By Ursula Cornish, Fiona Ross
Following the luck in their a long time' social talents paintings with kids and kids with Asperger Syndrome and different average studying problems, Ursula Cornish and Fiona Ross have compiled a suite of inventive education periods and workshops for lecturers. in line with a multi-sensory cognitive-behavioural strategy, the classes hide pre- and post-intervention overview schedules, interview and commentary instruments, and specification of fabrics that may be used and tailored by way of academics. With direct hyperlinks to the 4 major levels of improvement at Key levels three and four of the nationwide Curriculum, particularly PSHE (Personal Social and overall healthiness Education), the educational classes shape an efficient device to assist kids enhance talents in social interplay, verbal exchange and clash answer and to construct their self belief and vanity. the 10 certain consultation plans contain position play, dialogue and practice session to equip contributors having the ability to interpret different people's physique language, keep an eye on their very own emotions, show perspectives, ask for help and convey hindrance for others. Educators, mom and dad and carers of children with Asperger Syndrome, basic studying problems or different behavioural difficulties will welcome this book's functional examples and worthy the way to manage and run social abilities improvement teams.
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Extra resources for Social Skills Training for Adolescents With General Moderate Learning Difficulties
Within each session, there are frequent changes of activities, with most lasting about 10 minutes, except for the role-play section which is usually the longest at 25–30 minutes. The students normally keep up their concentration and can follow the whole session without a break. The teacher will have to decide how well the group can cope with the length of time, and may if necessary decide to build a 15-minute break into the session. The drawback of including a break is the loss of momentum and general focus of the whole session.
After these role-plays ask the group what they noticed. Use the following questions to prompt discussion: ° Did you notice good listening skills? ° How did you know that people were taking turns in conversation? ° Did both people like talking to each other? ° If yes, why do you think this was? 7. Closing activity (5–8 minutes) ACTIVITY: CHAIN LINKS Materials: none Group organization: students and group leaders seated on chairs arranged in a circle Build a link – each student places their right arm in front of them and across their body.
Allow five minutes for pairs to practise role-playing bad listening. Ask pairs to volunteer to show their role-plays to the rest of the group, giving one or two minutes per pair. Give time for discussion, asking students what they notice in each role-play and how the actors feel. ) and how the speaker is feeling (upset, cross, annoyed). How is the listener feeling? 56 ü PICTURES FOR COLOURING ACTIVITY Copyright Ursula Cornish and Fiona Ross 2004 57 SOCIAL SKILLS TRAINING FOR ADOLESCENTS WITH GENERAL MODERATE LEARNING DIFFICULTIES With students still organized in pairs say: ‘For this role-play we will stay in our pairs.