Social Competence

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Social Competence Self Determination Skills

• CHAPTER 14

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HISTORY DEFINITIONS

• Define social competence.
• Define self-determination.
• Who are the researchers that have been important
  in developing an understanding of social
  competence and self-determination skills, and
  what does their research say?

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ASSESSMENT OF SOCIAL COMPETENCE

• Sociometric Ratings
• Ratings by Teachers
• Cooperation
• Assertion
• Responsibility
• Empathy
• Self-Control

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Assessment of Specific Social Skills

• Analyze the steps to the following procedure
• to establish direct observation assessments
• Task analyze the social skill
• Develop definitions for each behavioral component
  of the skill
• Implement a rating scale to assess the defined
  behavioral components . . .

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Assessment of Self-Determination Skills

• Assessment Tools for
• The Steps to Self-Determination
• The Learning with PURPOSE Curriculum
• The ChoiceMaker Curriculum
• The Life-Centered Career Education Curriculum
• The Classroom-Based Competency-Building Curriculum

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Curricula Instruction

• Skillstreaming the Elementary Student
• ACCEPTS Program
• Skillstreaming the Adolescent
• ASSET Program
• Social Skills for Daily Living Program

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Social and Self-DeterminationCurricula

• Why havent many curriculums been developed for
  young children?
• ADOLESCENTS
• Steps to Self-Determination Curriculum
• Learning with PURPOSE
• ChoiceMakers
• Life-Centered Career Education Curriculum
• Classroom Competency Building Program

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Assessment of Specific Social Skills

• Secure a reliability observer
• Generate real-life situations that require the
  student to use the targeted social skills
• Plan for individual test sessions.

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Direct Instruction

• Behavioral Approach
• Modeling
• Role Playing
• Corrective Feedback
• Planning for Generalization

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GENERALIZATION

• Why is it a problem that teachers assume
  generalization occurs?
• What are some strategies and examples to help
  facilitate the generalization of skills?

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Establishing a Program

• Identify Students
• Develop Student Profiles
• Group Your Students
• Socially Validate Your Program
• Prepare for Program Implementation
• Implement the Program
• Evaluate Student Performances
• Program for Generalization

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ACTIVITIES

• Select some activities from pages 478-480 that
  will help you to develop social competence and
  self-determination skills in your classroom.
  Explain why the activities you chose would work
  well in your room.

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THE END