Social skills or “pragmatics” are a vital part of living and functioning in our world today. Many children with developmental disabilities, such as Autism Spectrum Disorders, Down’s Syndrome, hearing impairment, and others have problems learning the complex understanding of social interaction.
Parents, educators, and therapists are challenged to teach these children the “unspoken” rules of social behavior. Usually children pick up these skills through experience and learn from interactions. Children with disabilities sometimes lack the understanding to learn from their life experiences and have more difficulty with social skills. In order for these special children to learn critical life skills, essential to living, they have to be taught.
So how do we teach social skills?
Many parents, educators and therapists have difficulty instructing children on social skills. It is different than teaching the ABCs or naming colors. There are so many components that make the task overwhelming! Language skills are broken into several parts, including syntax (the rules of language – verbs, nouns, etc.), semantics (the meaning behind language – vocabulary), and pragmatics (the social use of language). Without each part functioning, you cannot be a successful and complete communicator.
The role of social stories
The concept of the social story makes great sense when teaching social skills to children. The speech pathologists at Social Skill Builder have found that social stories provide simple, concrete examples of appropriate and inappropriate behavior within a social context. Children are able to target certain emotions, relations, and behaviors in a controlled teaching environment. The only problem is that social stories don’t always motivate the child. Pictures in books cannot relate all the components of social relationships or situations, such as body language, facial expressions and movement throughout an interaction. Something more dynamic is needed.
The role of social story in video
Through concrete trials, the speech pathologists at Social Skill Builder have found that videos of social interactions seem to provide a more dynamic alternative to stories in books. Children are motivated to watch television and attend to the real-life interaction seen on the screen. Educators can point out key elements found in appropriate interactions and provide an accurate model for functioning. The only problem is that the child can sometimes become distracted, because there is nothing required of him/her but to watch. Something more interactive is needed.
The role of social story videos embedded in an interactive computer program
Finally the speech pathologists at Social Skill Builder have developed the concept of combining social stories and live video into a computer program. Social Skill Builder programs use real-life video and require the child to watch and interact in order to obtain understanding in the discovery of social skills. The child is drawn to the video sequence (and of course the computer!) and then asked to respond in a game-like atmosphere to appropriate social behaviors. The child then gets a positive or negative response to motivate and teach the skills targeted. The child is excited by not only watching the interaction, but then responding and engaging in the situation himself/herself.
Carrying over skills learned in the program
It is vital that skills taught in the computer programs are carried over into real-life situations. After playing “My School Day” on the computer, for example, teachers can get a group together and practice waiting in line or interacting on the playground. The therapist, educator, or parent must use the computer program as a stepping stone to carry over skills into the natural environment. The program provides a dynamic interactive tool, but then the skills must be practiced and used in real situations.