SOCIAL SKILLS CURRICULUM
Developed by:
Amy DeNicola
Diane Fox
Lisa Moir
Lorraine Termini
Summer, 2002
I.
NONVERBAL COMMUNICATION
A.
B.
C.
D.
E.
F.
II.
Eye Contact – (Talk About pg. 71-75)
1.
Initiate and maintain eye contact
Facial expression – (Talk About pg. 47/Social Skills Handbook pg. 69)
1.
Identify six primary facial expressions: anger, fear, disgust,
happiness, sadness, surprise
2.
Appropriately model the six primary facial expressions matching
the emotional tone of conversation
Gestures - (posture/fidgeting) – (Social skills Handbook pg. 25, 27/Talk
About pg. 82-85)
1.
Identify and define (appropriately) body gestures
2.
Utilize appropriate gestures during conversations
Proximity and Touch – Social Skills Handbook pg. 29 / Talk About pg.
78-81)
1.
Understand personal space in social situations
2.
Understand the appropriate use of touch in everyday situations
(greetings, farewells, congratulations, and guiding)
3.
Demonstrate the appropriate use of touch
Appearance/Hygiene/Dress –
1.
Determine the characteristics of appropriate appearance
2.
Self-evaluate one’s own appearance
3.
Make necessary changes in one’s appearance
Hygiene/Dress –
1.
Learn the components of appropriate hygiene (bathing, brushing,
teeth, hair hand washing, etc.)
2.
Self-evaluate one’s own hygiene issues
3.
Make necessary changes in one’s hygiene
CONVERSATION SKILLS – (video:
A.
B.
1.
Social Skills Video Skits)
Explore all the aspects of talking/speech and improve student’s skills in
relevant areas (Talk About pg. 89-103/Social Skills Handbook pg. 69-79)
1.
volume
4.
intonation
2.
rate
5.
fluency
4.
clarity
Identify the components of a conversation (How Rude pg. 345-358 high
level/Scripting pg. 21-157)
1.
listening
6.
being relevant
2.
starting a conversation
7.
repairing
3.
taking turns
8.
ending conversations
4.
asking questions
9.
criticism/compliments
5.
answering questions
2.
C.
D.
E.
F.
III.
Discuss the importance of good conversations (Social Skills Handbook pg.
3/Talk About pg. 103-127
Practice and use the identified components of good conversations (Teach
Me language pg. 185-190)
Discuss and use appropriate conversation skills for specific situations i.e.:
telephone, job interview, teacher contacts, friends (Social Skills Handbook
pg. 113)
Discuss age appropriate topics + list.
FEELINGS (Scripting pg. 242-278)
A.
B.
C.
Identify the six basic feelings (anger, fear, disgust, happiness, sadness,
surprise)
Discuss the various ways of expressing feelings
Practice one’s own expression of feelings in conversations i.e. “I”
statements
IV. MAINTAINING RELATIONSHIPS
A.
B.
C.
Understand different types of relationships (Circles I, II/Date smart
Curriculums, Social Skills Activities for Secondary Students with Special
needs pg. 89-96/Socialization and Sexuality Ch. 6)
1.
family
5.
dating
2.
friends
6.
boyfriend/girlfriend
3.
acquaintances
7.
marriage
4.
strangers
Be able to problem solve
1.
understand and utilize different methods of problem solving e.g.
what is the problem?, brainstorm solutions, pro’s and con’s, choose
an option, learn a new skill, practice skill, evaluate (Social Skills
Handbook pg. 111, 112)
2.
Making good decisions (Social Skills Activities pg. 134-144)
Develop assertiveness skills (Talk About pg. 136-151/Social skills
activities pg. 96-103, 125-133, 134-144/Social Skills Handbook pg. 109110/How Rude)
1.
passive person
2.
being passive
3.
what can we do to appear more assertive
4.
an aggressive person
5.
being aggressive
6.
coping with insults and aggression
D.
E.
F.
G.
7.
expressing my feelings
3.
8.
standing up for yourself
9.
making suggestions
10.
refusing/saying no
11.
disagreeing
12.
complaining, apologizing
13.
requesting explanations
14.
decision making
15.
dealing with risk-taking behaviors
Develop a good reputation (Social Skills activities pg. 117-125)
1.
what others say about you
2.
developing a reputation
3.
misjudging others
4.
what’s your reputation?
5.
what kind of reputation do you want?
Be able to negotiate change (Social skills Activities pg. 144-162)
1.
develop transition skills (Visual Strategies for Improving
Communication pg. 61-68)
2.
change in routine
3.
change in schedule
4.
change from one activity to another
5.
being flexible
6.
handling changes
7.
changing your plans
8.
being open to new things
9.
reflecting
10.
viewing situations realistically
11.
making realistic changes
12.
improbable or impossible
13.
making changes for the better: habits, friends
14.
making changes for the better: attitude and actions
15.
it could happen………
Develop skills to appropriately reveal information about ourselves to
others (Social Skills activities pg. 65-75)
1.
mysterious or quiet
2.
why tell about yourself?
3.
revealing things to be polite
4.
revealing things to make conversation
5.
finding a common point with others
6.
making a selective impression
7.
take a risk, opening up
Develop the ability to control your emotions (Social Skills Activities pg.
58-65)
1.
dealing with aggression (Autism and PDD Adolescent Social Skills
Lessons, Managing Behavior, pg. 32-49)
2.
controlling your emotions
4.
3.
4.
5.
6.
7.
V.
why should we control our emotions
first reaction
what triggers your emotions
controlling what your show
alternative reactions
SEXUALITY
A.
Understand sexuality (Life Horizons/Socialization and Sexuality/Circle I,
II/Anatomically Correct Dolls)
1.
parts of the body
2.
sexual life cycle
3.
human reproduction
4.
birth control
5.
sexual health
VI. SELF DETERMINATION – (Teaching Self Determination to Students
with Disabilities)
A.
B.
C.
D.
E.
F.
Students will be able to identify and label their disability.
Students will be able to identify their strengths and weaknesses.
Students will be able to assertively state their wants, needs and rights.
Students will set goals and list steps to achieve goals.
Students will help develop a plan to achieve goads.
Students will be able to change or develop new goals.
SUGGESTED ACTIVITIES FOR GENERALIZATION
I.
5.
NON-VERBAL COMMUNICATION
A. Using student center:
1.
proximity and touch (standing in line, speaking with other students and
staff)
2.
appearance and dress (observing other students appearance and
discussing with group)
3.
hygiene (following a meal, hand washing, looking at self in mirror,
etc.)
4.
facial expression (observing other students, facial expression for
discussion)
5.
eye contact (using a designated peer to develop eye contact skills, eye
contact with lunch room staff)
6.
video tape group playback and discuss strengths
II.
CONVERSATION SKILLS
A. Using school publications – develop topics which are age appropriate to discuss
with other students.
B. Using student center:
1.
playing a game with other students
2.
given a script, evaluate how students manage a conversation and use
learned skills.
C. Using the houses to facilitate conversations
1.
staff interaction
D. In a small group environment: bring regular education students into the group to
practice skills
E. Using the telephone: to call jobs, request information
III.
FEELINGS
A. Use videotapes of age appropriate T>V> to identify and discuss feelings
B. Using an assembly discussing various feelings expressed in the assembly
C. Using school publications (student bulletin, BEAK) discussing topics and their
feelings on those topics presented
6.
IV. MAINTAINING RELATIONSHIPS
A.
Attend school functions and observe, evaluate and practice appropriate
relationships
B.
Using student center:
1.
practicing appropriate relationships
2.
identifying problems to discuss and solve
3.
using decision making skills
C.
Using peers set up scenarios to practice assertiveness skills
D.
Using videotapes of T.V. shows discussing reputations of the characters
and relate them to their own reputations or their ability to control emotions
E.
Using students class schedule monitoring negotiation of change
F.
Observing students in extracurricular activities (handling changes,
revealing information about themselves, controlling emotions)
G.
Set up frequent situations where the student needs to control emotions,
handle change, take a risk, be flexible, etc.
H.
Encouraging teachers to report and identify appropriate/inappropriate
emotions in the school setting
I.
Utilize time out
J.
Personalize coping skills/behavior plan for students, as needed
V.
SEXUALITY
A.
Observe that students utilize appropriate staff for discussion of sexuality
issues
VI. SELF DETERMINATION
A.
B.
C.
D.
Using IEP’s, students will identify disability information
Within an IEP meeting, students will express their needs, goals, strengths
and weaknesses
On the job site, students will assert needs, wants, etc.
In the classroom, students will be able to identify needs, goals, strengths
and weaknesses to their teacher.