ocial

skills are socially

acceptable patterns of behaviors
that allow students to gain social
reinforcement and acceptance and
avoid aversive social situations
(Johns, Crowley & Guetzloe, 2012)

Who benefits from Social Skills

Training? Students identified as
Emotionally Disturbed and
students identified as having

Autism

Did

now
u k

yo

Research generally concludes that

children classified as ED have the
worst prognosis in terms of high
school graduation, academic
achievement, and future problems
with anti-social behavior
(Adams, 2013).

A socially skilled person is capable

of managing his or her social
environment by understanding and
responding to social situations
effectively. (Johns, Crowley &
Guetzloe, 2012)

Students identified early in elementary school

are much less likely to develop chronic behavior
problems if PBIS and social skills are
implemented (Riney & Bullock, 2012)

We can no longer assume that all

children come to school knowing
how to behave and how to
respond appropriately in varying
social situations. (Johns, Crowley
& Guetzloe, 2012)

W
(ra hy
tio do
na it
le )
?

For learning to occur efficiently, barriers should

be removed and preventative measures [e.g.
social skills training, P BS strategies] should be
consistently implemented (Riney & Bullock, 2012)

nfo & statistics on target

population (Adams, 2013)
Children with ED are more l ikely to be economically
disadvantaged (33.2%), male (80%), and from
single parent households (38%)

There has been a rapid increase (78%) from 2002
2008 of children diagnosed with Autism

All grades, gender and ethnicities

benefit from early intervention (Riney
& Bullock, 2012)

There is long-standing evidence
showing how social-emotional skills
supports academic a chievement
(Adams, 2013).

Direct teaching of social skills is a best practice because it teaches clear behavior
expectations and manipulates environmental variables; therefore, teaching social
skills is essential to learning appropriate behavior (Riney & Bullock, 2012).

Steps (as outlined by Johns, Crowley & Guetzloe, 2012)

1. Teach the skill by breaking it into small steps.
2.
3.
4.
5.

Demonstrate and model the skill.

Have the students practice the skill using role-playing.
Provide feedback and reinforcement for practice.
Systematically provide a program for generalization of social skills.

Poor social skills in school are related to the following factors (1) limited opportunities to learn; (2)
negative academic and social self-concept; and (3) social isolation (Johns, Crowley & Guetzloe, 2012)

Will teaching social skills do the opposite? Researchers argue that the cost of not teaching social skills is
extremely high (Johns, Crowley & Guetzloe, 2012)

References

Adams, D. (2013). The application of social-emotional learning principles to a special education
environment [Special issue]. KEDI Journal Of Educational Policy, 103-118.
Johns, B. H., Crowley, E., & Guetzloe, E. (2012). The central role of teaching social skills.
Counseling & Human Development, 44(8), 1-8.
Riney, S., & Bullock, L. (2012). Teachers' perspectives on student problematic behavior and
social skills. Emotional & Behavioural Difficulties, 17, 195-211.
doi:10.1080/13632752.2012.675136