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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
A practical and hands-on collection of worksheets to help students learn social skills In the newly revised Third Edition of Social Skills Activities for Secondary Students with Special Needs, veteran educator Darlene Mannix delivers an invaluable and exciting collection of over 150 ready-to-use worksheets designed to help adolescents with special needs build social skills, understand themselves, and interact effectively with others. Organized into three parts, the book covers lessons in self-understanding and personality traits, basic social skills, and social skills application. It also contains: * 30% brand-new material and thoroughly updated content that includes new lessons and technology updates * Updated topics, including safe social media navigation, leisure situation social skills, and cyberbullying * Stand-alone lessons and worksheets that offer excellent foundations for individual teachings Perfect for special educators, general education teachers, and school counselors and psychologists, Social Skills Activities for Secondary Students with Special Needs is also an indispensable resource for the parents of special needs children and teachers in training.
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Seitenzahl: 270
Veröffentlichungsjahr: 2022
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Table of Contents
Cover
Title Page
Copyright
About This Book
About the Author
Dedication
Preface
How This Book Is Organized
How to Use These Materials
Part I: Personality Traits: What Are You Like?
Chapter 1: Investigating Personality Traits
Skill 1: Identifying the Big Five Personality Traits
Skill 2: Identifying Yourself on Common Personality Traits: How You Function in a Group Setting
Skill 3: Identifying Yourself on Common Personality Traits: How You Organize Things
Skill 4: Identifying Yourself on Common Personality Traits: How You Make Decisions
Skill 5: Identifying Yourself on Common Personality Traits: Your General Demeanor/What You're Mostly Like
Chapter 2: Putting It All Together
Part II: Learning Basic Social Skills
Chapter 3: Skills to Make a Good Impression
Skill 6: Making a Good First Impression
Skill 7: Being Aware of Your Behavior
Skill 8: Being a Good Listener
Chapter 4: Skills for Self-Improvement
Skill 9: Having a Good Sense of Humor
Skill 10: Communicating
Skill 11: Standing Up for Yourself
Skill 12: Making Good Decisions
Chapter 5: Skills for Interacting with Others
Skill 13: Knowing What's Expected
Skill 14: Negotiating or Compromising
Skill 15: Making Others Feel Comfortable
Skill 16: Recognizing Interactions That May Not Be for You
Part III: Applying Social Skills in Life Situations
Chapter 6: Using Social Skills at Home
Chapter 7: Using Social Skills at School
Chapter 8: Using Social Skills at Work
Chapter 9: Using Social Skills with Peers
Chapter 10: Using Social Skills in the Community
Chapter 11: Using Social Skills in Leisure Settings
Chapter 12: What Others Need to Know
End User License Agreement
Guide
Cover Page
Title Page
Copyright
About This Book
Dedication
Preface
Table of Contents
Begin Reading
End User License Agreement
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Social Skills Activities For Secondary Students with Special Needs
Third Edition
Darlene Mannix
Copyright © 2022 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-BassA Wiley ImprintJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
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Library of Congress Cataloging-in-Publication Data
Names: Mannix, Darlene, author.
Title: Social skills activities for secondary students with special needs / Darlene Mannix.
Description: Third Edition. | San Francisco : Jossey-Bass, [2022] | Series: Jossey-Bass Teacher | Originally published: West Nyack, N.Y. : Center for Applied Research in Education, c1998.
Identifiers: LCCN 2021051558 (print) | LCCN 2021051559 (ebook) | ISBN 9781119827429 (Paperback) | ISBN 9781119827481 (Adobe PDF) | ISBN 9781119827474 (ePub)
Subjects: LCSH: Developmentally disabled children—United States—Life skills guides. | Developmentally disabled children—Education (Secondary)—United States. | Life skills—Study and teaching (Secondary)—United States. | Social skills—Study and teaching (Secondary)—United States.
Classification: LCC HV894 .M365 2022 (print) | LCC HV894 (ebook) | DDC 305.9/085083—dc23/eng/20211209
LC record available at https://lccn.loc.gov/2021051558
LC ebook record available at https://lccn.loc.gov/2021051559
Cover Design: Wiley
Cover Images: © mhatzapa/Shutterstock, © Ola_view/Shutterstock, © Polina Tomtosova, © AnastasiaNi/Shutterstock
About This Book
Social Skills Activities For Secondary Students with Special Needs, Third Edition, is a collection of lessons and activities designed to help secondary students with exceptionalities learn to improve their relationships with others.
The material in this book is designed to appeal to special needs students in several ways. The skills are presented in small, sequential steps. The topics are very specific and relevant. The lessons are designed for intentional, rather than incidental, learning. And although the topics covered are serious and important, humor and fun are always included whenever possible.
About the Author
Darlene Mannix has worked as an educator for more than thirty years and has taught a wide range of children, including students with learning disabilities, emotional disturbance, language disorders, reading disorders, and multiple disabilities. Mannix received her bachelor of science degree from Taylor University and her master's degree in learning disabilities from Indiana University. A past presenter at numerous educational conferences, including the Council for Exceptional Children, she is the author of many books, including the third edition of Life Skills Activities for Secondary Students with Special Needs (Jossey-Bass, 2021), Life Skills Activities for Special Children (Jossey-Bass, 2009), Social Skills Activities for Special Children (Jossey-Bass, 2008), and Writing Skills Activities for Special Children (Jossey-Bass, 2004). She has most recently worked as a Title 1 Reading Teacher.
This book is dedicated to Kara Mannix
“Such fun!”
Preface
Social Skills Activities for Secondary Students with Special Needs, Third Edition, was designed primarily for teachers working in a classroom setting, although parents, counselors, and anyone else working or living with secondary school–age children or teens in need of social skills training will also find it useful.
Social skills training is somewhat unique in that special needs students often require precise, intentional instruction for situations that are navigated easily and naturally by most students. Many special needs students have a hard time recognizing social cues from their environment, and they do not understand how to respond appropriately to people or events. Making and keeping friends is another area that is particularly challenging for special needs students.
The focus of this book is to present specific social skills for examination, training, and practice. The skills covered are based on the tasks and situations most commonly found in a secondary student's environment.
How This Book Is Organized
This book is organized into three main parts:
Part One
, “Personality Traits: What Are You Like?,” seeks to help students answer questions about their basic personality traits. Using common examples, situations, and questions, students are guided into rating themselves on numerous traits using a spectrum with two views of one behavior at each end. Are they introverted? Are they extroverted? Group enthusiasts? Prefer to work alone? There are no right or wrong answers here; this is simply a way to help the students think about their personality traits. These traits will affect the students' successful navigation into social situations.
Part Two
, “Learning Basic Social Skills,” delves right into specific skills that are helpful and necessary for an individual to acquire in order to be socially successful. This part of the book covers skills that relate to making a good impression (for instance, displaying acceptable behavior, listening, and communicating), skills for self-improvement (viewing situations realistically, controlling emotions, using a sense of humor appropriately, and so on), and skills for being around others (for example, respecting authority, being flexible, and negotiating).
Each social skill unit contains instructor pages that give a brief rationale for teaching the skill, information on the worksheets within each unit (including suggested or typical answers for each worksheet), open-ended questions for deeper thinking and discussions, and numerous worksheets designed to teach the given social skill. Helpful websites are also listed for many of the skills.
In
Part Three
, “Applying Social Skills in Life Situations,” students are given the opportunity to apply the skills they learned in
Part Two
to a variety of situations at home, school, or work, among peers, within the community, and in leisure activities. Reference is often made to the social skills studied in
Part Two
to apply to practical examples in various settings.
How to Use These Materials
This book can serve as a general resource, with which you can address specific skills according to the needs of the student. You can also use the skills as the basis of an ongoing curriculum for daily social skills training within a classroom. The skill units can be used in any order.
Some ideas for implementing a social skills unit include the following:
Introduce a weekly social skill that will be highlighted in your classroom and applied whenever possible to daily activities. Look for opportunities to mention the skill and point out when you see a student using techniques from an activity.
Present the rationale for why the skill is important and explain that this will be the focus for the week. Make it an important part of class.
Each chapter offers numerous student worksheets, which lend themselves easily to being used on a daily basis. Don't overwhelm students—or yourself—if one a day is not the right pace. The goal is not to provide correct answers; it is to change behavior. Recognizing the appropriate use of a particular skill is a great first step.
As you guide students through the “social skills time” or whatever you call your sessions, remind them of the skill they are working on.
Look for examples of good behavior throughout the week. Ask students to point out acceptable examples they see in each other.
As you discuss the worksheets, make connections for the students between this skill and how it will help them in their daily life.
As problems or opportunities arise, ask students what skill would be helpful at that time.
I hope that you and your students will find these materials to be helpful and enjoyable!
—Darlene Mannix
Part IPersonality Traits: What Are You Like?
Introductory Comments
Rationale: Every person is unique. Although we are different, as humans we need to be connected to one another on some level, whether it is through a friendship, neighborhood setting, or developing relationships in a group. For some, making connections seems to be effortless—people are drawn to someone with a fun personality, a sympathetic ear, wise counsel, or even just availability. But others, especially those with poor social skills, need a boost or specific training to help them see themselves as others see them, to gain confidence, to learn or improve behaviors, and even to accept themselves as worthy.
This part of the book is divided into two chapters. Chapter 1, “Investigating Personality Traits,” covers many personality traits to consider when evaluating one's own tendencies. Although there are many types of personality tests, the purpose of these lessons is to provide a simple platform where students can identify common personality traits.
The first series of worksheets deals with the “big five,” or common personality traits that most people would agree are desirable: honesty, kindness, trustworthiness, friendliness, and being hardworking. The students are not asked to officially rate themselves on these, but merely to think about these attributes and what it means to possess them.
The second series of worksheets digs a little deeper into common personality traits that are not really categorized into “right” or “wrong” but can be viewed as a spectrum. Is it wrong to be messy? Is it desirable to be fun-loving rather than serious? Is it okay to enjoy the journey rather than focus on the destination? This series of traits is designed for the students to evaluate their own personality traits without judgment! It is to help the students come up with an informal profile of “What I Am Like.” The student is introduced to the idea of a sliding scale with opposite attributes at each end. Again, there is not a moral judgment to be attached to the responses; merely the responses can be used as tools to get the students thinking about where they would place themselves on the spectrum. This information will be useful in later activities.
Chapter 2, “Putting It All Together,” is a third set of worksheets designed to help students take the information they compiled from the previous worksheets and come up with general statements or conclusions about themselves.
For example, suppose you see yourself as a creative, procrastinating, peace-loving introvert. What does that have to do with anything? Well, it does matter in that it affects job situations, choice of friends, being aware of what types of people will build you up or what types of people might take advantage of you. It also helps point out which individual skills would really be beneficial to learn and apply in order to meet personal goals. Knowledge is power—and self-knowledge is something that can be used to help an individual at least identify a starting point.
As students go through the worksheets, it is suggested that they keep data on themselves and compile the information at the end of this section so that they can produce an overview of themselves. They should be able to provide an answer to the question, What are you like? Information should include how they see themselves on the major positive personality traits and a few statements about their individual tendencies.
Also included in this chapter is a lesson on verifying student responses. Students may think they are behaving appropriately in a given situation when they are not. A student may decide they are not a leader, but someone else may recognize leadership qualities that just have not yet been developed. Students are asked to verify their responses by obtaining input from other people.
So, as you keep in mind that this is not a scientific assessment, please use the worksheets to have students explore personality traits; discuss what they are personally like, laugh at the examples, and refrain from labeling one end of the line as “good” and the other as “bad.”
We are all social beings, and maybe the first person to make peace with, learn about, and care for is yourself! With that as background, the social process can continue to involve interaction with others!
Where to Go for More
If students are interested, there are numerous online personality tests that students can take for fun or introspection.
Truity.com (a variety of personality tests)
teenagesurvival.com (specifically for teens)
16personalities.com (uses the Myers-Briggs types)
Tips for Teachers
Here are some tips for teachers to use in the classroom to help students become aware of ways to sharpen personality skills.
There are many online personality tests that can help students find their personality types
.
Enneagramtest.net
is one that divides personality types into nine categories. Another is
truity.com
, which was created by Myers and Briggs and divides personality into sixteen groups. This information can be very helpful to students (and adults) who are curious to know how they would be scored on these well-known tests.
Help students discover their strengths
. You as a teacher see the student in an academic setting and can help point out what you see as their strengths. It doesn't hurt to be reminded of this! Praise them for their achievements when honestly deserved.
Help students be aware of their weaknesses
. This is just a starting point, not something meant to discourage them. Help them decide on a course to improve an area (academically, socially) that you see as needing help. No one has only strengths; we all have things that can be improved. Acknowledgment is the first step.
Provide students with opportunities to develop interests
. The more students read and learn about the world around them, the more topics they will have to talk about. It's a big world out there—what do they want to learn about?
A typical school setting provides a wide variety of people to interact with
. From the principal to the custodian, from many teachers to the school nurse, the counselor, the bus driver, and the lunch room staff. Each interaction is an opportunity for the student to demonstrate a pleasing personality. Students might require a little coaching before entering some of these areas. There's no reason not to thank someone for doing what they do for students.
Encourage your students to ask questions
. They could ask questions about a lesson to help clarify a point or to request more information about the topic. This shows they are aware of what's being discussed and are with you. In classes other than your class, students should also be coached to ask good questions, not, for example, “Will this be on the test?” But “Can you give another example?” or “Could you explain that process?”
If opportunities arise, have students volunteer for class or school projects
. Students can make deliveries, sort messages, help younger students, and so on. Volunteerism is an excellent way to gain a good reputation.
Have students identify a role model and talk about what aspects of that model are intriguing and positive
. Do they admire the dedication of a professional athlete? Or the humor of a stand-up comic? What personality traits are they drawn to?
Encourage students to have an opinion on topics that are important to them or are timely
. When someone asks them, “What's your opinion about … ?,” will they have enough knowledge about the topic to express an opinion? Can they back up their opinion with facts as well as feelings? “I don't know” is not an opinion! Push your students to do a little research.
Have students practice giving sincere compliments
. Encourage students to find opportunities to genuinely say something nice about someone else and then kindly, authentically say the nice thing. It doesn't have to be outrageous; in fact, sincerity wins out here. “Cute earrings.” “Way to hustle in practice!” “I liked your story.” It could even be a thumbs up or nod of the head.
Pointers for Parents
Here are some ideas to help your child gain and use attractive personality qualities around the house or community.
Remind your child that inner beauty is the most important piece of their personality
. It doesn't matter so much what you look like; it's what you are like inside that defines a person. Ask them to tell you about the nicest people they have met. Why are these people attractive and kind?
Smile
. Having the appearance of a pleasing personality often includes a facial smile. Even if you don't feel happy, you can still have a pleasant look on your face. A smile doesn't commit you to anything—it's a very small social cue that you can wear with little effort.
Encourage your child to be a better listener
. Even if you and your family are going in many different directions, put time in your day to gather everyone together and spend time listening to each other. Listening means that what the other person is saying is important. Thank your child for listening; say that it was important to you.
Honesty may be the most important personality trait there is
. If someone is known as being honest, that's a pretty high compliment. Talk to your child about what it means to be honest and to live an honest life. Why is this personality trait so important? A caveat: when it is important to refrain from being too honest. Talk about how it is also important to avoid being brutally honest when tact or withholding comments might be a better response.
Demonstrate to your child what it means to be interested in other people
. What are your neighbors like? Do you know their names? Does somebody need a meal or an errand run? Talking to your neighbors does not mean gossip, but rather finding out about other people because they are in your life and together you help form a community. Ask questions, share pleasantries, wave, and so on. Be the nice next door neighbors.
Use a person's name occasionally in normal conversation with that person
. People like to hear their names. When you are introduced to your child's friends, be sure to use their name. When you introduce your child to someone else (especially an adult), coach them to use that person's name a few times.
Pass on compliments about your child to your child
. They may groan and try to look embarrassed, but when someone has noticed something positive about your child and gone to the trouble of mentioning it to you, that's important! That's worth sharing with your child. Someone noticed their good behavior!
Tell your child what you like about the personalities of their friends
. Without being phony, mention the kindness that you saw or the leadership that was demonstrated. You are indicating to your child that they have some pretty good friends.
Playing table games can bring out all kinds of personality traits
. Your child may be a serious video gamer, but there are few kids who don't also enjoy a good board game from time to time. This is a great way to bring families of all ages together. Monopoly, Ticket to Ride, and Codenames are just a few popular games. Remind the group that this is for fun, there will be no sore losers, and you're out to win!
Try to find an optimistic side of things
. No one enjoys being around a complainer. Even if something seems bad at the moment, chances are things will change and it will not be as awful as you think forever. Your child may feel sad, left out, or unable to face all the challenges of the day, but try to find something good in the day, the situation, or even in the child. “I know this is hard for you, but you'll get through it!” “You are a brave person and this challenge is not going to stop you.”
Chapter 1Investigating Personality Traits
Skill 1: Identifying the Big Five Personality Traits
Skill 2: Identifying Yourself on Common Personality Traits: How You Function in a Group Setting
Skill 3: Identifying Yourself on Common Personality Traits: How You Organize Things
Skill 4: Identifying Yourself on Common Personality Traits: How You Make Decisions
Skill 5: Identifying Yourself on Common Personality Traits: Your General Demeanor/What You're Mostly Like
Skill 1: Identifying the Big Five Personality Traits
INSTRUCTOR PAGE
Rationale: These are personality traits that are generally accepted as desirable.
Worksheet 1: Are You Honest?
Students are to agree or disagree with the level of honesty shown in the examples.
Answer Key:1. Disagree 2. Agree 3. Agree 4. Disagree
Worksheet 2: Are You Kind?
Students are to select the character in each pair who is showing kindness.
Answer Key:1. Second 2. First 3. First 4. Second 5. First
Worksheet 3: Are You Trustworthy?
Students are to select items from a list that they feel comfortable doing.
Answer Key:Answers will vary.
Worksheet 4: Are You Friendly?
Students will give a response to show friendliness in situations.
Answer Key:1. Give a greeting. (“Good morning!”) 2. Pass magazines. (“Would you mind passing me a magazine?”) 3. Shake hands. (“I'd like you to meet my Aunt Stephanie from Detroit.”) 4. Help pick up toys. (“What a fun little boy! What’s his name?”) 5. Tell the waitress it's fine. (“Hello, nice to see you again. I hope you enjoy your meal.”)
Worksheet 5: Are You Hardworking?
Students are to choose the character that is the harder worker in each pair.
Answer Key:1. Second 2. First 3. First 4. Second
Name__________________ Date______________
Worksheet 1Are You Honest?
Read the situations below and circle AGREE or DISAGREE if you think the person is showing honest behavior. If you disagree, what do you think is the problem?
Alisha is babysitting for her neighbor. The agreed amount was $10 an hour. Mrs. Marshall left the house at 4:00, and her husband returned at 7:30 PM. He asked how much he owed Alisha. She said she had been at the house for 4 hours.
AGREE DISAGREE
Miguel was filling out a form to join an intramural sports team. One of the questions was whether or not he was passing all of his classes. He knew that he was getting a D in history. He wrote down that he was passing all classes but one, but that he was getting a tutor for help.
AGREE DISAGREE
Someone knocked out one of the lights in the boys' bathroom during passing period. Fred saw the boys who did it, but did not want to get in trouble. When the principal asked if he knew anything about it, he said he did not see anything. Later, he told a teacher that he trusted that he did see what happened. The teacher thanked him and said he didn't have to reveal the names because she already had a pretty good idea of who it was.
AGREE DISAGREE
Kenzie was supposed to work at the music store this Saturday, but she got an invitation to go to a baseball game with friends. She told the manager that her grandmother died and she had to go to the funeral and so she couldn't show up for work.
AGREE DISAGREE
Name__________________ Date______________
Worksheet 2Are You Kind?
Which of these students is showing kindness in this situation?
Neighbor needs sidewalk shoveled
Little girl can't see the parade going by, too short
Man drops his wallet in a store
Woman on crutches
Person sitting on a park bench, crying
Name__________________ Date______________
Worksheet 3Are You Trustworthy?
For which of these situations would you feel comfortable? Put a check mark by those examples.
Taking care of the neighbor's dog while they are gone for a week on vacation.
Taking care of a newborn baby while the parents go shopping for food for an hour.
Remembering to bring in all the outdoor plants before a frost warning.
Remembering to transfer the wet clothes to the dryer.
Returning a game that you borrowed from a friend for a week.
Agreeing to deliver T-shirts to everyone on your team.
Paying back a friend who lent you money for snacks at a movie.
Closing the garage door and the windows in your house when you see a storm coming.
Making sure your little brother/nephew arrives safely at the daycare center in the morning.
Keeping a secret about something that is not dangerous or wrong.
Name__________________ Date______________
Worksheet 4Are You Friendly?
How could you respond in a friendly manner in the following situations?
Person getting on a bus
Sitting in a waiting room
Being introduced to an adult
Kid throwing toys around, while his mother is talking
Waitress at a fast food restaurant
Name__________________ Date______________
Worksheet 5Are You Hardworking?
Choose the character in each situation who is demonstrating that they are a hard worker.
Skill 2: Identifying Yourself on Common Personality Traits: How You Function in a Group Setting
INSTRUCTOR PAGE
Rationale: When placed in a group setting, some individuals prefer to take a leadership role while others work best as teammates. When evaluating oneself, it's important to consider factors such as how one works with ideas and how one handles criticism.
On Worksheets 6–25, students are to rate themselves on a continuum at the bottom of each worksheet. They can place a mark to indicate how they see themselves on each trait.
Worksheet 6: Lead or Follow
Students are to evaluate themselves as far as leader/follower tendencies when given a group task. Students should rate themselves on the line at the bottom.
Questions: 1. In what situations have you shown leadership? 2. Do you get anxious and worried when given a leadership role? 3. Are you told that you have good ideas and find that others follow them?
Answer Key:
