Download - Social Language Groups at Miner School
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Social Language Groups at Miner School
Presented By:Christina Dudgeon
&Maura Kramer
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Background Information• Miner School Population
– Therapeutic day school setting– Elementary through transition– Wide range of special needs including autism spectrum disorders,
behavioral disorders, cognitive disabilities, physical/health impairments, and multiple disabilities
• Who is involved?– Speech-Language Pathologists and Classroom Therapists (Social
Worker, Psychologists)– Teachers and Assistants– Students
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Logistics
• Social skills groups meet once a week to explicitly teach and practice the targeted skill
• Classrooms carry-over skills through review (morning meeting, etc.) and incidental teaching
• Visuals are posted throughout the school to promote generalization
• Coordination with PBIS interventions
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Rationale
• Why have a school-wide social skills curriculum?– Appropriate social behavior can be taught the
same way academic skills are taught – All staff and students are aware of expectations
and demonstrate, explain, and practice the skills across all school settings on a daily basis
– Peer modeling-Higher functioning students are able to model for lower students
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Universal Themes• Each classroom is working on the same theme, or unit, at
the same time.• Each unit lasts about a month.• Materials are adapted/differentiated to meet student needs.• Themes include:
– Introductions and Greetings– Emotions– Self-Regulation (5-Point Scale)– Hygiene and Health– Relationships– Leisure
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Group Example - CIRCLES
• The CIRCLES Program (Champagne, M.P. & Walker-Hirsh, L.) was developed to teach the concepts of relationships and social boundaries to students with disabilities
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Group Example - CIRCLES
• Each colored circle represents a different type of relationship (e.g. family, friends, community helpers, strangers, etc.)
• The Three T’s: Touch, Talk, & Trust
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Group Example - CIRCLES• Visuals
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Group Example - CIRCLES
• Group Dynamics– 10 high school students– Range of disabilities, including Autism Spectrum
Disorders (ASD), emotional/behavioral disorders, cognitive disabilities, other health impairments, etc.
– Range of functioning
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Group Example – BLUE CIRCLE
• Schedule– Displayed on Smartboard– Each student has a personal binder with the
schedule and all group materials– Students update schedules by crossing off
activities as they are completed during the group
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Group Example – BLUE CIRCLE
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Group Example – BLUE CIRCLE
• Rules – aligned with school-wide PBIS rules
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Group Example – BLUE CIRCLE
• Check-in procedures
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Group Example – BLUE CIRCLE
• Check-in script
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Group Example – BLUE CIRCLE
• Activity 1 – Story– Students take turns reading each page– Group leaders assess student comprehension
throughout reading (simple yes/no or wh- questions, asking students to point to pictures, etc.)
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Group Example – BLUE CIRCLE
• Sensory Break (one minute)– Students choose a sensory activity to complete in
the room (e.g. wall push-ups, hold sensory items, theraputty, bounce on exercise ball, etc.)
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Group Example – BLUE CIRCLE
• Activity 2 – Color Circles– Each student colors the blue circle in his/her
personal circles chart
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Group Example – BLUE CIRCLE
• Activity 3 – People in My Family– Students complete the worksheet and share the
information with the group
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Group Example – BLUE CIRCLE
• Check-out
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Group Example-Greetings
• Group Dynamics– Six Middle School Students– Range of disabilities, including ASD, Down
Syndrome, OHI, emotional/behavioral disorders– AAC Users (4 high-tech, one PECS, one low-tech
communication book)– Schedule and activities displayed on Smartboard
and manipulated by students– Frequent movement/sensory breaks
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Greetings
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Group Example-Five Point Scale
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Five Point Scale-IEP Goals
• When presented with visual supports (i.e., Five-Point Scale) Student will independently identify his feelings/level of arousal (i.e., “I am three - control and ready to work,” “I feel nervous,” etc.) and utilize a corresponding sensory strategy on 4/5 data collection opportunities by Annual Review 2015.
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Our Next Steps…
• Increase classroom carryover of skills taught in group
• Pre and post assessment for the year to show student growth– CELF Pragmatics Profile– NSSEO Social Language Team Input Form– Moving Toward Functional Social Competence