Social Skills for Middle & High School

Social skills, my favorite area of being a speech-language pathologist. I never had a client in undergraduate or graduate school who had pragmatic language goals. I feel like it is not even an area that we truly target in our schooling. We are taught about AAC, PECS, autism, but how do we really help these students, and what is our role on the IEP team? I wanted to share some of the main things I do with my students, as I absolutely LOVE this part of my job.

Life Skills Push-in Therapy

This is one of the biggest things that has really helped my students. I push into work experience classes, created social skill advisory periods, and helped co-teach with teachers to assist with high need students. This has increased the carryover for my students, as I can teach them in the moment. Many of my students don’t understand that what they learn in the “speech” room can be carried over to everyday life. To read more on how I started push-in check out my blog post here!

One of the easiest ways you can start with social skill push in is helping with cooking time with your life skills students. I use yourspecialchef.net for visual food directions. If I don’t find something I like, I make my own. You can target functional skills that students will really use.

How To Structure Lessons

How I store and set up my brain breaks

When I do push in lessons with a larger group of social skills students, I make sure it is as structured as possible. These students appreciate the fewest unexpected events, so I have lessons set up the same in order for students to focus on our lesson and not a distraction for the day. Each student has a notebook where they take notes. These notes are for students to think about each answer before shouting out. It also allows students to “stretch your brain” as I tell my students, this is to push them past their first answer.

In the middle of my lessons I do brain breaks which you can grab as a freebie on my Tpt. These brain breaks allow us to practice our lesson for the day, whether it be adding to a conversation, body language, or eye contact. Each of my lessons have worksheets, online quizizz (check it out), or board games that go along with the goal of the day. Finally, I give every student a daily job for the month. This allows us to build a strong classroom system, and keep each other accountable for something.

Social Skill Resources

Some of my go to resources and games for social skill lessons! Affiliate links.

If you are going to buy one thing, it has to be this book! Social Thinking Thinksheets for Tweens and Teens was a lifesaver my first year out of graduate school. I now base all of the language I use with my students off of this book. Includes a TON of lessons with matching worksheets. I use these lessons at least twice a month. I even help teachers by providing them the common language I use with my students so they can carry it over to their classrooms.

Sometimes I need a no prep option for my students to work on, and I struggled to find something for older students. So I made these one sheet, no prep pragmatic language worksheets. Students can fill these worksheets out then we can talk about them together. Allows them time to “stretch your brain” before answering. Grab them to target problem solving and inferencing in one worksheet!

What Do You Say… What Do You Do… At School? Social Skills Board Game is geared for younger students, as one of the areas is on the playground, but it can be used with your lower level students. My students skill enjoy playing games, and I love games that also target goals. Students race around the school to collect tokens and answer social skill questions.

“10 Ways” is the perfect social skills app for middle and high school students. There are 9 different topic areas that are targeted with this game. Why do I love this no prep game so much?
Students love the jeopardy style questions. Able to save a game if you don’t get it finished in one session. Multiple students or groups can play. Variety if question types. I’m also lucky enough to have an Apple TV so I can screen cast my iPad for all the students to see.

Some pictures from my lessons!

Top 5 Games for Middle School

Most of my middle school speech and language sessions are homework or classwork related. I find myself helping students with topics from longitude and latitude to math proofs to water cycles. As SLPs and teachers we have to remember that these students are still KIDS! Kids love games, and taking sometime to build relationship with them will end up helping our students in the long run. Bonus if the games also target their IEP goals!

Below are my top 5 games I use in therapy or on game days. Do you have a favorite game that didn’t make the list? Comment below. All links are affiliate links.

Bubble Talk

Bubble Talk is very similar to Apple to Apples, but you use pictures as the prompt. Students take turns being the judge of the captions students decide upon for each picture prompt. It’s perfect for turn taking, conversation level articulation, inferencing, and describing. You can even use these pictures for other therapy sessions as there are 150 colored pictures included. There are a few pictures that people may not be a huge fan of, but I choose the picture for every round. You can use this game for 10 minutes at the end of a session, or make it last the entire time!

Pickles to Penguins

I originally heard about this game from another SLP in my district who works with 5th and 6th graders. Honestly I think you can use it with any grade, as it is really open ended. The main game is all about how you can connect two cards together. You always have a main card in the center, and you try to get rid of your cards by connecting them to the card in the center. I end up making up my own rules to target my students’ goals for the day. PERFECT for EET goals or expanding MLU as students have to explain how the two cards are similar. There are other ways to play the game that are included in the rules. Most of the pictures are real pictures, and even the ones that are animate do not look “childish”. I find that my older students will not participate in games if they feel it is young for them. You get hundreds of picture cards which can be used for therapy too. For it’s price you could just use the cards as articulation cards!

Blurt!

Do you need a new vocabulary or inferencing game? Then you need to grab Blurt! It has two different levels of cards which are perfect for a variety of ages and abilities. Students read hints for the vocabulary word the other student identifies the vocabulary word. I think what makes this game different than other games like this, are the two levels of cards. Blurt! game does not take up a lot of space either, and can easily store in your therapy bag for the day! It simple and easy to play. Perfect for fun Friday.

Telestrations

This game is great for your larger groups, as the more people you have playing, the more fun it gets! I use this with my push in social skill groups to show perspective. Each round lasts about 10 minutes. Every person is given something to draw on their notepad in dry erase marker. Once you draw the word you pass it onto the next person and they guess what it is. From there you pass it onto the next person who draws what the guess is. This continues on until the notepad returns to the first person. Telestrations is like a drawn version of telephone. When you are done you can go back through and see how the picture was passed on correctly or incorrectly and exactly how the breakdown occurred. I enjoy this because sometimes my students with social language deficits need to see how things occur, and not just be told. **Also a fun game to play with family and friends!

Scattergories

This game is a classic, but my students LOVE to play it. I can target goals from articulation to categories, to social skills all with this one game. I put a twist on mine, and have students only focus on one category at a time with one letter. This allows the game to slow down a bit, and for a deeper conversation to be had about each category. In a given session we may only get through three categories, but we go very in depth. I always tell my students to “stretch their brain” to push past the first few things they know. Giving them time to focus on one category at a time allows them to build up the confidence that they do know, or know more than they think, when just given a bit of extra time.

Push-In To Stop Pulling My Hair Out

Push-in therapy goes by several different names (in-class service, classroom-based services, integrated services). I use the term push-in for this post. I also understand that push-in therapy may not be the right fit for every student or therapist. 

Push-in therapy isn’t something that is taught as often in our schooling career. For many of us during undergrad/graduate clinicals we saw one to four clients/students at a time for 30 minutes. We would grab our students, take them to the therapy room, and send them on their way. Great?! Yes, for some students. At the same time we are taught pull-out services, we are also taught to work towards generalization of skills and carryover of their progress to other settings. How can this happen if we are only servicing our students in the same room, with the same group of their peers, on the same day, for the same amount of time?

Centers can include a range of activities! Story cubes, synonyms, antonyms, and idioms pictured here.

I don’t want you to think that my journey of providing push-in therapy was something that I just magically knew how to do coming out of school. It actually happened a little by accident, and a lot by my relationships with teachers. When forming my crazy schedule for the middle school I noticed that many of my language impaired students had the same resource english language arts class. At first I brushed it off, and went along scheduling my pull-out sessions. Each group I scheduled was 2-4 students, normally having at least two different goal areas.

Well the school year starts, and I started pulling out my students (or at least trying to). Many of them would forget to come, teachers weren’t sending their students even with a reminder, or my students would get “lost” on their way to my room. When I did have students, many of them had little motivation to work as they have been in speech/language services since early elementary school. Honestly, I couldn’t blame them for their lack of motivation to work. When I had my larger groups, we did not have enough room in my room for use to all comfortably fit (middle schoolers aren’t little).

So after about three weeks of the struggle, I went back to scheduling. What could I do to help not only myself, but also my students? This wasn’t working. When going back to try and move students around I noticed again that many of my students were in a language resource class. I reached out to the teacher, as we were friends outside of work (Miss. R), and we decided on a day for me to start seeing my students. I would teach a language lesson and assist with any other tasks. Miss. R and myself became co-teachers on the days I pushed-in. Once a month we would do centers in order to collect data easier and monitor progress. Guess what?! The students LOVED it. My students started to show progress.

Now, not all of the students were my language students, but they still learned from some of my language lessons. These students would also help those with language deficits, and could communicate with their peers in ways I never could. Often class would start with a 5-minute language warm up. We did worksheets from Speechy Musings, research projects, and one sheet grammar lessons. At times I felt like a paraprofessional, but if that’s what my students needed for the day, then that’s what I needed to adapt to.

I didn’t always know if I was doing it “right”. I started researching all the push-in materials I could and slowly gained confidence. If you want to see ASHA’s stance on school-based service delivery check out their website here! They have some GREAT research, and list the various types of push-in services.

Push-In: ELA Famous People Research No Prep

This past week I started a research project over a famous person with one of my push-in groups. Often times I am providing the graphic organizers and leading the activity. I wanted to flip this activity. This will be a four part activity, but I will explain it all here! Targets: articulation, summarizing, important vs. interesting information, main idea, details, and social skills!

Students create their own graphic organizer questions.
  1. Give the students a sticky note for each question. Ask these three questions. Who can we research (e.g cooks, football players, famous women)? What can I research about them? Where to find information? See the picture to the right. After each question talk about what the students decided. Students then decide, after talking through the questions, who they will research. This will take about 30 minutes with all the discussion time after each question.
  2. Next, create a graphic organizer using the questions the students came up with. Students can then students will research their people. This will be done on the computer and in the library. Students can practice looking for interesting versus important information.
  3. Student will then summarize their information/findings into a presentation. This can be a poster, google slides, or something else.
  4. Finally, students will present over their people in front of the class.

Be on the lookout for more push-in ideas, as this is something that I am very passionate about. This semester I push into two resource classes, a co-taught ELA class, three social skills advisory classes, and high school life skills. As I stated above, I understand this service delivery model might not be perfect for everyone. I will be talking more about this in future blog posts. Do you have any questions? Feel free to reach out.