Click here for the link to print this sheet.
We all have those students that either think situations are more in their control than they really are or they don't recognize what they do and do not have control over so they get into other people's business. This can also limit their ability to see their own part in a situation or ability to solve a problem. This is just a quick sheet to go over what IS in their control and what is NOT in their control. There is no sense wasting time or energy on things that are not in our control. This can be useful with adults too as they get wrapped up situations.
Wednesday, March 19, 2014
Awhile back (okay....maybe many years ago when I was working with my buddy Rebecca P), I created an "On Target Social Skills" unit that we used. We always thought about further developing it, but we never really got around to it. Now I find myself teaching social skills again with a group or two that could probably use the concrete visual of this target concept. So here I go....I am going to try and further develop the sheets and keep adding smaller target sheets for specific skills. Here is my first attempt at trying to remember the intricacies about the initial concept....so very long ago. :-)
Click here for a link to the larger target.
Click here for a link to the mini targets that focus on turn-taking.
Click here for a link to a larger target on turn-taking.
Click here for a link to mini targets that focus on listening.
Saturday, March 15, 2014
Click here to go to a printable document of the hierarchy form.
Click here to go to a printable document of the hierarchy crime poster.
I created this form for my higher level social skills class. The group was having a difficult time figuring out what level of formality they could or SHOULD use with different groups. I explained to them that everyone has a level (Level 2). Even the President of the United States is a LEVEL 2 in his world. The President has parents, aunts and uncles that are above him in level of social interactions. So everyone is at a level two and has peers, siblings, cousins, etc. At your own level you can use a less formal form of interactions. Then when we talk with people at a Level 3, 4 or 5 for us we need to adjust our level of formality. We refer to it as Hierarchy Interactions and used this form to talk about why their tone or their level of formality was not appropriate for the situation. Then we talked about why using too high or too low of a hierarchy approach with certain groups may create misunderstandings or consequences. We also talked about how other perceive us when we make a mistake in this area of hierarchy.
We started the project out by asking questions....
- Who are some people who you feel you can interact with freely?
- Do you change your tone with certain people?
- Are there some ways that you can communicate with your close friends that you probably wouldn't use with other people? If so, why?
- If you met the President of the United States, could you talk with him/her like you talk with your friends? If not, why?
- Do you talk with your teachers the same way you talk with your closest friends? (This is where my group struggled some.)
- If you were pulled over by a police officer, would it be okay to use sarcasm with them?
- Do you think there are some people that your parents have to use a more formal approach with?
Wednesday, March 12, 2014
I love MAGNET words in speech! You can use them for so many things. This week my functional communication groups pulled them out for therapy. We found all of the adjective magnets (color coded, which made it easier) and put them up on my little office fridge. Yes, I do believe in using all spaces in my office as instruction spots!
Then they had to find three adjectives that could be used to describe them. They could only use the magnets on the fridge to start with. Eventually, we expanded to ones they could come up with on their own.
This may seem like an obvious use of the magnet words, but today my Functional Communication Groups were working on expanding their sentences a bit. So we used this lovely, blue cookie sheet and put a noun (monster) in the middle of it. Then we brainstormed on what words describe a monster. As you can see, I write on everything with white board markers. The kids had fun taking turns with their nouns and adjectives. Next we will move on to making sentences with the different adjective phrase possibilities.
Minnesota Winters (noun)- impossible, tiring, exhausting, brutal, dark, frigid, ridiculous, blustery, and never-ending (adjectives)