WORKSHOP C-1

Key Components of Effective

Social Skills Training for Verbal
SAME
POWERPOINT
FOR ALL OF
JED BAKER’S
and Non-Verbal Individuals
Jed Baker, PhD
Director of the Social Skills Training Project and Author
Tracks: Communication/Social Skills, Severe Autism, High Functioning/Asperger’s,
Educators/Clinicians, Family

ABSTRACT: OBJECTIVES:
This workshop describes how to assess and 1. Participants will be able to describe six
target relevant skill goals, motivate learning and components of effective skills training.
skill performance, identify appropriate teaching 2. Participants will be able to explain how to
strategies based on a students’ language prioritize skill goals.
comprehension, generalize skills, involve typical
3. Participants will be able to establish
peers, and measure progress. Video clips of some
motivation to learn and perform skills.
strategies are shown.
4. Participants will be able to describe
appropriate ways to teach skills to verbal and
non-verbal students.
5. Participants will be able to describe ways to
generalize skills into natural settings.

milestones.org • 216-464-7600 • [email protected] 229

 Jed Baker, PhD
is the Director of the Social Skills Training Project, an organization serving
individuals with autism and social communication problems. He is on the
professional advisory board of Autism Today, ASPEN, ANSWER, YAI, the
Kelberman Center and several other autism organizations. In addition, he
writes, lectures, and provides training internationally on the topic of social
skills training and managing challenging behaviors. He is an award winning
author of five books, including Social Skills Training for Children and Adolescents
with Asperger’s Syndrome and Social Communication Problems; Preparing for Life:
The Complete Handbook for the Transition to Adulthood for Those with Autism
and Asperger’s Syndrome; The Social Skills Picture Book; The Social Skills Picture
Book for High School and Beyond; and No More Meltdowns: Positive Strategies for
Managing and Preventing Out-of-Control Behavior. His work has been featured
on ABC World News, Nightline, Fox News, the CBS Early Show, and the
Discovery Health Channel.

230 milestones.org • 216-464-7600 • [email protected]

 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

Quote from Yoda – Star Wars
• FEAR IS THE PATH TO THE DARK SIDE 
• FEAR leads to ANGER
• ANGER leads to HATE
• HATE leads to SUFFERING

Jed Baker, PhD
www.socialskillstrainingproject.com

90% of Teaching and Parenting Is 
Handling Our Own Feelings 
Tolerance
• Can we tolerate our own discomfort long  • Hope! Yet expect delays in what you want to 
enough to think about what to do?  accomplish.
• Discipline is a starting point: But what if it  • The individual’s behavior is not intended to 
does not work? simply challenge your authority, but is rather a 
reflection of his/her lack of coping skills.
• Most observers do not question your 
competence, they get that this is part of 
dealing with kids or challenging students. 
Laugh it off.

Quote from Educator/Philosopher        Overview
Chaim Ginott (1971) • Understanding challenging behaviors in social 
“As a teacher, I have come to the frightening  communication disorders
conclusion that I am the decisive element in the 
classroom. It is my personal approach that 
creates the climate. It is my daily mood that  • Overview of behavior management and 
makes the weather. 
frustration skills
As a teacher, I possess tremendous power to make 
a child’s life miserable or joyous. I can be a tool of  – Relationship
torture or an instrument of inspiration. I can 
humiliate or humor, hurt or heal.  – Crisis Management
In all situations, it is my response that decides  – Repeat Problems/Prevention Plan 
whether a crisis will be escalated or de‐escalated,  (www.apbs.org)
a child humanized or dehumanized.”

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

Overview of Tiered Social Skills Overview of Tier 3

• Tier 1: School-wide
– Adding structure and options at lunch/recess • Key Components of social skills training Tier 3
– Training of aides, staff – What to teach? (Gresham et al., 2001) Match to
– Peer sensitivity training, creating inclusion environments deficit
• Tier 2: Case conference students in need of skill enhancement
– Lunch bunches, social skill groups, theme based groups – Motivation (White et al., 2006) Social/intrinsic and
– Consultation with specialists extrinsic
• Tier 3: Individualized Social Skill Action Plans for 504/IEPs – Skill acquisition (Bellini & Peters, 2008; Mateson
– Target relevant skills: parental input et al., 2007)
– Establish motivation to socialize – Generalization (Bellini, 2007) Dose, natural setting
– Teach skills
– Generalization: teacher/aide/parent prompts
– Peer sensitivity (Baker, 2003, 2005; Hughs &
– Peer sensitivity training, peer buddies
Carter, 2008)
– Evaluating outcome: teacher/aide/parent input – Evaluating outcome

Autism Spectrum Disorders Difficulties Associated with

1. Social Difficulties Challenging Behavior
– Initiating and Reciprocating
2. Language Difficulties • Difficulty with abstract thinking & perspective-
– Semantic and/or Pragmatic
taking.
– Misbehavior is often unintentional! Teach
3. Repetitive Behaviors/desire for sameness
perspective more than discipline.
• Inflexibility: Limited problem solving
Associated issues:
– Learning facts is more enjoyable than socializing.
– Learning Issues
– Motor Issues – Preparation and expanded problem solving avoids
meltdowns.
– Sensory Issues: Tactile or noise sensitivity
– ADHD, OCD, Tourettes

Difficulties Associated with Behavior Management

Challenging Behavior • Step 1: Relationship Issues
• Low Frustration Tolerance – Warmth and caring
– Limbic system: Controls emotions and fight, flight
or freeze response – Structure with use of visual supports,
differentiated instruction

– Build confidence: 80/20 rule

– Forebrain: Reasoning and planning
– Limbic system can hijack the rest of the brain – Avoid escalating power struggles.
– Prevent rage and distract when in rage

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

Behavior Management
Behavior Management
• Step 2: Crisis Management
– Non-verbal skills to increase safety • Step 3: Repeat Behavior Problems
– Listen, agree, apologize when necessary
– Explore why it happens: Interview, observe and
– Collaborate: Ask “What do you want?
Lets find the right way to get that.” keep an ABC journal
– When logic is gone: Distract – No More Meltdowns APP, available at APP store or
• Novel items www.symtrend.com/nmm
• Special interests – Develop a good prevention plan
• Sensory activities
– Ignore if you are trigger
– Make a plan for next time

Components of a Behavior Plan

Typical Triggers see www.apbs.org

• Biological issues: hunger, tiredness, illness 1. Change the triggers: sensory/biological,

• Sensory issues: noise, light, touch, over- structure, task demands
stimulation, boredom
• Lack of structure
• Challenging or new work, feared situations 2. Teach skills to deal with triggers:
• Having to wait, not get what one wants,
disappointments
3. Reward new skills
• Threats to self-esteem: losing, mistakes,
criticism
• Unmet wishes for attention: ignored, want 4. Loss system if not already frustrated
others to laugh

Demands for Work

Demands for Work
1. Change the triggers
– Model, prompt rather than test, explain learning 3. Reward system
curve – For trying, not for being correct
– Give choice of work, use special interests – Trying Poster
– Visual supports: instructions, webs, outlines, labels 4. Avoid loss system when frustrated
– Reduce length, use timer
2. Teach “Trying When It’s Hard”
– Try a little
– Ask to watch first or ask for help
– Take a break and try again
– Negotiate how much

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

Waiting, Accepting No,

Stopping Fun
1. Change the triggers
– Use a visual timer and shorten wait time
– Create a visual schedule. Use a “to do” box
– Highlight reward for waiting/accepting no & prime
ahead
2. Teach skills (invisible payoff)
– Waiting: get some later
– Accepting no: get something else later
– Stopping on time: get to go back later

Waiting, Accepting No, Self-esteem: Mistakes,

Stopping Fun Losing, Teasing
1. Change the triggers
3. Reward system – Offer choice: let them win or not see mistakes
– Points for waiting, accepting no and stopping on – Stack the deck with activities that they do well
time (80/20)
– Disappointment poster – Prime ahead
4. Natural loss systems: – Protect from teasing
– Can’t stop, can’t do it again 2. Teach skills (invisible payoff)
– Mistakes help us learn
– Win the invisible game: friendship/self-control
– Teasing: check it out 1st, stop, ignore, report

Self-esteem: Mistakes, Unmet Needs for Attention

Losing, Teasing 1. Change the triggers
3. Reward system: – Schedule attention: special time
– Rewards for handling imperfection are greater – Use a timer and red/green cards
than rewards for winning or doing work right. – Provide an appropriate outlet: theatre, presentation
4. Avoid loss systems when frustrated 2. Teach “Positive Ways to Get Attention”
– How to get adult attention
– How to get peer attention: Public versus private
topics
– Rules of comedy: Can’t make fun of vulnerable, use
slapstick, random thoughts, and self-deprecation

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

Unmet Needs for Attention Sensory Needs: Self-Stimulation

3. Reward system:
– Rewards for appropriate topics 1. Change the triggers
4. Loss systems: – Alter sensory environment
– Response cost – For boredom, reduce wait time and engage
– Modify frustrating work

Warning
Loss of: 2. Teach skills
Warning snack
– Alternative ways/times to self-stim
– How to be a self-advocate for better environment
Loss of: Loss of:
Loss of: 20 min 30 min
10 min
Simpsons Simpsons Simpsons

Unexpected Triggers:
Sensory Needs: Self-Stimulation Self-Calming
3. Reward system 1. Prepare for unexpected
– Reward new ways to self-stim – Collaborate on ways to distract and soothe in
preparation for the unexpected upsets. Create
4. Loss systems: a relaxation folder.
– Maybe response cost – Establish a safe person
2. Teach skills
– Self-talk: “All problems can be solved if you can
wait and talk to the right person.”
– Draw or write the thing that distracts/soothes you.

Unexpected Triggers:
Self-Calming
3. Reward system:
₋ for using calming strategies
4. Natural loss systems:
– outbursts will limit continued participation in
certain events

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

For $8,000
Is that your final answer?

• Lifeline Rules The rule of thumb regarding dealing with a full

– You can use 50:50, Ask a Specific Person, Poll the blown meltdown is:
Audience. A. Try to reason with the youngster when he is
upset.
– You may use lifelines more than once, but as a B. Do not bother to reason with him, instead try
group you have only three lifelines. to take away privileges while he is upset.
C. Try to distract him while he is upset, and then
when he is calm, develop a plan to deal with the
problem if it happens again. Lifelines
D. Use promises or threats.

DVD
Resources Music CD
Key Components of Skills
Challenging Behavior Training

• Prioritize skill goals

• Motivation

• Skill acquisition
Social Skills Books
• Generalization
• Peer sensitivity
 
 • Evaluate outcome

Elementary Level Middle, High School and

Beyond

Action Plan Action Plan

• Prioritize 3-4 skill goals for each student
• How will you generalize?
• Consider how to measure skill
– Prime with cue card, chart
• Modifications
– When will you coach them?
• Where will you teach skill lesson? – Review with card. Chart or self-monitoring
– Class, group, individual – Reward/loss program
• What strategies to teach? • Should we target typical peers?
– Structured learning, Social Stories, cognitive
picture rehearsal, video modeling, picture
books

236 milestones.org • 216-464-7600 • [email protected]

 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

1. Motivation Motivational Strategy to Increase Play

Extrinsic/contrived Intrinsic/naturalistic
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  

2. Skill Acquisition 3. Generalization

• How to teach
– Limited receptive language: ABA (DTT/PRT/VBT), video – Prime the skill
modeling, picture books, cognitive picture rehearsal • Verbally cue the skill
– Good receptive language: Social Stories, structured • Visually cue the skill: Assignment sheet, cue
learning card or behavior chart
• Where to teach – Coach skill use as it happens
– Class Format • Baiting in class
– Small Group: Talk time, skill time, activity time. • Natural situations, lunch bunches,
– Individual: When attention and cooperation may not cooperative group projects, play times,
internships, frustrating work
be available in group

3. Generalization 4. Peer Sensitivity

– Provide feedback about skill use • Sensitivity/kindness lessons for typical peers
• Classroom marble jar and staff.
• Individual reward chart – To increase understanding when they are disliked:
• Self-monitoring • Include those who are left out
• Stand up for those who are teased
• Offer help if someone is upset
– To create peer buddies/coaches

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 Key Components of Effective Social Skills Training for Verbal and Non-Verbal Individuals
Jed Baker, PhD

4. Peer Sensitivity Evaluating Outcome

• Generalization of kindness: • Observable behaviors
– Classroom milieu: The marble jar – Frequency, duration, latency
– Lunch buddy – Time sampling: whole, part, momentary
– Academic buddy – Response ratio
– Extra-curricular buddy • Rating Scales
– Likert ratings of skills
– Social skill checklists
– Consumer satisfaction

Evaluating Outcome Overview of Peer Sensitivity

• Remnants of behavior
• I am here to talk with you about a student in
– Friendships
your class. He is the same as you and
– Grades
different.
– Bullying reports

• How are we all the same and different?

• We are also different in the way we sense

things?

What are the Five Senses? The Sixth Sense: The Social Sense
Sense Difficulty 1. Knowing what to do and say in social
• Seeing Blindness situations. Hey. How’s it going?
– Starting Conversations Can I play too?
• Hearing Deaf
– Asking to Play
• Touch Touch Changes
• Taste Taste Changes 2. Reading body language.
• Smell Smell Changes
3. Easy to make friends.

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Social Blindness: Problems with the

John’s Difficulties: Social Blindness
Social Sense
1. Trouble knowing what to do and say in 1. Trouble knowing what to do and say in
social situations. ? social situations.
– Starting Conversations – Starting Conversations
– Asking to Play – Asking to Play
– Off the Topic
2. Hard to read body language.
2. Trouble with body language.
3. Hard to make friends.
– Little Eye Contact
3. Hard to make friends. 4. Talks a lot about video games.
4. Trouble with sports. 5. Annoys when rejected.

John’s Strengths and Talents Famous People with Social Blindness

1. Intelligent even though new work may
upset him • Albert Einstein - Physicist
2. Great artist – Social Difficulties, Learning
Disability
3. Excellent memory for facts
4. Good at video games
• Bill Gates - Founder of
5. Caring person Microsoft
– Social Difficulties

Famous People with Social Blindness Famous People

• Marie Curie – Nobel prize
winner in chemistry
• Thomas Edison - Inventor – Social Difficulties, Discovered
– Social Difficulties, Learning Radioactive Elements
Problems
• Temple Grandin – designer of
livestock handling facilities,
associate professor of animal
• Wolfgang Mozart - science, noted author
– Social Difficulties
Composer
– Social Difficulties

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Group Exercise How Can We Help John?

• Invite him to join in conversation and play

1. One student leaves for a moment during lunch/recess and other times.
while others learn how to join in. • Stand up for him if he is teased.
• Offer help if he is upset.

2. Student returns and tries to join in.

• Marble jar
Everyone gets rewards for joining • Lunch buddies
• Extra-curricular buddies

Social Skills Training Strategies

Social Skills Training Strategies
Informal
• Incidental Teaching (all the time, most • Limited Receptive Language
important) – ABA: DTT, PRT, VBT, (For prerequisite skills:
following instructions, action/object identification
Formal & basic language concepts)
• Good Receptive Language – Social Skill Picture Books (groups or individual)
– Structured Learning (groups or individual) – Cognitive-Picture Rehearsal (individual)
– Social Stories (individual) – Video Review (groups or individual)
– Greenspan, first stages of RDI

Incidental Teaching Structured Learning

• It is experiential rather than a didactic skill lesson
• Didactic instruction of skill steps
• It is coaching social interaction as it is unfolding
naturally. It involves:
– Pointing out the perception/feelings of others in the
• Model correct way, and maybe wrong way
moment.
– Highlighting non-verbal cues. • Role-play with feedback until proficient
– Correcting misperceptions (e.g., accidents vs. malicious
actions).
– Prompting conversation, play, and emotion management
skills as they are needed.
• Social Autopsy is an important component.

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Structured Learning Listening Position

• Practice and Generalization 1. Make eye contact.

– Steps go home to parents, teacher or aide who
• Quizzes 2. Quiet hands and feet. Stay still.
• Models and role-plays
• Prompts
• Reinforces with praise, reward, or token
economy 3. Quiet mouth. Don’t talk while others are
• Need a gimmick for role-play or instruction! talking.

Example of Picture Books 1. Sometimes people say “No” when

Accepting No for an Answer you ask them for something.
1. Sometimes parents and people say “No”
when you ask them for something.
Can I play this game?

2. Say, “Okay” and do not get mad.

No. Do this
work first.

3. If you accept no, then the other person will

be happy and may let you do something
you want to do later.
When the boy asks to play the game, the teacher says no
and tells him to do his work first.

3. If you accept no, then the other person will be happy

2. Say, “Okay” and do not get mad. and may let you do something you want to do later.
Now that you I am happy I waited.
I am happy No. I want
No. You must go sit finished your work, you
he accepted no. to play now. Good
and do your work. can play the game. Morning.
I am angry that I still
have to do work
Okay. and can’t play.

Right Way Wrong Way Right Way Wrong Way

The boy says okay and does not get The boy gets mad and does The boy now gets to play because he The boy still can’t play because
mad. He knows he will get to play not accept no for an answer.
the game later. waited until he finished his work. he would not accept no and wait
to play.

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Cognitive Picture Rehearsal Matt is playing at the computer.

• Antecedents: Triggers to problem

behavior

• Behavior: Appropriate behavior or skill

• Consequence: Rewards, not

punishments.

The teacher tells Matt to get off Matt remembers what will happen
the computer. if he gets off the computer.
If I get off,
the teacher will be happy
and let me use the computer
I feel mad. again. She will also give
Time to get off the computer. Time to get off
me a point towards my reward.
the computer.

Matt decides to accept that he must The teacher rewards Matt for
get off the computer. I am so happy and proud getting off the computer.
of Matt. He did a great
job listening.. You get a point
on your reward chart.
Thank you for stopping..

Okay. I will stop. Okay. I will stop.

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Later that day, the teacher lets Matt use the

computer again because he did such a great job Social Stories
getting off the computer earlier.
You can use the computer again because • Create a narrative, written in the first
you got off the computer earlier.
person, to increase understanding of target
social situation.
Thanks! • Start with child’s perspective of a target
situation and expand it to include others’
perspectives. Give choices and show
positive outcome.

Social Stories Video Modeling or Review

• Use 2-5 descriptive and perspective • Video peers and then target student. Use to
statements for every directive statement. prime skill before situations.
• Use language that makes sense to child.
• Read 3-5 times per day and just before target • Use video to review behavior in target
situation. situations.

Menu of Skills by Topic Area Activities that Promote Joint Attention

• Prerequisites to Learning from Others:
– Joint Attention
• Discrete Trial: Adult Directs. Cue and
– Receptive Language (intra-verbals)
prompt attention at person or object and
• Core Conversational Skills (Responding and Initiating) reinforce.
• Play and Working Cooperatively • VBT and PRT. Induces child to direct. Create
Understanding Yours and Others’ Feelings
situations in which they need help or show
•
• Conflict Resolution/Assertiveness/Teasing
• Friendship to Dating favored toys, food, or actions and wait for
• Employment Skills them to ask for it or prompt them to request.

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Beginning Language
Activities that Promote Joint Attention
• Discrete trial: Cue, prompt imitation for external
rewards
• Floortime, RDI (promising, but limited
• PRT, VBT: Cue, prompt imitation for requested,
research as to effectiveness): desired objects or actions.
– Freeze game – Bait with desired objects. What is it? Who has it? Where?
When?
– I lost my voice
– Bait with context for desired activity. Play room, peer
– Red light, green light with faces buddies.
– Follow my eyes to the prize – Bait for needing or offering help.
– Look at my face to find the prize • Building the “what’s that” with the mystery bag. Use
a “wh” poster. Try a “wh” charade game.
– Imitation games

Conversational Skills Maintaining a Conversation

• Students who: Ask Tell
– Lack initiation or responding to others or
Who? I like ____.
– Perseverate with one-sided monologues or
What? I also _____.
– Interrupt others
• Need to learn how to: Where?
I am going to ____.
– Start and maintain conversations When? I went to _______.
– Be sensitive to the listener’s interests
Why?
– Interrupt and shift topics appropriately
How?

What else?

Starting Conversations with People Starting Conversations with People

You Know You Know
1. Greet the person. 4. Ask questions about the future.
Say “Hello” the first time you see them during the “What are you going to do for the [week,
day.
weekend, vacation, holiday, after school]?”
2. Ask about what they are doing in the present
situation. 5. Ask questions about their routine or
“What are you [doing, playing, reading, eating]?” interests.
3. Ask questions about the past. “How is [soccer practice, class, religious
“How was your [week, weekend, vacation, school, work, chess club] going?”
holiday]?”

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Shifting Topics Getting to Know Someone New

• Ask a follow-up question or make an on-topic 3 minutes to find out what you have in common
comment before asking to switch topics.
NAME What’s your name? Mine is _____.
• Ask to switch topic: “Do you mind if I talk SCHOOL Where do you go to school? What grade are
about something else?” you in? What are your favorite subjects?
NEIGHBORHOOD Where do you live? What’s it like there?
• Or use a linking phrase like: “Speaking of . . .”
INTERESTS What do you do for fun? What games do you
or “that reminds me . . .” like? What TV shows do you watch? What
kind of music do you like?
FAMILY Do you have a big family? Do you have
brothers and sisters? Do you have any pets?

Activities to Generalize Conversation

Activities to Generalize Conversation

– Choral/Classroom Activities: –Naturalistic conversations:

• Show & Tell • Facilitated dyads
• Mystery bag –Conversational tennis
• Guess who –Speed dating: rotating brief dyads
• Game show format to review • Facilitated group conversations
• Freeze game –Tokens for asking and telling on-topic

Sample Cooperative Prerequisites: How to Play

Play/Work Skills
• Learn to manipulate toys, games, art
• Prerequisites: Learning How to Play • Learn to share space: parallel play
• Joining In • Learn to share materials
• Compromising • Learn to interact with adults then peer dyads:
• Dealing with Losing – Functional use of toys (e.g., catch a ball)
– Early pretend play (direct imitation of real life
• Working in a Group routines) like vacuuming or caring for a baby
– Co-creation of pretend play (the pretend play is
negotiated between partners) like making up a
story

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Joining In Compromising
1. Decide if you want to join others who are This Both That
playing.
2. Walk up to the person and wait for a pause in
their play.
3. Say something nice about what there are
doing. “You guys are good at that.”
4. Ask if you can play. Say “Can I play too?”
or “Can I help?” or slowly join the play.
5. If they say “no” ask someone else to play.

Working in a Group Generalizing Cooperation/Play Skills

1. Everyone asserts their idea • Prime before activity, coach during, then
2. Select one idea: compromise, combine ideas review.
3. Go with the group • Facilitate opportunities for play or group
projects
• Group roles: • Select activities to highlight certain skills:
– Leader: keeps everyone on task, makes – Simple games that require attending to
sure everyone has a say. Does not decide others: Builder-architect, barrier games,
for others.
follow the leader, matching rhythms, hide
– Idea contributors: give ideas and seek, red light/green light, catch.
– Note-taker: keeps record of ideas

Generalizing Cooperation/Play Skills Understanding Your Feelings

– Imaginary/pretend games: Family routines,
shopping routines, dolls and animals, make • Identifying Feelings:
a commercial or movie. – Mind-reading software photos, drawing, mirror,
– Structured win/lose, take turn games: board silent movies, charades with activities and feelings
games, sports, team sports where goal • Identifying situation-thought-feeling connection:
scores only after an assist and players can’t – Journal of event-thought-feeling-coping strategy
hog ball for more than 3 seconds.
– Cooperative school projects: commercial,
stories, poster.

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“Make Me Happy” Game “Make Me Happy” Game

• Make cards of upsetting situations – Share a similar experience

• Take turns acting out the situations while – Validate their feeling. “It makes sense that you
others have to guess what happened. feel that way.”
• When someone guesses right, ask others to – Contradict any self-defeating thoughts
make a statement to make the person – Offer to cheer them up with something fun
happy:
– Show interest by asking about the emotional – Give them hope that things will get better
topic. – Offer help
– Show sympathy. Say, “I’m sorry that happened.”

Conflict Resolution/Asserting Dealing with Teasing

Your Feelings 1. Ask if the person is teasing you.
• Schedule a time to talk. 2. Tell the person to stop in a firm voice.
• Be assertive not passive (silent) or aggressive 3. If they keep teasing, tell them you do not care
(words or actions that hurt). Use an “I” message: what they say.
I feel _________ (feeling word) 4. If they keep teasing, ignore them or walk
when you _________ (describe actions not person) away.
because __________. 5. If they keep teasing, tell an adult.
What I want you to do is _____________.
• Take turns listening without interrupting. • Rules for Role-play
– Each person decides how he/she will be teased.
• Offer a solution that works for both of you.

Sample Friendship Skills Dating Skills

• Where to meet friends • Who is a potential date
• Getting to know someone new – Who, where to find
• Getting together through shared interests • Getting to know them before dating
• Don’t try too hard too soon • Reading the signs of interest
Asking them out
Deepening relationships through sharing
•
•
personal information • Respecting physical boundaries: Permission for
physical closeness and assertiveness to limit it
• Don’t be the rule police
• Do’s and don’ts on a date

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Sample Employment Skills Sample Employment Skills

• Begins with vocational interests/abilities • Maintaining a job
evaluation
– Functional vocational assessment to – Job duties: Knowing responsibilities,
assess ongoing needs for work setting following directions, asking for help
• Getting a job – People skills: Chit chat, responding to
– Where to look, making phone calls, criticism and complaints
making a resume • Exiting a job
– Interview skills, when to disclose about a
disability

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