Electronic Portfolio - Entry 5.6/Social Skills Curriculum Modification Project

Standard C: Program Planning, Developmentally Appropriate Instruction, Progress Evaluation, and Program Effectiveness Monitoring

Social skills instruction must be an integral part of daily school life for students with emotional and behavioral disorders (EBD). According to Walker et al. (1996), approximately 15% of all students need additional instruction to respond to the demands of the school environment. Ideally, a schoolwide positive behavioral interventions and support model is in place to provide a naturalistic framework for providing more specific and intensive social skills instruction for those students who need it.

Teachers must teach social skills in much the same way they teach academic subjects. That is, teachers must teach specific skills for specific situations, as well as taking advantage of “teachable moments” throughout the school day. Once students acquire the necessary skills, teachers must also reinforce generalization of these skills to other settings.


Students must design and implement a social skills lesson in one of the student teaching settings and provide a written report of the project. In addition, students must locate and generally describe the social skills curriculum they are using to design the specific lesson. A general rubric is provided.

Steps for Social Skills Training (SST)

  1. Identify and specifically define the social skill(s) deficit.
  2. Provide a rationale for teaching the social skill (social validation).
  3. Distinguish between skill acquisition and performance deficits.
  4. Select intervention strategies from commercially available materials and adapt it as appropriate for the situation from other sources such as TV, internet, video, newspaper, radio, and so on.
  5. Implement in Introduce Skill
    • Model Skill
    • Provide Guided Practice
    • Provide Feedbacktervention.
  6. Monitor performance (include self-monitoring) for IEP documentation and to promote self-regulation.
  7. Assess and modify intervention as necessary.
  8. Promote generalization as appropriate for the student’s developmental age.
    • Practice in different settings and under various conditions.
    • Prompt and coach the student in naturally occurring situations.
    • Have the student submit self-report forms for each class period.

Social Skills Planning/Curriculum Project Rubric


  1. Double-space the paper.
  2. Edit using COPS: Capitalization, Organization, Punctuation, Spelling.
  3. Use professional language, although the use of “I” or “we” acceptable.
  4. Adhere to confidentiality requirements.
  5. The paper should include an introduction (no heading) and three sections with a center heading: Social Skills Curriculum Review, Social Skills Training, and Reflections.

Introduction (no heading)
Briefly describe your classroom and school setting in four to five sentences.

Social Skills Curriculum Review (center heading)

Provide a very brief introduction that explains why you selected this particular curriculum, including why you selected a specific lesson as a model for your SST intervention. Then, include the following information in table or list format:

  • Name of curriculum, date, publisher
  • Target audience (age, gender, general or special education
  • Assessment information available?
  • Type of skills addressed (scope and sequence?)
  • Type of lesson format and activity descriptions
  • Type of forms available
  • Maintenance and generalization of behavior discussed?

Describe how you modified the lesson to meet the specific needs of your students. Include and/or describe the materials you used to modify the lesson. Provide a rationale for why you modified the lesson in this way and explain how the modified lesson would be implemented.

Specific information regarding this project will be provided in SPED 4/622.

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