Promoting Social Success: A Curriculum for Children with Special Needs / Edition 1

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These are the voices of real-life elementary school teachers who have used this research-based curriculum to reach a crucial goal: improving the social skills of students with mild to moderate disabilities and their peers. Field-tested with 400 elementary school students, this curriculum focuses on developing the cognitive skills behind appropriate social behavior rather than teaching children a set of specific behaviors to enact. Along with a thorough overview, teachers will get 66 activity-based lessons on social skills, organized around topics that build on each other. Students will learn to... assess their own emotional states and develop new coping mechanisms identify and interpret social cues and other interpersonal dynamics set appropriate social goals, generate problem-solving strategies, and think about the consequences of their actions consider characteristics of good friendships and explore ways to improve their relationships Each 30- to 45-minute lesson provides a list of materials, descriptions of the activities, variations for more advanced and less advanced students, and suggestions for reinforcing the skills throughout the school day. To help them implement the lessons effectively, teachers will also find student handouts, helpful illustrations, parent newsletters, and lists of additional children's books and videos. This inventive curriculum will enhance children's cognitive abilities to help them become socially successful - both inside and outside the classroom.
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Product Details

  • ISBN-13: 9781557666741
  • Publisher: Brookes Publishing
  • Publication date: 12/1/2003
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 544
  • Sales rank: 1,011,437
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.90 (d)

Meet the Author

Gary N. Siperstein, Ph.D., is Founder and Director of the Center for Social Development and Education (CSDE) at the University of Massachusetts Boston. CSDE is a research and training institute focused on improving the social and academic adjustment of children with learning problems who are at risk for academic and social failure. For more than 20 years, CSDE has been gathering data on the social functioning of children with special needs. A professor at the University of Massachusetts Boston since 1976, Dr. Siperstein received his doctorate at the Ferkauf Graduate School of Psychology, Yeshiva University. He has published approximately 100 articles, chapters, and books on the social relationships and social development of children with disabilities. He has served as associate editor and editor of national journals and has received more than 20 research grants from federal agencies, including the National Institute of Child Health and Human Development (NICHD) and the U.S. Department of Education. Dr. Siperstein received the prestigious Merit Award from NICHD for his work on the social aspects of mental retardation. Enhancing the social competence of children with disabilities in inclusive educational settings has been the focus of his most recent projects. Dr. Siperstein is presently President-Elect of the Division for Research of the Council for Exceptional Children (CEC).

The teaching experience of Emily Paige Rickards, M.A., ranges from fourth grade to the college level and includes the development of numerous professional development programs for teachers. She worked for many years with students with physical and mental disabilities and remains interested in education and curriculum development at all levels. After receiving her master's degree from Boston University, she worked as Research Assistant and Curriculum Specialist on the Promoting Social Success project at the Center for Social Development and Education at the University of Massachusetts Boston. She currently serves on the Educators Advisory Board for the Museum of Fine Arts, Boston; tutors adult learners in the Harvard Bridge to Learning and Literacy Program; and participates in efforts to include issues of diversity and culture in the medical school curriculum.

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Table of Contents

About the Authors
An Introduction to the Promoting Social Success Curriculum 1
Unit 1 Introductory Lessons
Coming Together to Form the Group 33
Introducing Role Play 37
Practicing Role Play 39
Introducing Problem-Solving Meetings 43
Practicing Problem-Solving Meetings 47
Unit 2 Understanding Feelings and Actions: Emotional and Behavioral Regulation
Using Feeling Words 53
Identifying Happy Expressions 57
Understanding Sadness 61
The Difference Between Alone and Lonely 67
Understanding Fear 77
When Are We Surprised? 81
Understanding Love and Hate 85
Understanding Frustration 93
Understanding Anger 97
Feelings in Different Contexts 101
Different People Have Different Emotions 107
Understanding Emotional Intensity 113
What to Do When You Are Angry 121
Expressing Feelings in Appropriate Ways 129
Why Calming Down Is Important 143
Ways to Calm Down 157
Introducing the Red Light Calming Down Steps 163
Practicing the Calming Down Steps 169
Applying the Calming Down Steps 173
Reviewing the Calming Down Steps 177
What Helps Me Calm Down? 181
Reviewing Feeling Words 191
Unit 3 Using Social Information: Noticing and Interpreting Cues
Introducing the Yellow Light Thinking Steps 195
Introducing Body Language 199
Interpreting Body Language 209
Interpreting Tone of Voice (Feelings) 215
Interpreting Tone of Voice (Sincerity) 219
Accident or On Purpose? 225
Identifying Intention 241
Is This Mean? 249
How to Tell When Someone Is Busy 257
Reacting to Other People 267
Reviewing Emotional Displays 273
Reviewing Social Situations 277
Unit 4 Planning What to Do: Problem Solving
What Does it Mean to Have Goals? 285
Identifying Goals 295
Practicing Identifying Goals 301
Generating Strategies to Solve a Problem 307
Practicing Generating Strategies 315
Generating Multiple Strategies 321
Assertive Problem-Solving Strategies 327
Using Compromise as a Strategy 331
Predicting Consequences 341
Practicing Strategy Selection 345
Introducing the Green Light Action Steps 349
How Did it Go? 355
What to Do If We Don't Reach Our Goal 361
Applying the Problem-Solving Steps 371
Reviewing Problem-Solving Skills 377
Unit 5 Making and Keeping Friends: Social Knowledge
What Makes a Good Friend? 385
The Ups and Downs of Friendship 391
The Importance of Trust 393
Give and Take 399
Encouraging Empathy 403
Communicating with Friends 407
Dealing with Rejection 411
Sharing Hurt Feelings with Friends 417
Coping with Teasing 419
The Importance of Forgiveness 423
Keeping Friends 425
The Importance of Compliments 429
General Reproducibles
Body Language Photographs 437
Large Feeling Faces 457
Small Feeling Faces 471
Parent Newsletters 487
Role-Play Footprints 495
Stoplight Posters 499
Bibliography 503
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