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Social skills improve learning and safety
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<blockquote data-quote="Sheila" data-source="post: 96157" data-attributes="member: 23"><p>Scary how the author would think a half-way intelligent person would buy this type double-talk.</p><p></p><p>Goals and objectives are measurable.</p><p></p><p>Examples found at <a href="https://web.archive.org/web/20090225055115/http://kid-power.org/samples/goals.html" target="_blank">https://web.archive.org/web/20090225055115/http://kid-power.org/samples/goals.html</a>:</p><p></p><p>Social Skills</p><p></p><p>III. John is able to respond to "yes/no" and other simple questions "How are you?" and "How old are you?" and "Who is your teacher?" He still has inconsistent eye contact with the person speaking, and does participate in turn taking activities with minimal assistance.</p><p></p><p>IV. A. Annual Goal</p><p>John will demonstrate improved social skills.</p><p></p><p>B. Short-Term Objectives</p><p>1. John will look at the person speaking/signing with minimal prompts 90% of the time. (as his Vision Therapy progresses)</p><p>2. John will look at the person speaking/signing without prompts 60% of the time.</p><p>3. John will address all adults and students he regularly comes in contact with by name, and will use appropriate pleasantries (please, thank you, etc.) with fading models/prompts 65% of the time.</p><p>4. John will raise his hand in class with fading prompts/models 75% of the time.</p><p>5. John will participate in turn taking during group activities with minimal assistance 90% of the time.</p><p>6. During connect, John will learn the name of a "connect peer partner (student)" and interact with that student using the skills listed above with minimal assistance 75% of the time</p><p>7. John will take a "signed/verbal" message from one person to another, and deliver the message correctly, 75% of the time.</p><p>8. During connect, John will participate in group activities and games with minimal assistance from a connect-peer partner, with 60% compliance.</p><p>9. John will self-initiate a request for things he wants that he has visual access to with 90% accuracy.</p><p></p><p><a href="https://web.archive.org/web/20151009204254/http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx" target="_blank">https://web.archive.org/web/20151009204254/http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx</a></p><p></p><p>Social Skills: Promoting Positive Behavior, Academic Success, and School Safety</p><p></p><p>Good social skills are critical to successful functioning in life. These skills enable us to know what to say, how to make good choices, and how to behave in diverse situations. The extent to which children and adolescents possess good social skills can influence their academic performance, behavior, social and family relationships, and involvement in extracurricular activities. Social skills are also linked to the quality of the school environment and school safety.</p><p></p><p>While most children pick up positive skills through their everyday interactions with adults and peers, it is important that educators and parents reinforce this casual learning with direct and indirect instruction. We must also recognize when and where children pick up behaviors that might be detrimental to their development or safety. In the past, schools have relied exclusively on families to teach children important interpersonal and conflict resolution skills. However, increased negative societal influences and demands on family life make it imperative that schools partner with parents to facilitate this social learning process. This is particularly true today given the critical role that social skills play in maintaining a positive school environment and reducing school violence.</p><p>Consequences of Good Social Skills</p><p></p><p>With a full repertoire of social skills, students will have the ability to make social choices that will strengthen their interpersonal relationships and facilitate success in school. Some consequences of good social skills include:</p><p></p><p> * Positive and safe school environment.</p><p> * Child resiliency in the face of future crises or other stressful life events.</p><p> * Students who seek appropriate and safe avenues for aggression and frustration.</p><p> * Children who take personal responsibility for promoting school safety.</p><p></p><p>Consequences of Poor Social Skills</p><p></p><p>Students with poor social skills have been shown to:</p><p></p><p> * Experience difficulties in interpersonal relationships with parents, teachers, and peers.</p><p> * Evoke highly negative responses from others that lead to high levels of peer rejection. Peer rejection has been linked on several occasions with school violence.</p><p> * Show signs of depression, aggression and anxiety.</p><p> * Demonstrate poor academic performance as an indirect consequence.</p><p> * Show a higher incidence of involvement in the criminal justice system as adults.</p></blockquote><p></p>
[QUOTE="Sheila, post: 96157, member: 23"] Scary how the author would think a half-way intelligent person would buy this type double-talk. Goals and objectives are measurable. Examples found at [URL]https://web.archive.org/web/20090225055115/http://kid-power.org/samples/goals.html[/URL]: Social Skills III. John is able to respond to "yes/no" and other simple questions "How are you?" and "How old are you?" and "Who is your teacher?" He still has inconsistent eye contact with the person speaking, and does participate in turn taking activities with minimal assistance. IV. A. Annual Goal John will demonstrate improved social skills. B. Short-Term Objectives 1. John will look at the person speaking/signing with minimal prompts 90% of the time. (as his Vision Therapy progresses) 2. John will look at the person speaking/signing without prompts 60% of the time. 3. John will address all adults and students he regularly comes in contact with by name, and will use appropriate pleasantries (please, thank you, etc.) with fading models/prompts 65% of the time. 4. John will raise his hand in class with fading prompts/models 75% of the time. 5. John will participate in turn taking during group activities with minimal assistance 90% of the time. 6. During connect, John will learn the name of a "connect peer partner (student)" and interact with that student using the skills listed above with minimal assistance 75% of the time 7. John will take a "signed/verbal" message from one person to another, and deliver the message correctly, 75% of the time. 8. During connect, John will participate in group activities and games with minimal assistance from a connect-peer partner, with 60% compliance. 9. John will self-initiate a request for things he wants that he has visual access to with 90% accuracy. [URL]https://web.archive.org/web/20151009204254/http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx[/URL] Social Skills: Promoting Positive Behavior, Academic Success, and School Safety Good social skills are critical to successful functioning in life. These skills enable us to know what to say, how to make good choices, and how to behave in diverse situations. The extent to which children and adolescents possess good social skills can influence their academic performance, behavior, social and family relationships, and involvement in extracurricular activities. Social skills are also linked to the quality of the school environment and school safety. While most children pick up positive skills through their everyday interactions with adults and peers, it is important that educators and parents reinforce this casual learning with direct and indirect instruction. We must also recognize when and where children pick up behaviors that might be detrimental to their development or safety. In the past, schools have relied exclusively on families to teach children important interpersonal and conflict resolution skills. However, increased negative societal influences and demands on family life make it imperative that schools partner with parents to facilitate this social learning process. This is particularly true today given the critical role that social skills play in maintaining a positive school environment and reducing school violence. Consequences of Good Social Skills With a full repertoire of social skills, students will have the ability to make social choices that will strengthen their interpersonal relationships and facilitate success in school. Some consequences of good social skills include: * Positive and safe school environment. * Child resiliency in the face of future crises or other stressful life events. * Students who seek appropriate and safe avenues for aggression and frustration. * Children who take personal responsibility for promoting school safety. Consequences of Poor Social Skills Students with poor social skills have been shown to: * Experience difficulties in interpersonal relationships with parents, teachers, and peers. * Evoke highly negative responses from others that lead to high levels of peer rejection. Peer rejection has been linked on several occasions with school violence. * Show signs of depression, aggression and anxiety. * Demonstrate poor academic performance as an indirect consequence. * Show a higher incidence of involvement in the criminal justice system as adults. [/QUOTE]
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