Confidentiality Statement

Confidentiality Statement

NO,

DON’T

SAY IT!!!

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?Model Teach

Encourage

Practice

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.

How close is too close?But I thought crossing your arms meant……

Yah or nay??

Hug?

Handshake?

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.

WWW.MAKEBELIEFSCOMIX.COM

COMIC STRIPS

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 SupportsThis 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 mini-pocket (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 SupportsThis 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 SupportsThis 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. All Done

Warm-Up

Work Task

Break

Community

Lunch

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.

MINI-SCHEDULESMini-schedules break down an activity into manageable steps. They are a visual formof task analysis.

Examples of other routines which lend themselves well toa mini-schedule:washing dishes circle time activitiesassembly taskscooking tasksbathroom routine

Here is an example of a mini-schedule 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

This gives the student a visual reminder that once the non-preferred task is completed they will be able to do a preferred activity.

Consider this familiar scene…The teacher wants student to complete assigned work.The student wants to play a computer game.Consider this solution…

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!