Social Skills Training Using a Collaborative Service Delivery Model

Abstract

The purpose of this article is to outline the procedures for developing a 9-week, communication skills program for use in the elementary classroom. Called the Communication Lab , this program emphasizes social skills training and the importance of using good communication skills in the learning process. This article outlines how to develop the lab and provides a step-by-step procedure for teaching each concept.

The Importance of Language, Social, and Behavioral Skills Across Early and Later Childhood as Predictors of Social Competence With Peers

“…Researchers have found that children with better language abilities are more involved with peers during play (Sigman & Ruskin, 1999) and display higher levels of peer play competence in classroom settings (Mendez, Fantuzzo, & Cicchetti, 2002). Studies of children with language disorders and/or emotional and behavioral problems often hypothesize a link between children's linguistic competence and their levels of social competence (Brinton & Fujiki, 1994;Farmer, 1997Farmer, , 2000Gallagher, 1993Gallagher, , 1999Koning & Magill-Evans, 2001), and clinicians often make social skills training a focus of their treatment when working with children with language-learning disabilities (e.g., Brinton, Robinson, & Fujiki, 2004;Dodge & Mallard, 1992).…”

Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School–Age Children

“…Classroom-based models are described as those in which SLPs provide S/L intervention to individuals or to small groups of students in their general and special education classroom settings, or SLPs may team teach with general and special education classroom teachers using lessons and scaffolding that integrate S/L intervention with instruction in the regular curriculum (e.g., Brandel, 1992;Buttrill, Niizawa, Biemer, Takahasbi, & Hearn, 1989;Christensen & Luckett, 1990;Despain & Simon, 1987;Dodge & Mallard, 1992;Ferguson, 1992;Nelson, Bahr, & Van Meter, 2004;Norris, 1989;Norris & Hoffman, 1990;Prelock, 2000;Prelock, Miller, & Reed, 1995;Simon, 1987;Ukrainetz, 2006). Other alternative models of service delivery involve more indirect provider roles for SLPs.…”

Three Steps to Self-Discipline

“…At the time, however, staff members were united in opposition to instituting social skill programs such as those described by Dodge and Mallard (1992) or Mannix (1993). This opposition was not to any specific social skills program but to having another "bite" taken from instructional time.…”