Goal: To improve classroom skills
Objective(s): The student will learn to use adults as resources.
Process Steps:
1. Decide what information you need.
2. Decide how you can ask an adult to get information or help.
3. Ask the appropriate adult.
Discuss
Definition: Using adults as resources means going to an adult to ask for help or to seek information.
Rationale: You use an adult for a resource when you are unable to solve a problem by yourself.
Where/When/Comments
• Use adults as a resource in a situation where you are
unable to complete an activity by yourself or by using other
resources such as reference materials. In emergency situations
you should probably immediately seek the assistance of an adult.
• Stress that other options should sometimes be considered
before immediately going to adult, i.e., encourage independent
problem solving.
• Generate examples of when and where to use skill adults as
resources.
Model/Role-play with Feedback
Role-play situations:
• You ask questions about a job.
• You ask the librarian how to locate a certain book.
• You are having trouble with you computer at school. Get
help from the teacher.
• You gather information on where to shop for a particular
item.
• You find out what kinds of places your date likes to go.
• You ask your teacher for a special privilege.
• You ask your parents if you may go to a friend's house.
• You ask your parents if you may participate in a school
activity.
• You ask the teacher about something you don't understand.
• You ask your mom and dad about their work.
• You ask an adult how to play an unfamiliar card game.
• Students telephone pizza places or bowling alleys (etc.)
to inquire about prices, etc. Compare and order the product.
• Interview adults about careers, tapping into school staff,
community, and parents.
• Have students make lists of emergency phone numbers.
• Have students gather information on various "Homework
Hotlines."
• Have students make appointments with other teachers to
attempt problem solving.
• Give research project requiring use of library.
• Have student call Bi-State to get information on bus
schedule.
Application with Feedback
• Send student to another teacher's class to get
information. Teacher rates student's performance.
• Give students an assignment with information missing. Rate
them on how well they seek the information.
• Chart and give students extra credit points for asking
questions appropriately. Ask other teachers to do this also.
• Have students choose an adult with whom they will
demonstrate this skill. Have the adult rate students on their
performance.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County