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SRV Implementation Plan


Social Role Valorization Implementation Plan
Joanne Unrau – 6734607
University of Manitoba
April 18, 2017
Instructor: M. Updike
SRV Implementation Plan

Social Role Valorization Implementation Plan

The following is a plan based on my understanding of the Social Role Valorization

(SRV) theory to help improve a young student’s social image in our classroom community.

Key Issue

My focus for my SRV implementation plan is on a six-year-old boy in my grade 1 and 2

split class. Brian spent most of his kindergarten year hiding under tables and avoiding

schoolwork or social interaction. His summer at home was tumultuous and he exhibited several

alarming behaviours, which caused some unsafe situations for himself, his younger sibling, and

pets, and resulted in injuries to himself. He was assessed by our school psychologist and Early

Childhood Development in early September and diagnosed with ADHD. He is currently taking

medication to help him focus.

Since starting grade 1, Brian has not exhibited negative behaviors to the extent of the

behaviors that were seen in the summer. He is agreeable, teachable, and pleasant. However,

Brian struggles academically and is far behind his peers. At times, his peers treat him as a

“baby” and do tasks he is capable of doing for him. They also occasionally speak to him as if he

were a baby. Brian has difficulty interacting with the students in our classroom and does not

know simple social procedures. His actions and behaviours are not typical of a child in grade 1.

Brian’s actions are seen as silly and immature, which results in laughter and teasing from his

classmates. Other times his actions are misinterpreted as violent, aggressive, and deliberate

because he does not understand that he should say “excuse me” or “sorry” when he makes a
SRV Implementation Plan

mistake or bumps someone by accident. Students have pushed him back when situations like

this arise, leaving Brian confused and angry.

Communicating what he wants or needs is difficult for Brian. He either speaks too

quietly or too loudly, and he often repeats himself until someone asks him to stop. He struggles

to find the words to explain what he wants or to convey what he is thinking. If he wants to play

“catch”, he will just throw the ball at the unsuspecting person instead of asking if they want to

play first. Again, others misinterpret this as an aggressive and unwanted behavior. Brian

mostly plays by himself at recess or parallel with other students. He does not interact with other

students on the playground.

Goal Statement

I will teach and model two appropriate social behaviors at a time and give Brian the

opportunity to practice and use these skills with his peers during class time, lunchtime or recess

time at least 3 times a week until the end of June, 2017.


Currently, Brian is an individual who has experienced some wounds of being devalued

and is at risk for that devaluation to increase. As pointed out in the Wolfensberger (2013) text,

people at risk of being objected to devaluation include those who are disordered in their conduct

or behavior as well as those who have very few skills (p. 27 – 29). Brian falls into both of these

categories. He has already suffered wounds of being cast into devalued roles such as “other”,

object of ridicule, and object of pity. As someone who is the object of social devaluation Brian

is “…much more vulnerable to being further devalued or otherwise wounded as a result of even
SRV Implementation Plan

minor devalued characteristics” (Wolfensberger, 2013, p. 153.) Unfortunately, the students in

my classroom do not treat Brian as one of “them”. They see him as different and treat him

accordingly. In our classroom, we frequently talk about including others, which is one of our

classroom goals, but many of the students find it difficult to include Brian. They are quick to

reject him and put distance between themselves and Brian. My hope with teaching Brian

appropriate or expected social behaviors is that his peers with see him as more like themselves

and therefore will try to include him more often.


A person’s social image improves as their competencies increase (Wolfensberger, 2013.

p. 99). I feel that we have good strategies in place to help increase Brian’s competencies

academically. We work in small groups with focused instruction in which Brian completes the

same tasks as his peers. These tasks are modified when needed. We have also made strides in

keeping Brian fully included in the classroom by conducting pull-out programs such as speech

and occupational therapy exercises in class. We work these programs into instructional time and

as movement breaks for the whole class. To encourage the students to include others and to

build empathy we are taking part in the Roots of Empathy program.

Right now, we are not addressing Brian’s social needs. For the other students in our class

to view him as someone like them, Brian needs to behave as they would behave. If we want

Brian to be successful in socializing with his peers, he needs to know how to act and react in

socially acceptable ways. I believe that by teaching him appropriate social skills we will help

improve his social image. I am hoping to use the power of imitation to develop this valued skill,

as outlined by Race (1999) p.143 – 150.
SRV Implementation Plan

My action steps are as follows:

 Choose 2 social behaviors to work on at a time. We will begin with sitting down at lunch

and asking someone to play at recess

 Create personalized social stories, targeting the social concerns we are working on

 Instruct students in our class on how they are to respond

 Have Brian read and practice the social stories

 Teacher/EA/other staff/students will model and direct correct social behavior as

situations arise

 Have Brian imitate/repeat the appropriate/expected social behavior

 Monitor and instruct as needed

 Introduce a circle of friends where a group of 6 students will rotate so 2 students will play

with Brian at recess. Students will be instructed how to interact while engaging in

structured activities.

Materials and Resources

Aljadeff-Abergel, E., Ayvazo, S., & Eldar, E. (2012). Social skills training in natural play

settings: Education through the physical theory to practice. Intervention in School and

Clinic, 48(2), 76-86. doi: 10.1177/1053451212449737

Carter, D.R. & Pool, J.L. (2012). Appropriate social behavior: Teaching expectations to young

children. Early Childhood Education Journal, 40(5), 315-321. doi:10.1007/s10643-012-

SRV Implementation Plan

De Boo, G. M., & Prins, P. J. M., (2007). Social incompetence in children with ADHD: Possible

moderators and mediators in social-skills training. Clinical Psycology Review, 27(1),


Liber, D.B., Frea, W.D. & Symon, J.B.G. (2008). Using time-delay to improve social play skills

with peers for children with autism. Journal of Autism and Developmental Disorders,

38(2), 312-323. doi:10.1007/s10803-007-0395-z

More, C. M. (2012). Social Stories [TM] and young children: Strategies for teachers.

Intervention in School and Clinic, 47(3), 167-174. doi: 10.1177/1053451211423816

O’Connor, E., (2016). The use of ‘Circle of Friends’ strategy to improve social interactions and

social acceptance: A case study of a child with Asperger's Syndrome and other

associated needs. Support for Learning, 31(2), 138-147. doi: 10.1111/1467-9604.12122

Vandermeer, J., Beamish, W., Milford, & T., Lang, W. (2015). iPad – presented social stories for

young children with autism. Developmental Neurorehabilitation, 18(2), 75-81.

Waugh, C., & Peskin, J. (2015). Improving the social skills of children with HFASD: An

intervention study. Journal of Austism and Developmental Disorders, 45(9), 2961-2980.


Wilson, C. (1993). Room 14: A social language program. East Moline, Illinois: Linguisystems,

SRV Implementation Plan

Personal Support Plan

The following are a list of people who will support me in implementing my plan:

My teaching colleagues - I work in a small village school where three classrooms are operating.

My primary support will be the other two full time teachers in the school, both of which also

teach Brian 3 times a cycle and see him on the playground daily during their duty assignments.

The resource team - I will consult with our team of three resource personnel and the speech and

language pathologist for ideas, insight, and help carrying out a plan that will most benefit Brian.

Educational Assistants - Both of our educational assistants will be informed and instructed in

what the plan is and how the plan is to be carried out. They spend time with Brian in the

classroom and outside at recess and can assist in teaching and correcting behaviors when the

need arises.

Administration – Our school principal will be informed of the plan and will be updated on

Brian’s progress. I will seeking her insight and ideas when needed as well.

Sharing Plan

In order to track progress and monitor the success of my plan I will keep a daily journal

of observations and reflections. The information collected through this journal will be shared

during class review meetings, student services meetings, and at Brian’s IEP meeting. I will also

be sharing and collaborating on a nearly daily basis with my two teaching colleagues as we often

share celebrations, goals, frustrations and ideas at the end of our day.

SRV Implementation Plan

It is my hope that with direct teaching, support and encouragement, Brian’s social skills

will improve as well as his social image resulting in Brian becoming more fully included in our

classroom community. I am looking forward to putting this plan into action and reflecting on its

effectiveness at the end of June.
SRV Implementation Plan


Race, D. G. (1999). Social Role Valorization and the English experience. London, England:

Whiting and Birch, Ltd.

Wolfensberger, W. (2013). A brief introduction to Social Role Valorization: A high-order

concept for addressing the plight of societally devalued people, and for structuring human

services. (4th ed.) Plantagenet, ON: Valor Press.