Goal: To improve initial social skills
Objective(s):
1. The student will stop all activities and actively listen.
2. The student will establish eye contact with the speaker and respond in an appropriate manner.Process Steps:
1. Listen to what is being said.
2. Stop what you are doing.
3. Look at the speaker (if appropriate).
4. Respond if needed (verbally or nonverbally).
Discuss
Definition: Cease activity = stop what you're doing; attend = pay attention; communication = interacting with others.
Rationale: Discuss advantages of stopping activity to listen (such as better understanding of what is being said, positive response from speaker, etc.).
Where/When/Comments:
• Review steps for listening.
• Discuss when it is useful to use this skill (such as in
school, at home, and in their neighborhood).
• Elicit from students examples of times they need to stop
what they are doing to attend to someone.
• Discuss that in certain situations, it will be appropriate
to resume activity after information is given, while in other
situations they may not be able to resume activity.
• Discuss various forms of responding (answering question,
following directions, nodding head, etc.).
Model/Role-Play with Feedback
• You are working on a math assignment when the principal
interrupts on the intercom.
• You are almost finished with your art project when the
teacher announces it's time to clean up.
• You have finally gotten your turn on the computer when the
bell rings.
• You are playing a board game with your friends when the
teacher calls you up to her desk.
• It's your turn to kick in a kickball game when the PE
teacher announces it's time to put the equipment away.
• You are playing Nintendo and your brother asks if you know
where his coat is.
• You are on the telephone with your girl/boyfriend when
your parent calls your name.
• You are doing homework and your younger sibling asks you
for help.
• You are watching TV and your parent calls out "Has
anyone seen my keys?"
• You are waiting on a customer at work and your boss asks
you a question.
• You are riding your bike past a neighbor's house and he
calls out to you.
• You are at a friend's party talking with others and an old
acquaintance greets you.
Application with Feedback
• Play games requiring immediate stopping, such as
"freeze tag".
• Divide class into two teams. Appoint one observer from
each team. Select at random one student from each team to be
observed, informing only the observers. At appointed times
(announcements, lining up time, etc.) both observers rate
performance of assigned students, awarding points. Scores are
averaged and awarded to team total. Rotate students (morning,
afternoon, daily, etc.)
• Play class game when teacher calls out verbal signal, such
as "stop", students immediately establish eye contact
and raise both hands. Teacher times performance (how long for
everyone to respond) and class attempts to beat their own
performance record.
• Arrange with playground staff to evaluate student
performance when she interrupts activity students are involved
in.
• Arrange situation where peer interrupts another peer
engaged in preferred activity (free- time, computer, etc.).
Student performance is evaluated by teacher or by assigned
observer.
• Checklist and explanation of skill are sent home. Parents
are requested to rate student's performance. Points (or other
reinforcement) can be awarded by teacher when checklist is
returned.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County