1. Social Skills Palatine High School
Barb Gray
Sophie Foucault-Lawler

3. Social Skills Groups – IEP & 504 plans
Girls/Boys Groups
Higher skilled - relationship building, confidence, assertiveness
Lower skilled - circles, feeling, problem solving making/keeping friends
Examples - Friend Files, Forming Connections Pg. 2, 3, 4, 5 hand-out
acquaintance-friendly-friendship-relationship

4. Community Based Education
4 “L” strats - Look, Loud, Lips, Long
Conversation
Problem Solving
Speaking Skills in the Community
Example - Convo Cards Pg 6 handout

5. Best Buddies Program
80 students in regular education and special education students with cognitive disabilities/ students with autism to create bonds and develop friendships
Monthly activities
Weekly connections

6. Commit to the PIRATE Palatine’s PROMISE
School Wide PBIS
(Positive Behavior Interventions & Supports)
Integrity
Respect
Achievement
School Wide Social Skills
Pride
Respect
Ownership
Motivation
Integrity
Success
Excellence

7. Life and Learning Strategies
High functioning students with autism
4 leveled classes
Social thinking-Expected/Unexpected Behaviors, Thinking with your Eyes., Listening with your Whole Body, Hidden Rules
Executive functioning-Planning ahead, Organizing, Prioritizing, Self-Monitoring
Problem solving
Socializing
Conversation/discussion relating to
common core standards
Pg handouts
Example - social thinking awareness/convo discussion activity

8. Adult Transition Program ATP
Lower functioning students
Rec/leisure skills/job sites
ATP social group-turn taking, asking for help, expressing feelings, problem solving
Communicating in context-problem solving, making plans
Handouts pg.11,12

9. Job Coaching transitional students
Soft skills on the job
Video model
Social communication coach-get a job, start a job, keep a job
Examples
Self-rating
Flow chart
Cue cards
Handouts 13-17

10. In Context and Ever changing
Use visuals-apps(pg. 18), videos, post-its…
Work in all settings
Train T.A.s, teachers and job coaches-give examples as often as possible
Don’t assume the students infer anything
Keep it verbal if possible