Social for Life – Cirriculum

COLOR MY CONVERSATION (CMC) is the primary social communication tool used within the Social for Life program.  This evidence-based social communication curriculum is intended for motivated children (Ages 8-12) and teens (Ages 12-18) who are interested in improving their ability to strengthen their communication skills and social connections with others.  

CHILD/TEEN SESSIONS:  During each small group session, participants are taught important social skills and are provided with opportunities to practice these skills through fun and engaging activities (i.e. interactive games).  Weekly homework assignments are given to provide learners with the opportunity to practice their social skills in real-life situations.

PARENT SESSIONS: Parents play a vital role in supporting their child/teen during the social communication training.   In our weekly parent groups, valuable coaching techniques will be provided so that you can support your child/teen in strengthening their communication skills and social-emotional connections with others (i.e. friends, family, teachers, etc.).

Social for Life – Lesson Content

 

The SOCIAL for LIFE lessons are sequential and developmental in nature.  The following provides the current courses being offered followed by a summary of lesson content within each section:

 

PART ONE – Fundamentals of Conversation:  Part One focuses on guiding the child/teen through the basic elements of the conversational flow (social pragmatics).  This course focuses on improving the ability to intentionally and effectively navigate through a conversation starting at basic greetings and moving to more complex conversational elements (i.e. transitioning between topics).

 

LESSON CONTENT

  1. Increasing competence and confidence within initial social engagements (i.e. non/verbal greetings and farewells).
  2. Improving joint attention and social referencing.
  3. Increasing competence and confidence in the use of small talk (i.e. conversation starters, conversation stoppers).
  4. Improving reciprocity and conversational turn-taking.
  5. Increasing competence and confidence in having phone conversations.
  6. Improving the ability to identify and discuss topics of conversation (i.e. common topics, new information, unique topics of interest).
  7. Improving the ability to give positive praise and constructive criticism.
  8. Improving the ability to ask questions and make comments that are relevant to the topic of conversation.
  9. Improving the ability to ask follow-up questions.
  10. Improving the ability to be an active listener.

Improving awareness for and proficiency in the use of topic transitions

PART TWO – Fundamentals of Social Cognition:  

Part Two begins with a review of the concepts covered within Part One which focuses on the conversational flow (social pragmatics); with specific attention being given to the social-emotional impact of comments, questions and topic transitions.  It then forges into the topic of nonverbal communication along with an introduction to social problem solving.

 

LESSON CONTENT

  1. Improving competence and confidence in the use of comments, questions (i.e. follow up questions), and topic transitions within socially-emotionally sensitive interactions.
  2. Improving competence and confidence in the ability to discuss terms associated with nonverbal communication (i.e. facial expressions, body gestures, body position, body distance/proximity, body posture, eye contact) and tone of voice.
  3. Improving the ability to read social situations based on nonverbal communication and tone of voice.
  4. Improving awareness for and the ability to use a social filter through self-regulation in the use of facts, opinions and/or stories during structured and/or unstructured conversational activities. 
  5. Improving the ability to anticipate, prepare for, navigate and reflect on social situations through the introduction of a social skills plan of action which provides a personalized model for navigating social situations.
  6. Improving the ability to take another person’s perspective (i.e. thoughts, emotions, actions, needs). 
  7. Improving awareness for and the ability to describe the sensory-emotional-social connections that can occur within social interactions.
  8. Improving the ability to define and describe social-emotional skills required to navigate through the following situations. For example:
    • Being an active listener.
    • Understanding communication roles (i.e. storyteller, teacher, relationship builder, conflict resolver)
    • Resolving conflict (i.e. apologies, forgiveness).
    • Setting and achieving goals (i.e. executive functions).
    • Entering and exiting social interactions.
    • Entering and exiting conversations.
    • Staying in a group conversation.
    • Initiating first introductions.
    • Giving and receiving compliments.
  9. Improving sportsmanship skills.

 

 

 

PART THREE – Fundamentals for Adapting to Social Situations:  Part Three begins with a review of the concepts covered within Part Two; which focuses on an introduction to social situations.  It then provides opportunities for the child/teen to hone their understanding and use of social skills within specific situations.  Executive function skills are exercised within this process.

 

LESSON CONTENT

  1. Improving competence and confidence in reading nonverbal communication and tone of voice and adapting to them within social situations (MATCH AND MANAGE).
  2. Improving the ability to manage one’s social filter through self-regulation in the use of facts, opinions and/or stories during unstructured conversational activities. 
  3. Improving competence and confidence in the ability to anticipate, prepare for, navigate, and reflect on social situations through a personalized social skills plan of action.
  4. Improving competence and confidence in being able to take another person’s perspective (i.e. thoughts, emotions, actions, needs).
  5. Improving the ability to describe and implement self-regulation strategies when a sensory-emotional-social disconnection occurs within a social interaction.
  6. Improving competence and confidence when navigating through social situations:
    • Being an active listener.
    • Understanding the roles of a communicator (i.e. storyteller, teacher, relationship builder, conflict resolver)
    • Resolving conflict (i.e. apologies, forgiveness).
    • Setting and achieving goals (i.e. executive functions).
    • Entering and exiting social interactions.
    • Entering and exiting conversations.
    • Staying in a group conversation.
    • Initiating first introductions.
    • Giving and receiving compliments.
  7. Improving emotional competency.
  8. Improving social problem-solving skills.
  9. Improving sportsmanship skills.