and inferential: difficulty deciphering meaning from abstract language and non-verbal cues provided both through student's curriculum tasks as well as through social interaction. U=Understanding the perspective of others: difficulty interpreting the motives, emotions and intents of others, which is fundamental for successful social interpretation and social regulation. G=Getting the big picture or gestalt processing: difficulty recognizing and comprehending underlying concepts H=Humor: these students often demonstrate a lovely sense of humor but may fail to use humor appropriately given particular contexts.
61. The intent of the framework is to demonstrate how complex social skills, such as maintaining a conversation or personal problem solving, actually require a symphonic coordination of the I LAUGH Framework's cognitive components for a person to behaviorally demonstrate social the use of appropriate social skills.
62. Picture Puzzle Game Encourage the student to show appropriate behavior over a period of time by rewarding the child with something the child wants. The student and the teacher agree on the desired behavior to be reinforced and the type of reward. Each time the student the student shows the desired behavior, the teacher gives him a piece of the picture puzzle. Each time the student shows in appropriate behavior, the teacher takes away a puzzle piece. If the student received all the puzzle pieces, the student will receive the reward.
