Sitting at the table, I carefully unpack my lunch bag examining the contents inside: salad, sliced cheese, yogurt, almonds, a granny smith apple and water. Same as yesterday, and the day before, yet I go through this ritual everyday. Glancing up, I make sure to greet the last few students trickling in. The students naturally navigate to “their groups” gathering around desks clustered together. Several students drag additional chairs over to accommodate all of them. Like me, they strategically unpack their lunches. A few of them begin to set up the chessboards. There is something to be said about routines and repetitive behaviors providing comfort. Just as I find comfort (and, if I am honest, convenience) in having the same lunch most days, these students find it here every day in room 137.
Since the first month of school, Ms. Shea and I have hosted the “Chess Club” in room 137. The original intent of this group was to provide several of our students (all of whom have diagnoses of autism, Asperger’s or speech language impairments) a place to eat lunch that was less overwhelming than the hustle and bustle of the lunchroom. Most importantly, we hoped to give them an opportunity to practice how to be social. What has evolved is nothing shy of spectacular. Starting as a group of four, it has grown to a group of 12 to 15 students depending on the day. Students eat their lunch and play chess, a game at which they all are successful, and that clearly has predictable rules.
Early in the year there was more gaming and less conversation; however, now there are days that the students forget the games because they are so engrossed in conversation. Those original four are still there; but, now there is a mix of students, some with diagnosed disabilities and some without. The best part is that Ms. Shea and I are there to help facilitate discussions and use teachable moments so that the students understand how to react and respond in a real “social situation.”
Our chess club is a work in progress in that we have to adjust and modify what we do based on student need. Ultimately our goal is to provide a gradual release so the students don’t eat in room 137 every day, but rather feel confident enough and have the social skills necessary to rejoin their peers in the lunchroom.
Practical Strategies for Developing Social Skills
Having worked with these students and many others during my time as a special educator, I am finding that more and more frequently I am writing IEP goals that focus on social skill development. Consulting with our school social worker, I have found that these strategies help.
Provide a careful balance.
Many students who struggle socially often have a difficult time making and keeping friends. They typically can’t figure how to interact or respond to their peers or adults, and may have a limited ability to recognize how their behavioral responses may have social consequences. One way to address this is to provide social work services (or a similar related service depending on your school or district). Ideally, this would include one-on-one counseling services one or more times per week during which the social worker could provide direct instruction in social strategies and process situations with the student after they occur. It would also include small group instruction facilitated by the social worker one or more times per week, during which the student could practice these skills.
Take advantage of reachable moments.
Teachable moments happen every day and it is important to take advantage of them. When a student is involved in a social situation in which they either are responding inappropriately or can’;t understand a peer’s or adult’s response to his or her behavior, it is important to use that moment to work with the student. Clearly state to the student what happened, making sure to acknowledge observed body language, facial expressions and the verbal response. Then process with them why a peer or adult responded this way and what the social consequences may be as a result. Include the other students or adults involved in order to educate the student. When this is done right, it can be an incredibly powerful tool.
Give students opportunities to have positive interactions with peers without disabilities.
Many students who struggle socially often prefer to be alone or engage in activities that don’t require having to interact with others, such as reading or playing video games. Know your students’ strengths and interests and provide opportunities for them to positively interact with their peers without disabilities. Things like the “chess club” allow these students to shine and enable their peers to see them in a different way. It also allows for good peer modeling.
Use technology!
With iPads, laptops and a plethora of apps, students have opportunities to practice and plan social situations before they happen. A technique that I use with my students is to create a story or script about a situation or event that they may encounter. I often use an iPad to take pictures of them acting out a desired behavior, or a potential event or situation. My students love to put this into a comic book format in which they can add dialogue and involve their peers. We then work together to practice this scenario before it happens, and can also use it as a reflection tool following a situation.
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