SED Teaching Social Skills Manual

Teaching Social
Skills A Direct Instruction

Approach
Lesson Plans for Improving Social Skills
Teaching Social Skills

A Direct Instruction Approach:
Lesson Plans for Improving Social Skills
Editors:
Joan S. Wolf, Ph.D., Project Consultant
Allison H. Glasgow, Project Assistant
April 2007
University of Dayton
and
School Study Council of Ohio
2007 School Study Council of Ohio. All Rights Reserved
Developed under the auspices of the U.S. Department of Education, Office of Special Education:
Comprehensive Interventions for Elementary School Students Who Are Severely Emotionally Disturbed, Grant No. H324M010031
Foreword
Comprehensive Interventions for Elementary School
Students Who Are Severely Emotionally Disturbed (SED)
Model Demonstration Project
U.S. Department of Education, Office of Special Education, Grant No. H324M010031
University of Dayton
The comprehensive intervention project for elementary students who are SED had as one
of its components the development of lesson plans for reading and social behavior instruction.
Teachers who participated in the project developed lesson plans to be used in the classroom to
support instruction in these areas.
These lesson plans have been revised, edited and organized into two manuals, one for
reading, another for social skills. The manuals have been reproduced for distribution to
teachers in the Columbus Public Schools and placed in the Resource Center for parents and
teachers interested in improving instruction for students with SED and for other Special
Education populations. The manuals will also be made available to the Special Education
Regional Resource Centers and to the Ohio Educational Service Centers.
The social skills materials are based on the work of Dr. Thomas M. Stephens and use the
Social Behavior Assessment Inventory as a basis for instruction. They are designed to be used
as part of an elementary social skills curriculum. These materials focus on groups of behavior
determined to be important for student success and represent a sample of the types of social
skills that are amenable to direct instruction based upon ongoing assessment of students.
1
1. Stephens, T. M. (1992). Odessa, FL: Psychological Assessment Resources.
About the Editors:

Joan S. Wolf, Ph.D.
Dr. Wolf is Professor Emerita, Department of Special Education, University of Utah,
SLC, and was President of Educational Consulting Services, providing consultation and
evaluation to children, parents and schools. A native of Boston, MA, Dr. Wolf completed her
B.S. degree in Education at the University of Utah, an M.A. in School Psychology and a Ph.D.
in Special Education at The Ohio State University in Columbus, OH. She has conducted
numerous workshops on issues related to gifted education, learning disabilities and
school-family collaboration and is the author of many articles and book chapters dealing with
these topics. She serves as a consultant to the School Study Council of Ohio and the University
of Dayton Research Projects.
Allison H. Glasgow
Ms. Glasgow earned a B.S. in Psychology at The Ohio State University. She is currently
a School Study Council of Ohio/University of Dayton staff member and Program Coordinator
of the Martin W. Essex School for the Gifted. She is involved in research and evaluation
projects involving instrumentation and data reporting methods that aid in assessing school
district programs. She has been the Project Assistant for the federal project sponsoring the
publication of these curriculum materials. Ms. Glasgow has served as an applied behavior
analysis therapist through a non-prot treatment center.
Columbus Public School teachers and administrative staff who participated in the SED project:
Roxanne Anderson
Jill Bender
John Brunton
Aimee Crosby
Michelle Davis
Mary Ey
Carol Feyes
Tina Fincher
Terri Frazier
Christi Gentry
Ruth Gerhardt
Jennifer He
Katherine Helter
Amanda Kolp
Melissa Kovacs
Susan Kulisek
Katharine Myers
Cheryl Owens
Michael Sciarroni
Jennifer Sims
Cover Graphic: Learning and Teaching Scotland, Glasgow

Layout and design by: Cindy Meyers, Graphic Artist, SSCO
Dolores Smith
Patricia Swiger
Jason Tate
Eimy Torres-Sifuentes
Christa Truchan
Julie Watson
Donna Watts
Vondra White
Debbie Wilson
Jacqueline Zaborowski
Teaching Social Skills

Table of Contents
Page
Social Behavior
Self-Related Behavior
Accepting Consequences 5
Ethical Behavior 14
Positive Attitude Towards Self 22
Responsible Behavior 27
Task-Related Behavior
Asking and Answering Questions 32
Completing Tasks 36
On-Task Behavior 39
Quality of Work 45
Interpersonal Behavior
Gaining Attention 50
Accepting Authority 55
Helping Others 61
Environmental Behavior
Care for the Environment 64
Dealing with Emergencies 69
Lunchroom Behavior 72
Movement Around Environment 76
Accepting Consequences
Social Behavior
(Self-Related Behavior)
Sub-Domain: Accepting Consequences
Grades:
4-5
Time:
15 - 30 minutes
Materials: List of situations to role-play, lmstrip worksheet
Objectives:
Students will
acknowledge errors.
accept the consequences without becoming defensive.
Instructions:
1. Read an incident in which a young person did not follow rules and accepted
consequences appropriately.
2. Have students recall what the young person did, the consequences involved and how
the situation was handled.
3. Review acceptable behavior for the consequence.
4. Model the skill through role-playing a similar situation (puppets could be used).
5. After each role-play, reinforce correct behavior, identify inappropriate behavior and
reenact role-play with corrections.
Extensions:
Have students keep a record for a week of consequences they experience and record
how they responded.
Give students a cartoon lmstrip with beginning components of a scripted situation.
Have students complete the lmstrip showing an acceptable response to the
consequence.
Social Behavior
Grades:
3-5
Time:
30 - 40 minutes for 3 days
Materials: Stories that describe consequences, props for role-playing (age appropriate),
dictionaries, large vocabulary cards for board game, KWL chart, vocabulary
words: accepting, behaviors, consequences, appropriate, inappropriate
Objectives:
Students will
report to teacher when something has been spilled or broken.
apologize for hurting or infringing on others.
accept consequences for wrongdoing.
Instructions:
1. Introduce lesson by using a KWL chart to see what the students may already know
about these terms. Look up terms in a dictionary and use them in real life situations
(model examples of each). Place vocabulary words on board and unscramble/match
terms to denition. Combine terms and use a graphic organizer of your choice to show
relations of terms.
2. Read an age appropriate story to the class in which accepting consequences is the
moral of the story. Discuss characters and how problems could have been avoided.
3. Select students to help you model a situation in which these terms may be used (be
sure to set clear and specic guidelines, so that the scenario does not get out of
hand). Discuss with the class how the situation could have been avoided and whether
the consequence given t the behavior. Divide the students into groups and have
them brainstorm their own scenario, allowing each group 2 - 4 minutes to role-play.
After each scenario, discuss how the situation could have been avoided and whether
the consequence given ts the behavior. Have the class point out appropriate and
inappropriate behaviors. Specify the consequence and discuss how well the student
accepted the consequence given.
Social Behavior

Grade:
4
Time:
30 minutes a day for 3 - 4 days
Materials: I Did It, Im Sorry2, teacher created scenarios, graphic organizer for student
stories, puppets to act out scenarios
Objectives:
Students will
identify appropriate responses to difcult situations encountered at school.
avoid or prevent undesirable consequences.
Instructions:
1. Read aloud situations from the book, I Did It, Im Sorry. Have students choose the
best solution to the different situations.
2. Create scenarios that approximate situations in class. Act out with puppets or
role-play.
3. Have students write their own scenarios, starting with a graphic organizer.
4. Have students act out their scenarios.
Extension:
Have students present their scenarios to another class.
Buehner, Caralyn (2000). NY: Penguin.
Social Behavior

Grade:
Time:
Material:
2
45 minutes
Stickers for reinforcement
Objective:
Students will
accept consequences for wrongdoing without excessive complaining.
Instructions:
1. Discuss possible consequences for wrongdoing.
2. Ask why punishment is sometimes needed.
3. Explain that if a student complains, the punishment may be worse.
4. Have students act out ways to handle punishment appropriately.
5. Have students role-play with the teacher a situation in which someone broke a
window and goes to the ofce to talk about what happened. Have students identify
fair and unfair punishments.
Extension:
Other role-plays, e.g., playing too roughly, interrupting, hitting another student
Social Behavior

Grade:
Time:
Material:
Primary
30 minutes
None
Objective:
Students will
apologize for wrongdoings.
Instructions:
1. Initiate a discussion about the importance of apologizing when one does something
wrong.
2. Identify the skill components.
Look at the person to whom you are speaking.
Use the persons name.
State what you did wrong.
3. Model the skill components. Have students practice saying, I am sorry,___________,
for ___________________. The students will take turns apologizing for the following
situations.
Knocking books off the shelf.
Spilling water on the oor.
Ripping a page in a book.
Tearing paper off the bulletin board.
Marking a wall with crayon.
Kicking another student.
Spilling the pencil sharpener contents.
Extension:
Read and discuss Once A Mouse3.
3
Brown, Marcia (1961). NY: Aladdin.
10
Social Behavior

Grade:
Time:
Material:
Intermediate
30 minutes
None
Objective:
Students will
admit wrongdoing and accept consequences.
Instructions:
1. Initiate a discussion about how accepting consequences and fullling them without
complaining will help to solve the problem.
2. Read the following:
Pretend that you are in your room at school and your teacher gives you a paper
to color. You have lost your crayons, but you want to color the picture. You notice
that your neighbor has a nice box of crayons and while he is not looking, you take
them and put them in your desk. Your teacher watches you take them and put
them in your desk. She asks you about the crayons. What should you do? How
do you think the teacher will feel about what you did? How do you think your
neighbor, whose crayons you took, would feel?
3. Identify skills involved in accepting consequences:
Listen to what you are accused of.
Think about what you did.
Decide if it was wrong or right.
If wrong, admit it.
Accept the consequence.
11
4. Model the skill components. Select students to give a consequence and other
students to demonstrate accepting the consequences. Read the rules and
consequences in the following situations:
Students will have to stay in for recess if they ght in the lunchroom;
Students who push ahead in line must go to the end of the line;
Students who scribble on their desks will have to wash all of the desk tops after
school.
5. Teacher will have the students discuss the role-plays. Ask the students what the
advantages are of accepting consequences.
Extensions:
Continued discussion of rules and consequences for behavior.
Reinforcement of appropriate behavior in acknowledging wrongdoing.
12
Social Behavior

Grades:
4-5
Time:
30 minutes
Materials: Vocabulary cards with denitions: behavior, appropriate, inappropriate,
consequences, reward
Objective:
Students will
learn denitions of words related to appropriate and inappropriate behaviors.
Instructions:
1. Place vocabulary cards on board with denitions out of order (scrambled).
2. Using dictionaries, have students write the words and denitions in notebooks.
3. Divide the class into three teams. Allow one member from each team to come to the
board and place proper word with its denition, one student at a time.
4. Have class discuss each word and its meaning as a group.
5. Assign teams a word that the teacher will model or role-play (be sure to set clear and
specic guidelines).
6. Allow each team to role-play the word or words they were assigned.
Extension:
Have students research terms related to specic behaviors.
13
Ethical Behavior
14
Social Behavior
Sub-Domain: Ethical Behavior
Grade:
Primary
Time:
30 minutes
Materials: It Was Jake4 or other book from list below
Objectives:
Students will
distinguish truth from untruth.
respond when asked about wrongdoings.
identify consequences of behavior involving wrongdoing.
avoid wrongdoing when encouraged by peers.
Instructions:
1. Read It Was Jake to the class, or choose one of the following books that also deals
with telling the truth:
The Berenstain Bears and the Truth5
Molly Lies6
Liar, Liar, Pants on Fire7
Ernies Little Lie8
A Big Fat Enormous Lie9
2. While reading It Was Jake, discuss whether what Jake told his mother was the truth or
an untruth.
3. After reading the book, discuss truths and untruths. Possible questions are:
Why is it important to tell the truth?
What happens when you lie?
Can lies hurt people? How?
Extensions:
Have students tell about a situation in which they lied and what the consequences were.
Write a group ctional story about someone who lies and what happens to that person.
Take turns having a student make two statements, one true and one untrue. Have other
students try to discern which statement is the truth.
4
Jeram, Anita (1992). London, UK: Walter Books, Ltd.; 5 Berenstain, Stan (1983). NY: Random House; 6 Chorao, Kay (1979). NY: The Seabury Press; 7 Cohen, Miriam (1987). NY: Yearling
Books; 8 Elliott, Dan (1983). NY: Random House/ Childrens Television Network; 9 Sharmat, Marjorie Weinman (1978). NY: Scholastic.
15
Social Behavior
Grade:
Intermediate
Time:
30 minutes
Materials: Poster board and markers, chart of classroom rules
Objectives:
Students will
develop and discuss a list of classroom consequences and then make a poster of
them.
Instructions:
1. Lead a discussion about the importance of making rules and having consequences.
Possible questions include:
Why are rules important?
Why is it important to have consequences?
Do consequences help you remember to do or not to do something again?
Why or why not?
If consequences are not followed, what could be done?
2. Have the students come up with consequences for the class. Write the possible
consequences in order from least severe to most severe. Copy these on poster board
to be displayed in the room.
3. Review classroom rules or expectations.
Extensions:
Have students discuss laws in the community and the consequences for breaking them.
Have students write a true story about a time when they broke a rule and accepted the
consequence.
16
Social Behavior
Grade:
Primary
Time:
10 minutes a day for a week, plus time to make bulletin board and for role-play
Materials: Bulletin board, bulletin board materials, role-play props
Objectives:
Students will
encourage one another to tell the truth.
create a class bulletin board showing situations in which someone was honest.
role-play situations that show someone being honest.
Instructions:
1. At the beginning of the week, introduce Honesty Week. Discuss the importance
of telling the truth. Talk about how students can help each other tell the truth.
2. Each day spend 5-10 minutes sharing how students have been honest or how they have
encouraged a peer to be honest.
3. Create an I WAS HONEST WHEN bulletin board and have students draw a
picture showing a time when, although it was difcult, they were honest. You may
want to write a sentence describing the picture.
4. Role-play ways of being honest. Possible situations include:
Doing your own homework instead of copying from a friend.
Keeping your eyes on your own paper during a test.
Admitting you made a mistake instead of blaming others.
Playing a board game honestly.
17
Social Behavior
Grade:
Intermediate
Time:
10 minutes a day for a week, plus time to make bulletin board
Materials: Bulletin board, bulletin board materials
Objectives:
Students will
encourage each other to tell the truth and avoid wrongdoing.
create a class bulletin board with sayings about honesty.
design a bumper sticker in honor of Honesty Week.
tell the truth about wrongdoing.
Instructions:
1. At the beginning of the week introduce Honesty Week. Discuss the importance of
telling the truth. Talk about how students can help each other tell the truth about
wrongdoing.
2. Each day, spend 5-10 minutes sharing how students have been honest or how they
have encouraged a peer to be honest.
3. Create a class bulletin board with sayings about honesty. Choose sayings from the
following list or use your own. Discuss meanings of sayings. Possible sayings include:
There is no wisdom like frankness.
A harmful truth is better than a useful lie.
Honesty is the best policy.
Honesty is the rst chapter of the book of wisdom.
Examine what is said, not he who speaks.
If you tell the truth you dont have to remember anything.
One falsehood spoils a thousand truths.
18
Social Behavior
Grades:
4-5
Time:
30 minutes/a day over 3 days
Materials: Stories that describe consequences, props for role-playing (age appropriate),
dictionaries, large vocabulary cards for board game: accepting, behaviors,
consequences, ethical, appropriate, inappropriate, pro-social
Objectives:
Students will
distinguish truth from untruth.
respond when asked about wrongdoing.
avoid wrongdoing when encouraged by peers.
Instructions:
1. Introduce lesson by using a KWL chart to see what the students may already know
about these terms. Look up terms in a dictionary and use them in real life situations
(model examples of each). Place vocabulary cards on board and unscramble/match
terms to denition. Combine terms and use a graphic organizer of your choice to show
relations of terms.
2. Read an age-appropriate story to the class in which telling the truth is the moral of the
story. Discuss characters and how problems could have been avoided. What changes
in the environment or setting could have impacted the outcome (key factors and
conict resolution)?
3. Select students to help you model a situation in which these terms may be used (be
sure to set clear and specic guidelines). Then discuss with the class how the
situation could have been avoided and whether the consequence given ts the behavior.
Divide the students into groups and have them develop their own scenario, allowing
each group 2 - 4 minutes to role-play. After each scenario, discuss with the class how
the situation could have been avoided and whether the consequence given t the
behavior. Have class point out appropriate and inappropriate behaviors and specify the
consequence.
19
4. Have students stay in their groups and determine what pro-social, ethical behaviors
were demonstrated in their scenario. Ask them to make a list of the appropriate
behaviors they noted in other scenarios presented in class. Then discuss the groups
lists as a class.
Extensions:
Have students write a story that demonstrates ethical behavior.
Display all stories in the hall for others to read or create a story wall for display in
the classroom.
20
Social Behavior
Sub-Domain: Positive Attitude Towards Self
Grades:
Primary or Intermediate
Time:
30 - 45 minutes
Materials: Markers, poster board, chart paper, magazines, glue, scissors
Objective:
Students will
develop a positive attitude about themselves.
Instructions:
1. Lead a discussion about students strengths and weaknesses.
2. Have students make a poster/collage of one of their strengths and the words they
can use to describe themselves.
Extension:
Share poster/collage with the class and parents.
21
Positive Attitude Toward Self
22
Social Behavior
Grades:
1-3
Time:
15 - 30 minutes
Materials: Plastic cups, fat popsicle sticks, markers
Objective:
Students will
develop positive attitudes about themselves.
Instructions:
1. Write statements on popsicle sticks such as: I am good at ___________, I help my
mom with _____________, My teacher might say I am good at ______________,
A sport I am good at is _____________.
2. Have students pick sticks and make verbal or written statements to nish sentences.
Extension:
Have students prepare popsicle sticks for peers.
23
Social Behavior
Grades:
Time:
Material:
K-2
1 - 2 minutes
None
Objectives:
Students will
build increased condence.
gain increased awareness of quality work.
exhibit pride in their work.
Instructions:
1. After students complete an assignment or non-academic task well, have them stop and
do a cheer or chant (i.e., I am so smart. I can read. We did a good job. etc.)
2. Different rhythms may be used for the clapping.
3. Find opportunities to CELEBRATE the success, quality work and positive behaviors
of children.
24
Social Behavior
Grades:
1-3
Time:
10 - 20 minutes over 4 sessions
Materials: Drawing paper, markers, crayons, pencils, word cards for younger students
(I, can...), webs (graphic organizers)
Objectives:
Students will
increase self-awareness.
increase self-esteem.
write informational piece using a web.
participate in a full writing process, from brainstorming to creating nal product.
Instructions: (adapt for grade level)
Day One
1. Using webs, brainstorm things that you do well.
2. Write, dictate or draw them in the web.
Day Two
1. From the web, write sentences or paragraphs telling what you can do.
Day Three
1. Edit and write nal draft.
2. Illustrate the stories/sentences.
Day Four
1. Complete nal product (writing and illustrating).
2. Bind pages to make a book.
25
Social Behavior
Grades:
Time:
Material:
K-3
10 minutes
None
Objectives:
Students will
demonstrate increased self condence.
increase awareness of others.
reinforce acts of kindness toward others.
Instructions:
1. Have students sit in a circle.
2. Each student takes a turn saying one nice thing about someone in the group.
3. This compliment is structured so that the student delivering it talks directly to the other
person saying I liked it when you _________, (name). The other student replies with
Thank you, (name). (i.e., I liked it when you helped me clean up the crayons,
Sammy. Sammy replies with Thank you, Malik.)
4. Other skills can be taught include:
maintaining eye contact
conversation skills
taking turns
listening
giving compliments
26
Responsible Behavior
27
Social Behavior
Sub-Domain: Responsible Behavior
Grades:
Time:
30 minutes
Materials: Poster board, markers
Objective:
Students will
dene specic responsibilities for classroom members.
Instructions:
1. In a group discussion, brainstorm students individual and group responsibilities that
are to be performed during the school day.
2. List responsibilities on poster board and post in room.
3. Repeat for teacher/adult responsibilities.
Extensions:
Reinforce students who are demonstrating responsible behaviors.
Refer back to posters when students are observed not taking care of their responsibilities
or attempting to undertake adult responsibilities.
28
Social Behavior
Grade:
1
Time:
5 minutes daily
Materials: Stickers, chart, reinforcement
Objective:
Students will
bring homework and other materials to school.
Instructions:
1. Discuss the importance of having completed assignments each morning.
2. Give students a sticker for each day complete homework is returned. When students
have ve stickers on their chart, they can draw a prize from the prize box.
3. Provide social praise when delivering stickers. Gradually fade out stickers as social
reinforcement is continued.
29
Social Behavior

Grades:
Time:
Material:
5 minutes daily
Poster board
Objective:
Students will
show they are responsible for caring for their classroom.
Instructions:
1. Have students and staff make up a list of the jobs that need to be done in order to
have a clean and orderly room.
2. Create a checklist on poster board and laminate board.
3. Instruct students to clean up.
4. At clean up time, place checks next to completed jobs.
Extension:
Encourage students to develop a morning routine at home using the same procedure as
above.
30
Social Behavior
Grades:
3 - 5 intermediate and advanced
Time:
20 - 30 minutes, repeated intermittently as needed
Materials: Poster board, markers
Objectives:
Students will
attend school regularly.
arrive to school on time.
bring required materials to school.
Instructions:
1. Discuss expectations of others when playing a game as a team.
What happens if someone is late?
What if someone does not show up?
2. Have students role-play the following situation:
Students are part of a baseball team that is getting ready to play the championship
game. One player is late. Your best hitter only comes half of the time.
3. Discuss these questions:
How does one players being late affect the rest of the team?
How do others feel about that player?
Do you let him/her play?
What do you say to that player?
Why is it important to show up regularly and on time?
4. Complete same activity for advanced students, but change the role-play to a work
related role-play. It can be an on the job experience at a factory. Someone is late
to work and others must pick up the slack.
How would that make the workers feel?
Extension:
Make posters of My Job/ Your Job for classroom responsibilities
31
Asking and Answering Questions
32
Social Behavior
(Task-Related Behavior)
Sub-Domain: Asking and Answering Questions

Grades:
Time:
Material:
3-5
15 - 30 minutes
None
Objectives:
Students will
practice asking appropriate questions.
indicate when answers are not known.
Instructions:
1. Select a topic: Person, Place, or Thing.
2. Inform students of the general topic.
3. Allow students to ask a total of twenty questions to gather enough information
to guess the topic.
Extensions:
Students work in pairs to come up with a topic.
Use process as a Stump the Teacher activity.
33
Social Behavior

Grades:
K-3
Time:
5 - 10 minutes
Materials: KWL chart, markers/chalk
Objectives:
Students will
increase question-asking behavior.
increase participation in learning activities.
Instructions:
1. With students, create a KWL chart.
2. Discuss with students the importance of asking questions.
3. Set a goal with students about how many questions they will ask about a new topic.
4. Reinforce effort with positive comments.
5. Identify rewards attached to reaching the goal (e.g. stickers, self-recording).
34
Social Behavior
Grades:
K-3
Time:
10 - 20 minutes
Materials: A box or bag, a small object, chart paper, dry erase board or chalkboard, markers
Objectives:
Students will
develop skills in asking questions.
ask topic related questions.
develop inductive and deductive reasoning skills.
encourage taking turns in conversation.
encourage hand-raising skills.
Instructions:
1. Present group with a box or bag that has an object hidden inside.
2. Have students take a turn asking one question about the object in the box. Assign
specic, skill-related boundaries to these questions, such as: yes/no questions,
who/what/when/where questions, etc.
3. Record the information gained on a chart/graphic organizer (i.e., you may use a
T-chart for yes/no answers, a web for w questions). Make a list of answers, then
have students sort the information.
4. After an appropriate length of time and after all students have had equal opportunity
to ask questions, allow each student to guess what is in the bag.
5. Show students the item, then discuss with the group the process that they used.
Extension:
This procedure can be used to introduce a new unit or new vocabulary.
35
Completing Tasks
36
Social Behavior
Sub-Domain: Completing Tasks

Grades:
Time:
Material:
4-5
30 - 40 minutes to create rubric, 1 - 5 minutes for each evaluation time
Poster board
Objective:
Students will
learn to evaluate their own academic performance.
Instructions:
1. Create a rating rubric from 1 - 4, 1 being low performance and 4 being
high performance. Each number will list qualities that would denote acceptable work.
2. Students will use the rubric to rate their schoolwork and homework.
Extension:
Students can chart or graph their work.
37
Social Behavior
Sub-Domain: Completing Tasks

Grades:
Time:
Material:
K-1
20 minutes
The Little Engine that Could10
Objectives:
Students will
discuss the importance of completing a task.
discuss the consequences of not completing a task.
Instructions:
1. Read The Little Engine that Could to the students.
2. As you are reading, discuss what would happen if the little engine should quit at
various points of the book.
3. At the conclusion, discuss how the little engine felt when he completed the task.
Extensions:
Have students discuss a time when they wanted to quit but did not.
Make up cards showing activities with 3 or 4 steps. Have students put the cards in
sequence of events. Take off the last card and have students explain what would
happen if the task were not completed.
10
Piper, Watty (1978). NY: Grossett & Dunlap.
38
On-Task Behavior
39
Social Behavior
Sub-Domain: On-Task Behavior
Grades:
Time:
Material:
K-1
30 minutes
None
Objectives:
Students will
demonstrate the ability to ignore peer distractions.
demonstrate the ability to stay on task.
Instructions:
1. Initiate a discussion about the benets of ignoring distractions.
2. Read the following story:
Myrtle the turtle was one of the best students in _______school. She loved
to read, write, add and subtract. Even though she was a very good student, she
was always nervous when she took a test. One morning her teacher surprised
the class with a spelling quiz. Myrtle was very worried, even though she had
studied all of the words. When the test began, Myrtle tried to concentrate on
doing her best. Unfortunately, Jake the mouse was having a sneezing attack
and it was disturbing Myrtle. She knew she had to ignore the sneezing by not
looking or listening to Jake. It worked! Myrtle got all her spelling words right.
3. Identify the skill components (e.g., turn away, keep working).

4. Model the skill components. Stress that ignoring distractions helps in getting work
done. Select students to role-play acceptable activities that can distract others. Have
one child work on an assignment and another child offer distractions. The rst child
will ignore the other by not turning around and getting offtask.
5. Reinforce appropriate behavior. Identify inappropriate behaviors and reenact role-plays
with corrections.
Extension:
Plan distractions (rustling papers, dropping pencils, etc.) and have children practice
ignoring them. Praise children who concentrate and award them with a special badge.
40
Social Behavior
Grade:
Time:
Material:
Intermediate
30 minutes
None
Objectives:
Students will
ignore peer distractions.
stay on task.
Instructions:
1. Initiate a discussion about how ignoring distractions permits us to complete necessary
work.
2. Ask the following questions and list answers on the board.
What interrupts you when you are doing class work?
If you cant stop the interruption, what can you do?
Why is it important that we learn to concentrate and ignore distractions?
3. Identify the skill components:
Turn away
Do not listen to others
Keep on working
4. Model the skill components. Stress that ignoring distractions allows for the
completion of work in a shorter period of time. Select students to role-play
he following situations:
Student is reading his library book and two friends are talking nearby.
Student is standing in line and two others begin to push each other.
5. Reinforce correct behavior. Identify inappropriate behaviors and reenact role-plays
with corrections.
Extension:
Read Here Comes The Strikeout11
11
Kessler, Leonard (1992). NY: Harper Collins.
41
Social Behavior
Grades:
3-5
Time:
5 minutes daily plus time to create rubric
Materials: Chalkboard or chart paper, markers, poster with rubric on it, daily scoring
chart, items listed under on-task behavior written on the board or chart paper
Objectives:
Students will
participate in a discussion about on-task behavior.
have daily experience using a rubric for evaluation.
have the opportunity to evaluate their own behavior.
Instructions:
1. Lead a discussion about the characteristics of on-task behavior.
2. Share the items listed under on-task behavior written either on the board or on
chart paper.
3. Demonstrate how to use a four-point rubric to evaluate behavior:
Not Demonstrated
Somewhat Demonstrated
Mostly Demonstrated
Demonstrated
4. Refer to each item listed under on-task behavior and ask the students What must this
behavior look like to receive a 4, 3, 2, or 1? As students state their answers, ll in
the rubric chart. A sample chart is shown for the discussion on Sits straight at desk
when required by teacher. Have the class continue creating this rubric using each
item listed under on-task behavior.
42
ON-TASK BEHAVIOR
4
3
Sits straight at desk when required by teacher. Has to be reminded by teacher to sit correctly
no more than 2 times.
2
Needs 3 or more reminders to sit straight.
1
Slouches most/all of the time.
5. Post the completed rubric and have students evaluate their own on-task behavior
using the rubric. Write the rubric score on the daily scoring chart.
6. Conduct ongoing discussions and lessons as necessary to help students learn what
to do in order to bring a rubric score of 1 up to 2, 2 up to 3 and 3 up to 4.
7. Celebrate and recognize improvements in behavior. Ask students what they did to
move from a rubric score of 2 to a score of 3?
8. Let students know that scores of 3 or 4 are acceptable and scores of 1 or 2 are not
acceptable.
Extension:
Create rubrics as often as possible on behavior that need to be dealt with in the
classroom (hallway behavior, recess behavior, working in a group, etc.).
43
Social Behavior
Grades:
Time:
10 Minutes
Materials: Coffee can or hat, slips of paper with one item related to this sub-domain listed on
each slip of paper, chart with the items listed on it
Objectives:
Students will
work together to develop a scenario.
role-play different scenarios.
recognize the characteristics of on-task behaviors.
create a positive relationship among peers.
Instructions:
1. Lead a discussion in which students describe the characteristics of on-task
behavior. Display the items listed under on-task behavior on the board or on
chart paper.
2. Group students in pairs. Have the rst pair select one slip of paper from the can
or hat and read the scenario they are to role-play.
3. Set one minute for the pair to create a role-play for the class.
4. Have the pair role-play the item that is listed on the paper.
5. Have students guess the item that is being role-played.
6. Have each team take a turn.
Extensions:
Write a story about a time when you were on-task.
Write a story about a time when you had a hard time staying on task.
44
Quality of Work
45
Social Behavior
Sub-Domain: Quality of Work
Grades:
Time:
Material:
10 - 30 minutes
Students writing papers
Objectives:
Students will
share writing with an audience.
learn how to give constructive criticism.
learn how to listen to constructive criticism.
select at least one thing to change in their writing.
make written changes.
Instructions:
1. Using the Writing Process (pre-writing, drafting, revising, editing, publishing), have
students create a piece of writing.
2. From their rst draft, have students read their piece to the class or to a small group.
3. Lead the class in discussing some positive qualities of the writing.
4. Ask, What more do you want to know? Students respond with
comments such as I want to know more about or I was a little confused about
The author listens and then selects at least one thing to change in the writing.
5. Recognize student responses and acknowledge changes that make for a higher quality
piece of writing.
Extension:
Use writing skills in Science or Social Studies reports, in writing word problems for
Math or in writing a letter to a character in a book.
46
Social Behavior
Grades:
2-4
Time:
10 - 15 minutes
Materials: Students writing papers, stuffed animal, PVC pipe bent like a telephone receiver
Objectives:
Students will
reread a piece of their own writing.
learn to edit personal writing.
Instructions:
1. Have students use the Writing Process (pre-writing, drafting, revising, editing,
publishing) to create a piece of writing.
2. When students are ready to revise their piece, have them go to a quiet area of the
room.
3. Instruct students to read their product quietly to the stuffed animal or into the
PVC pipe that is shaped like a telephone receiver or to read to the wall.
4. Emphasize the importance of reading the piece orally.
5. As the student listen to their own voice, direct them to ask themselves whether the
piece makes sense or if more details need to be added, etc.
6. Have students make needed changes.
Extension:
Use writing skills in Science or Social Studies reports, in writing word problems for
Math or in writing a letter to a character in a book.
47
Social Behavior
Grade:
Intermediate
Time:
15 - 20 minutes
Materials: Overhead, dry-erase markers, student work samples
Objectives:
Students will
set up criteria for neatness.
evaluate their own work.
make corrections to work.
create a polished nal copy.
Instructions:
1. Pick out work samples from past students that range in quality. Discuss with
students the criteria for an excellent nal product.
2. Develop a list of the criteria that will be used to evaluate nal product.
3. Use overheads to have students evaluate the work samples using the criteria.
4. Have students make corrections with the dry-erase marker.
5. Decide which papers should be redone and which ones may be handed in with a few
corrections.
6. Discuss the qualities of the excellent nished products.
Extension:
Display current work samples as visual cues of excellent work.
48
Social Behavior
Grades:
2-3
Time:
20 - 25 minutes
Materials: Student-made dice cut out, pencils, work samples
Objectives:
Students will
set up criteria for neatness.
evaluate own work.
make needed changes in written work.
Instructions:
1. Have students discuss the criteria for an excellent written product.
2. Write one criterion on each side of the dice.
3. Display a student work sample.
4. Have a student roll the dice and read the side that is up.
5. Evaluate the work sample on that criterion.
6. Discuss ways in which the work can be improved.
Extension:
Keep a set of dice next to the box where papers are turned in. As students hand in
papers, have them roll the dice and decide if their paper meets the criterion indicated or
if more work needs to be done.
49
Gaining Attention
50
Social Behavior
(Interpersonal Behavior)
Sub-Domain: Gaining Attention

Grades:
K-1
Time:
Throughout the school day for consecutive days until activity is complete
Materials: Jar, label, marbles, reward
Objectives:
Students will
gain teacher attention in class by raising hand.
wait quietly for recognition before speaking out in class.
use please and thank you when making requests of others.
approach the teacher and ask appropriately for help, explanations or instructions.
gain attention from peers in appropriate ways.
Instructions:
1. Label a transparent plastic can with the phrase, I have good manners.
2. Explain to students that whenever the teacher hears a student say please or thank
you, a marble will be added to the jar.
3. When the jar is lled to the pre-determined level, provide a class reward.
The reward can be tangible or a group activity (free time, movie, game, etc.).
4. Empty jar and start again. The jar used can be large or small depending on the
age/skill levels of the children.
51
Social Behavior

Grades:
Time:
Material:
2-3
30 minutes a day over one week
Chart showing target behaviors
Objectives:
Students will
gain teacher attention by raising hand.
wait quietly for recognition before speaking out in class.
use please and thank you when making requests of others.
approach the teacher and ask appropriately for help, explanations
or instructions.
gain attention from peers in appropriate ways.
Instructions:
1. Explain to students the appropriate way to raise their hands and ask questions.
Display a list of these behaviors.
2. Have students practice appropriate behavior.
3. Give students an assignment to create a need for asking questions.
4. During various work periods, reinforce appropriate question-asking behavior with
positive comments.
52
Social Behavior

Grades:
Time:
Material:
2-4
15 - 30 minutes per day over one week
Deck of cards
Objectives:
Students will
use please and thank you in verbal interaction.
gain peers attention appropriately.
Instructions:
1. Gather students around a table to play cards.
2. Review rules for playing card game Go Fish.
3. Get consensus on set of rules for the game.
4. Have students play the game using appropriate verbal interaction.
Extension:
Have students play other games independently. Reinforce appropriate verbal
interaction.
53
Social Behavior
Grades:
3-5
Time:
15 minutes and periodically as needed
Materials: Construction paper, markers, paper plates, scissors, popsicle sticks
Objectives:
Students will
gain teachers attention appropriately.
learn the difference between asking a question and giving information.
wait patiently for recognition.
learn not to speak out in class.
Instructions:
1. Place a question mark on one side of a paper plate and an exclamation mark on the
other.
2. Attach the plate to a popsicle stick to make a fan. These may be made as a class project
or may be made ahead of time.
3. Explain the fans use for asking a question or requesting help.
4. Practice using the fans during an instructional period.
5. Discuss the difference between asking questions and requesting help.
Extension:
Use fans for other instructional periods until skills are well established.
54
Accepting Authority
55
Social Behavior
Sub-Domain: Accepting Authority
Grade:
Primary
Time:
30 - 45 minutes
Materials: The Gingerbread Boy12 story, clues made up by the teacher,
Gingerbread boy cut-outs
Objective:
Students will
comply with requests of adults who are in positions of authority.
Instructions:
1. Read The Gingerbread Boy to the class.
2. Explain to the class that they will be given clues to help them nd the
gingerbread boy cut-outs.
3. Read the rst clue. Have the class follow directions and nd the second clue,
which is read by the teacher. Continue until the class nally discovers the
gingerbread boy cut-outs.
4. Lead a discussion of the steps required to nd the gingerbread boy cut-out.
5. Reinforce students who follow directions during activity.
Extension:
Create opportunities for following directions in other instructional periods.
12
Egielski, Richard (1997). NY: Laura Geringer Books.
56
Social Behavior
Grade:
Time:
Intermediate
10 minutes to explain activity, time throughout the day to mark checklist and
20 minutes to discuss at end of the day
Materials: List of target situations, pencils, Scavenger Hunt (see p. 58)
Objectives:
Students will
gain increased awareness of people following directions.
comply with requests of adults.
Instructions:
1. Make a list of situations for students to observe during the course of the school day
in which people are following directions. See scavenger hunt handout.
2. Have students check off each item as they see it demonstrated.
3. Lead class discussion of observations, providing opportunities for comments.
57
Scavenger Hunt Following Directions

Find someone who is following an adults directions in any of these settings:
Reading class
Math class
The corridors
The lunchroom
The playground
A specialty classroom
The library
On the bus
58
Social Behavior

Grades:
3-5
Time:
30 minutes over 3 days
Materials: The book Secret Agent Dingledorf: The Case of the Drooling Dinosaur13,
writing paper
Objectives:
Students will
comply with requests of adults who are in positions of authority.
know and follow classroom rules.
Instructions:
DAY ONE
1. Ask students what they know about rules and who follows rules in our society.
Record students responses.
2. Introduce Secret Agent Dingledorf and read through chapter three (students may
read on their own depending on reading level).
3. Lead a class discussion regarding when Agent Dingledorf did NOT follow the rules
and what the consequences were.
4. Have students predict what will happen to the dinosaurs if Agent Dingledorf does
or does not follow rules as the story continues.
DAY TWO
5. Lead a class discussion about what classroom rules should be.
6. Review the story and then read chapters four through six.
59
7. Lead a class discussion addressing the following:

Who in the story doesnt like to follow rules?
Did Agent Dingledorf follow directions? Why or why not?
What happened when he did not follow directions?
8. Have students write about a time in their life when they did not follow
directions and the consequences that ensued.
DAY THREE
1. Lead a class discussion about students writing (how not following directions/rules
caused more trouble for them than if they had followed directions/rules).
2. Review events in the story and read chapters seven and eight.
3. Lead a class discussion about the story (i.e., ask students to imagine how the
people at the amusement park felt with no rules and what happened to them).
Extensions:
Have students read additional passages about rules and rule-breaking
Encourage students to relate rules to other topics such as why nations go to war
and how planet Earth can be damaged by not following rules against pollution.
13
Myers, Bill (2003). Nashville, TN: Thomas Nelson, Inc.
60
Helping Others
61
Social Behavior
Sub-Domain: Helping Others
Grades:
3-4
Time:
25 minutes a day for 3 days
Materials: Stories that describe situations about people expressing empathy, sympathy or
encouragement, warm fuzzies (pompom balls made from yarn), one for each
student, a basket
Objectives:
Students will
identify situations in stories about people expressing empathy, sympathy or
encouragement.
determine when and how it is appropriate to show empathy, sympathy or
encouragement in daily situations.
take initiative to show empathy, sympathy and encouragement.
Instructions:
1. Read stories that contain examples of people expressing empathy, sympathy
or encouragement.
2. Have students identify empathy, sympathy or encouragement in the stories.
3. When students demonstrate behaviors involving empathy, sympathy or encouragement,
provide a warm fuzzy to place on their desk for the rest of the day. At the end of the
day, the students put the warm fuzzies in the basket.
Extensions:
Review this concept intermittently using literature.
Reinforce students for showing empathy, sympathy or encouragement.
62
Social Behavior
Sub-Domain: Helping Others
Grades:
4-5
Time:
15 - 30 minutes a day for 3 days
Materials: Scenarios written on pieces of paper, chart paper, markers, baskets
Objective:
Students will
demonstrate their ability to come to the defense of a peer in trouble.
Instructions:
DAY ONE
1. Lead discussion on when it is appropriate to come to the aid of a peer in
trouble. The teacher might askWhat kinds of situations can happen at school or
home or in your neighborhood in which someone might need help? The teacher will
write these situations on the board. Then the teacher will ask, What kinds of situations
do you need to stay out of? These are also written on the board.
DAY TWO
2. Use the list of situations that the students came up with the previous day and
lead a discussion of what should be said and done in each of the situations. It should be
stressed that safety is important and that a good choice is one which helps to solve the
problem. These words and actions are posted in the room on large paper.
DAY THREE
1. Write on separate papers the different situations the students created on
day one along with a few added by the teacher.
2. Divide the class into groups.
3. Have each group pick a scenario.
4. Have groups read the scenario and practice a role-play for the situation.
5. Direct students in discussing the scenarios.
Extension:
Reinforce efforts made by students to come to the defense of a peer who is in trouble.
63
Environmental
Behavior
Care of the Environment
64
Social Behavior
(Environmental Behavior)
Sub-Domain: Care for the Environment
Grades:
3-5
Time:
30 minutes
Materials: Post-It Notes, writing paper
Objectives:
Students will
discuss jobs that need to be completed in the classroom.
write down reasons that the jobs need to be done.
take responsibility for assigned jobs.
Instructions:
1. Have students brainstorm a list of jobs that need to be done in the classroom while
recording the responses on the board.
2. Have students record the jobs that need to be completed and discuss their importance.
3. Set aside time each day for students to complete their individual tasks.
4. Record and organize job descriptions for a daily drawing.
Extension:
Conduct classroom discussions regarding community caretakers and organizations
like Adopt-A-Highway.
65
Social Behavior

Grades:
3-5
Time:
30 minutes
Materials: Picture image of the correct way a task is completed, statement of the rules
matching the image.
Objective:
Students will
learn the importance of completing tasks correctly.
Instructions:
1. Have students list chores they complete at home.
2. Lead a class discussion of what would happen if no one completed chores at
home or at school.
3. Give students a list of pictures showing chores and the rules associated with each
chore. Have students match the rules to the pictures.
4. Follow-up with class discussion.
Extensions:
Students write stories about consequences of effective and ineffective environmental
care.
Plan a Take Pride in School Day with students selecting tasks to work
on in the school building.
66
Social Behavior
Grades:
K-2
Time:
1 - 5 minutes
Materials: Simple cleaning supplies (i.e., paper towels, soapy solution, sponges or towels,
broom & dustpan, etc.)
Objectives:
Students will
dispose of trash in proper container.
clean up after breaking or spilling something.
use classroom equipment and materials properly.
Instructions:
1. Demonstrate how to use various cleaning supplies and techniques either as situations
arise or as part of a role-play.
2. Have students role-play to demonstrate their actions in keeping the classroom
neat.
3. Monitor and supervise while having individual students practice the tasks.
Extensions:
Assign classroom jobs that involve cleaning tasks.
Have a school maintenance person come to the class to discuss his/her work.
Talk about chores done at home.
67
Social Behavior

Grades:
K-2
Time:
Variable (1 - 5 minutes)
Materials: Classroom materials (washed out milk cartons, crumpled paper, etc.)
Objectives:
Students will
dispose of trash in the proper container.
put away classroom materials as directed.
Instructions:
1. Have students assist in scattering items (crumpled paper, markers, books, etc.)
around a designated area.
2. Demonstrate the proper place for each item at clean up time.
3. Set a timer and tell students to clean up in the alloted time.
4. Have students place items in their designated spots before time is up.
Extensions:
Practice with a variety of items and at various times of day.
Practice at random intervals and reinforce students who assist with clean up.
68
Environmental
Behavior
Dealing with Emergencies
69
Social Behavior
Sub-Domain: Dealing with Emergencies

Grades:
1-4
Time:
30 - 45 minutes
Materials: Slips of paper with sample emergency situations and slips with situations that
are not emergencies.
Objective:
Students will
distinguish between emergency and non-emergency situations.
Instructions:
1. Discuss examples of emergency and non-emergency situations.
2. Create role-plays in which the students practice appropriate behavior for given
situations.
3. Lead class discussion on the role-playing.
70
Social Behavior
Sub-Domain: Dealing with Emergencies
Grades:
2-4
Time:
30 - 45 minutes
Materials: Bingo boards, which can be made ahead of time by the teacher or students.
Objectives:
Students will
make distinctions between emergency and non-emergency situations.
state the steps to take in cases of emergency.
Instructions:
1. Make bingo boards with words describing an emergency, (e.g., re).
2. Make slips that say emergency and non-emergency.
3. Draw a slip from the pile of emergency and non-emergency papers and call it out.
The student places a marker on the board that ts.
4. Lead a discussion on what to do in cases of emergency.
Extension:
Encourage discussions of students experiences that help them distinguish between
emergency and non-emergency situations.
71
Environmental
Behavior
Lunchroom Behavior
72
Social Behavior
Sub-Domain: Lunchroom Behavior
Grades:
K-3
Time:
15 minutes a day for 3 days
Materials: Paper plates, cups, utensils, napkins, table
Objectives:
Students will
demonstrate proper use of eating utensils.
learn to handle and eat only their own food.
demonstrate proper etiquette while eating.
Instructions:
1. Guide students in setting a table for a meal.
2. Demonstrate proper etiquette while eating.
3. Set up role-plays for practicing proper table manners.
4. Demonstrate proper way to clean up after a meal.
Extension:
Eat lunch together at school using the skills learned.
73
Social Behavior

Grades:
K-1
Time:
25 minutes
Materials: Cooking magazines or pre-made food cards, plastic silverware, a large
diagram for charting
Objective:
Students will
Identify appropriate uses for eating utensils.
Instructions:
1. Create a three-column chart for display. Glue one piece of silverware at the top of
each of the three-column chart.
2. Have students identify pictures of food items they would eat with the various utensils.
3. Have students place their picture under the proper utensil.
4. Discuss the rationale for students decisions.
74
Social Behavior

Grades:
2-3
Time:
40 minutes
Materials: Chart, book, poster board, markers
Objectives:
Students will
use eating utensils appropriately.
identify proper eating behavior.
Instructions:
1. Read Mind Your Manners, Ben Bunny14 to the students.
2. Prepare a chart showing appropriate behaviors while eating.
3. Have students brainstorm appropriate ways to behave in the lunchroom. Use examples
from the book. This can be done in a small group or as a class.
4. Have students select one appropriate lunchroom behavior shown on the list and make
the poster of it. These can be hung at the entrance to the cafeteria as a reminder to the
whole school.
Extension:
Reinforce students when appropriate eating behavior is demonstrated.
14
Smith, Mavis (1998). NY: Cartwheel.
75
Environmental
Behavior
Movement Around Environment
76
Social Behavior
Sub-Domain: Movement Around Environment

Grades:
K-2
Time:
5 - 20 minutes
Materials: Floor tape or string
Objectives:
Students will
enter classroom and take their seats without disturbing others.
form and walk in a line.
Instructions:
1. Discuss the importance of entering and walking through rooms appropriately.
2. Create a path through the classroom using oor tape or string.
3. Have students walk on the line through the classroom without touching people
or items.
4. Have students sit in a designated area at the end of the line.
Extensions:
Make the path more difcult by placing different items or people along the path.
Reinforce students who demonstrate appropriate behavior.
77
Social Behavior
Sub-Domain: Movement Around Environment

Grades:
Time:
Material:
15 minutes
Hula Hoops
Objectives:
Students will
recognize and respect the concept of personal space.
walk through the hall learning appropriate spacing.
walk through the hall quietly at a reasonable pace.
Instructions:
1. Give each student a hula-hoop.
2. Have students put the hula-hoops over their heads.
3. Have students line up single le while holding the hula-hoops.
4. Lead the students through the hallway.
5. Instruct students to keep their hula-hoops from touching the one in front of them.
6. After practicing, tell the students they will walk through the hall with an imaginary
hula-hoop, leaving the same amount of space around them as if they had a hula-hoop.
7. Reinforce successful movement through the hall with recognition and praise.
Extension:
Repeat this activity as students need a refresher during the year.
78

SED Teaching Social Skills Manual

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

SED Teaching Social Skills Manual

Hochgeladen von

Copyright:

Verfügbare Formate

Teaching Social

Skills A Direct Instruction

Lesson Plans for Improving Social Skills

Teaching Social Skills

1. Stephens, T. M. (1992). Odessa, FL: Psychological Assessment Resources.

About the Editors:

Cover Graphic: Learning and Teaching Scotland, Glasgow

Teaching Social Skills

Sub-Domain: Accepting Consequences

Buehner, Caralyn (2000). NY: Penguin.

Sub-Domain: Accepting Consequences

Sub-Domain: Accepting Consequences

Brown, Marcia (1961). NY: Aladdin.

Sub-Domain: Accepting Consequences

Sub-Domain: Accepting Consequences

Sub-Domain: Responsible Behavior

Sub-Domain: Asking and Answering Questions

Sub-Domain: Asking and Answering Questions

Sub-Domain: Completing Tasks

Sub-Domain: Completing Tasks

Piper, Watty (1978). NY: Grossett & Dunlap.

3. Identify the skill components (e.g., turn away, keep working).

Kessler, Leonard (1992). NY: Harper Collins.

Sub-Domain: Gaining Attention

Sub-Domain: Gaining Attention

Sub-Domain: Gaining Attention

Egielski, Richard (1997). NY: Laura Geringer Books.

Scavenger Hunt Following Directions

Sub-Domain: Accepting Authority

7. Lead a class discussion addressing the following:

Myers, Bill (2003). Nashville, TN: Thomas Nelson, Inc.

Sub-Domain: Care for the Environment

Sub-Domain: Care for the Environment

Sub-Domain: Dealing with Emergencies

Sub-Domain: Lunchroom Behavior

Sub-Domain: Lunchroom Behavior

Smith, Mavis (1998). NY: Cartwheel.

Sub-Domain: Movement Around Environment

Sub-Domain: Movement Around Environment

Das könnte Ihnen auch gefallen