SOCIAL GROUP NEWSLETTER
Vol. 2 - November 30, 2015
Let me know how you feel about using paint and foam brushes vs paint pens.
What happened at the last S.O.A.R session!
The addition of snack time was a great success. The kids seemed to really enjoy this time. At snack time we had the opportunity to go over the day's visual schedule as well as the group rules. This gave everyone a chance to think about the group expectations and I believe that made a real difference!
Over the course of passing out snacks, Heather had the fabulous idea of asking the kids to recall their day's high points. It was really wonderful to watch the natural progression of the group conversation. I felt the kid's recall and communicative attempts became increasingly more sophisticated as snack time progressed.
The kids did a great job painting the castle with paint pens! We may try larger paint pens this week or foam brushes with paint depending on what I find at Michael's this week :) We will continue to address the same long term and short term goals this week.
Our Next Session is this Friday December 4, 2015
Daily Highs and Lows at Snack time
I mentioned in our "What happened at the last S.O.A.R. session" summary that the kids really benefitted from recalling the day's high points at snack time. I liked it so much, I've decided to make it a permanent part of snack time.
I believe giving snack time a purpose other than food and/or drink consumption will really enhance the group's ability to progress socially. Daily Highs and Lows provide valuable insight into areas that are often missed in social skills intervention. The ability to recall the day's high and low points are a great social barometer, a necessary component of social communication and an excellent source of potential goals!
Daily Highs and Lows will be added to the group schedule!
You are a Social Detective Book
This week we are reading the next section of Michelle Garcia Winner's book You are a Social Detective. The kids did a great job discussing expected behaviors last week and I anticipate an equally great job discussing the "unexpected behaviors" section this week.
The kids had a great time with the paint pens last week but it was slow going! I'm going to look for larger paint pens this week but if I'm unable to find large enough paint pens I'm considering using foam paint sponges and non toxic craft paint.
I realize that paint can be messy. If we do use paint as opposed to paint pens I will bring a much larger drop cloth and plastic covering. I'd like to know how everyone feels about using foam paint brushes and craft paint.
I'm including an anonymous poll below so I can make an informed decision with regard to paint and foam brushes vs paint pens this week. There is also a link to the poll at the top of the newsletter.
- Group members will demonstrate comprehension of self by stating at least one plausible or logical idea of what he/she might have been thinking each session.
- Group members will demonstrate comprehension of others by stating at least one plausible or logical idea of what another person might have been thinking each session.
- Group members will demonstrate comprehension of the "Group Plan" by correctly stating the group plan when given both verbal and visual cues.
- Group members will demonstrate comprehension of the "Group Plan" by correctly following the group plan when given both verbal and visual cues.
Short term goals - Mini Group A (Boys)
- Group members are able to point out when his/her body is in the group given verbal and or visual prompts.
- Group members are able to determine times when another group member is not following the group plan and use a socially appropriate statement prompting that group member to rejoin the group while continuing to participate in the group activity with moderate cues.
- Group members are able to point out when a group member's body is in the group given verbal and or visual prompts.
Short term goals - Mini Group B (Girls)
- Group members are able to identify times when his, her, or a group members' body is a comfortable distance from others in the group given both verbal and visual cues.
- Group members are able to identify times when another group member's body is an uncomfortable distance from others group members or self and provide socially appropriate feedback that helps that group member determine an appropriate distance given both verbal and visual cues.
- Group members are able to identify times his/her body is an uncomfortable distance from others and self correct his/her body proximity to an appropriate distance in the group given both verbal and visual cues.