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Social Language Groups at Miner School

Social Language Groups at Miner School. Presented By: Christina Dudgeon & Maura Kramer . Background Information. Miner School Population Therapeutic day school setting Elementary through transition

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Social Language Groups at Miner School

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  1. Social Language Groups at Miner School Presented By: Christina Dudgeon & Maura Kramer

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. Group Example - CIRCLES • Visuals

  9. 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

  10. 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

  11. Group Example – BLUE CIRCLE

  12. Group Example – BLUE CIRCLE • Rules – aligned with school-wide PBIS rules

  13. Group Example – BLUE CIRCLE • Check-in procedures

  14. Group Example – BLUE CIRCLE • Check-in script

  15. 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.)

  16. 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.)

  17. Group Example – BLUE CIRCLE • Activity 2 – Color Circles • Each student colors the blue circle in his/her personal circles chart

  18. Group Example – BLUE CIRCLE • Activity 3 – People in My Family • Students complete the worksheet and share the information with the group

  19. Group Example – BLUE CIRCLE • Check-out

  20. 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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