TEACHING SOCIAL SKILLS:
THE HIDDEN CURRICULUM
DO YOU HAVE ACCESS TO…?
BEING SOCIAL CAN BE FUN
BEING NON-SOCIAL CAN BE LONELY
HOW CAN WE HELP?
HIDDEN CURRICULUM
Set of social rules that most people
understand intuitively.
 Most people pick up naturally
 People with ASD do not pick up these rules
naturally. They must be taught.

But I thought
crossing your arms
meant……
How close is too close?
Handshake?
Hug?
Yah or nay??
Or a high five?
DIFFERENT FACES CAN CHANGE
WHAT YOU SAY
Say the phrase, “I’m sorry. What?”
STUDIES
UCLA study indicated that up to 93% of
communication effectiveness is determined
by non-verbal cues.
 Another study indicated the impact of
performance was determined 7% by the
words used, 38% by voice quality and 55% by
nonverbal cues.

SO NOW WHAT?

How do we incorporate the “hidden
curriculum” into our already hectic schedule?
SOCIAL STORIES
Social Stories, created by Carol Gray, is a text
or story describing a specific social situation
 It is individualized for each student
 The story should be written from the
student’s point of view (Using “I” )

EXAMPLES OF SOCIAL STORIES
I will go to my locker before my next class
When I get into my class, I will leave my backpack on the floor.
That way, no one will trip on it. I can get my stuff from my backpack before
class starts.
I can have my stuff ready to go when class starts.
When class starts, I will be ready.
COMIC STRIPS
WWW.MAKEBELIEFSCOMIX.COM
SCRIPT CARDS
Script cards provide pre-taught language for
specific situations.
 They can involve conversation starters,
responses and ideas to connect conversations
or change the topic.

EXAMPLES OF SCRIPT CARDS
POWER CARDS
Use of special interests and visual aids to
teach and reinforce academic, behavioral and
social skills.
 Size of a trading card
 Brief script
 3-5 steps

POWER CARD EXAMPLES
TOKEN REINFORCEMENTS
IT’S NOT BRIBING IF THE
STUDENT IS WORKING
VISUAL SUPPORTS
VISUAL SUPPORTS
Visual Supports
This schedule works well for students who spend most of their day in general education.
This schedule is both portable and flexible. It is made from an
inexpensive folder like any student would carry with them.
As each activity is completed the card is turned around in the minipocket (made from pieces of cardboard taped on the folder).
Students can put their assignments “to be done” in the left pocket
and “completed” assignments in the right pocket.
Visual Supports
This schedule works well for younger students just learning to use a schedule or for
students in a self-contained classroom.
1. A “check schedule” card is
kept right next to the schedule.
When it is time for the student to
transition to the next activity the
card is handed to the student
with the request to “check your
schedule”. The student will bring
the card back to the place where
it belongs, thus bringing him to
his schedule.
2. Once the student is at
their schedule they can be
cued or physically assisted
to take the next card on the
schedule.
3. The picture in their hand
tells them where they are
going. A “receiver envelope”
is kept at the site where the
activity will occur. The
student puts the picture in the
envelope and then he is right
there where the activity takes
place—transition complete!
Visual Supports
This schedule clearly communicates what needs to be done.
It can be attached to a notebook or clipboard so it is portable and easy to use.
Things to do.
As each activity is
completed the card is
moved to the “All
Done” column. Be sure
to schedule activities
the student enjoys, to
keep them interested
and motivated.
All Done
Warm-Up
Work Task
Break
Community
Lunch
MINI-SCHEDULES
Mini-schedules break down
an activity into manageable
steps. They are a visual form
of task analysis.
Examples of other routines
which lend themselves well to
a mini-schedule:
washing dishes
circle time activities
assembly tasks
cooking tasks
bathroom routine
Here is an example of a minischedule for getting ready to
build a tent.
DON’T FORGET SPECIAL DAYS AND
ACTIVITIES

Don’t forget party days, field trips, and
any other unusual days.

For those unexpected activities which
can occur any day it is handy to have a
“surprise” card (i.e,. a solid pink card)
which can be put on the schedule to
signal a change.

You will find that a change in
schedule is usually OK if the
student is prepared.
MAKING A CONTRACT
Consider this familiar scene…
The teacher wants student to complete assigned work.
The student wants to play a computer game.
Consider this solution…
This gives the student a visual reminder that
once the non-preferred task is completed
they will be able to do a preferred activity.
VISUAL SUPPORT
VISUAL SUPPORTS, CONT’D
THINGS TO
REMEMBER...
BE CREATIVE,
BE FLEXIBLE,
BE WILLING TO CHANGE,
AND BE WILLING TO THINK OUTSIDE THE
BOX!
OUR POLICY

If a toddler can do it…
…so can I!