B A R B G R A YS O P H I E F O U C A U LT- L A W L E R

SOCIAL SKILLS PALATINE HIGH SCHOOL

SOCIAL SKILLS GROUPS – IEP & 504 PLANS

• Girls/Boys Groups

Higher skilled - relationship building, confidence, assertiveness

Lower skilled - circles, feeling, problem solving making/keeping friends

Examples - Friend Files, Forming Connections Pg. 2, 3, 4, 5 hand-out

acquaintance-friendly-friendship-relationship

COMMUNITY BASED EDUCATION• 4 “L” strats - Look, Loud, Lips, Long

• Conversation

• Problem Solving

• Speaking Skills in the Community

• Example - Convo Cards Pg 6 handout

BEST BUDDIES PROGRAM• 80 students in regular education and special education students

with cognitive disabilities/ students with autism to create bonds and develop friendships

• Monthly activities

• Weekly connections

COMMIT TO THE PIRATEPALATINE’S PROMISE

School Wide Social Skills• Pride• Respect• Ownership• Motivation• Integrity• Success • Excellence

School Wide PBIS(Positive Behavior Interventions & Supports)• Integrity• Respect• Achievement

LIFE AND LEARNING STRATEGIES

• High functioning students with autism• 4 leveled classes• Social thinking-Expected/Unexpected Behaviors, Thinking with your

Eyes., Listening with your Whole Body, Hidden Rules• Executive functioning-Planning ahead, Organizing, Prioritizing, Self-

Monitoring• Problem solving• Socializing• Conversation/discussion relating to common core standards

Pg. 7-10 handoutsExample - social thinking awareness/convo discussion activity

ADULT TRANSITION PROGRAMATP

• Lower functioning students• Rec/leisure skills/job sites• ATP social group-turn taking, asking for help, expressing

feelings, problem solving• Communicating in context-problem solving, making plans• Handouts pg.11,12

JOB COACHINGTRANSITIONAL STUDENTS

• Soft skills on the job• Video model• Social communication coach-get a job, start a job, keep a job

• Examples• Self-rating• Flow chart• Cue cards• Handouts 13-17

IN CONTEXT AND EVER CHANGING

• Use visuals-apps(pg. 18), videos, post-its…

• Work in all settings

• Train T.A.s, teachers and job coaches-give examples as often as possible

• Don’t assume the students infer anything

• Keep it verbal if possible