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STUDENT will identify how to greet and initiate a conversation with a peer, and will appropriately initiate a conversation with a peer in 3/5 opportunities provided moderate cues.

NAME will ask reciprocal questions of a therapist or peer in 4/5 opportunities across 3 consecutive sessions provided minimal verbal and visual cues.

Given written or verbal cues, NAME will initiate a conversation with a peer, ask a question, and answer a question in 80% of observed opportunities.

I have tons of suggestions and starters in my speech therapy goal bank! Here are some that I like to use with my students working on these types of social skills: These principles are going to help them with peer interactions more than just blindly going through the motions of a very nuanced element of life. When we teach our students not just what to do, but why we do it, we are nurturing their belief that social skills are important and increase empathy. So, when you’re just introducing the basics, don’t forget about videos! No need to overcomplicate it – we all have the tools to make a quick video instantly! Focus on the Why

Win for school-based therapy! Video ModelingĪgain and again, we see that video modeling can be really helpful for students who struggle with social skills.

The researchers also noted that clinic-based social skills groups do not usually generalize to school environments, but school-based social groups do generalize to other environments within the school. They actually interacted with their typical peers more and isolated less on the playground after receiving the intervention. But the groups without peers actually made greater improvements. al (2016) found that groups comprised of only neurodiverse individuals and mixed groups that included typical peers both made improvements in social skills given targeted intervention. Social skills are best learned in a group! That seems like common sense.īut, should we include typical peers in the group? Kasari et. Students need to know how they are doing and how they can improve!

Practice. We’re good at this part in speech therapy! But if you can, practice in different settings with different people and different scenarios.

If the child was going to pick up on unspoken social cues, they would have done so already.

You need to spell out the targeted social skill. There are three critical components to effect social skill intervention. Direct Instruction, Practice, and Feedback Social Skills: What Does The Research Say?Īccording to current research and evidence, there are a few things we should keep in mind for effective social skill intervention. Social skills visuals are vital for teaching conversation skills! Check out my 24 visual focus sheets to promote and develop pragmatic language abilities and self-reflection!