Live Interactive Chat
Supporting Peer Social Skills in Early Childhood Settings
October 5, 2005
Ted Bovey
 CSEFELmoderator
Greetings, CSEFEL Chat participants. Welcome to the sixth in the Online Live Chat series sponsored by the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Our chat this evening is titled “Supporting Peer Social Skills in Early Childhood Settings.” Let me begin by introducing our guest speaker, Ted Bovey, of the University of Colorado at Denver.
 Ted Bovey
Hi Everyone, I'm glad to be here this evening. It's nice of you all to join us. Tonight we are going to be talking about teaching social skills and embedding social opportunities into your preschool day.
CSEFELmoderator
We’ll begin with some instructions. The procedure for the live Chat session is as follows. Participants can send questions to the chat guest at any time. When you send your question, please note that it will not be visible to all chat participants. The CSEFEL Moderator receives the question first and will post it to the whole chat group. If there's a long queue of questions, the Moderator will notify the questioner that the question was received. Then, at the next break in the discussion, the question will be posted for all to see and for our guest to answer.
Note that there will be a pause after a question is posted while the Chat guest composes a response to the question. So please be patient! During these pauses, the Moderator will post occasional information about the CSEFEL Web site or about other relevant topics. Because some Chat participants enter the Chat in the middle of the session, some of these messages may be posted more than once.
Questions will be posted in the order they're received, unless there's some obvious reason to group similar questions together. Participants may send follow-up questions. If you do send a follow-up question, please remind the Guest and other participants of the earlier question (something like “In my earlier question about single-parent families…”) because it’s easy to forget earlier questions in the long list of questions that occur during the Chat session.
If your question is not answered by the time the Chat session ends at 9 pm Eastern Time (8 pm Central Time, etc.), the question and its answer will be included in the Chat transcript that will be made available online approximately 3 weeks from today.
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Or for instructions on sending messages during the chat, see this additional section of that page: http://ecap.crc.uiuc.edu/info/ecapchat-csefel.html#procedure.
CSEFELmoderator
Now let's begin our chat. Mr. Bovey, here’s a question that we received prior to today’s chat session.
Who, or what kinds of children, benefit from social skills instruction?
Ted Bovey
While all children can benefit from learning to use appropriate social skills, it is especially important for children with disabilities, children with problem behaviors, and any child who is showing delays or deficits in age-appropriate social skills.
CSEFELmoderator
Mr. Bovey, here's another question that we received before the chat.
What are the best ways to teach social skills in early childhood settings?
Ted Bovey
We approach social skills instruction in 2 ways:
- by providing children direct instruction on specific social behaviors during large group time (Circle Time);
- by embedding consistent daily opportunities for positive peer-to-peer social interactions into classroom routines.
 beanbug
What is your view on bossiness in 3-year-olds, and how would you respond to it?
Ted Bovey
Beanbug, that's a good question. It depends on the context. If the children are trying to help each other, we accept that behavior as a positive interaction. If they are persistent about bossing other children around, we might use that as an additional lesson in our social skills curriculum.
Mary M.
This is a time for assessment. What "scientific" procedures are being used to measure effectiveness of a particular training plan?
Ted Bovey
Mary, are you referring to your social curriculum as your training plan? I just want to be sure I understand your question.
Mary M.
Ted, I am referring to any plan that is put into place for helping young children develop social skills.
Ted Bovey
You would want to measure the behaviors you are teaching the children to use. If the skill you are teaching is sharing, look to see if instances of sharing are increasing in the classroom.
Mary M.
Can you give an example of #2 (from your answer to the earlier question): "opportunities for positive peer-to-peer interaction"?
Ted Bovey
Sure, Mary M. You can have children pass out or collect materials as part of your daily Circle Time. That way it is part of the routine, happens everyday, and provides children with a planned, successful opportunity to engage in a peer-to-peer social interaction.
Pam
How should you involve parents in teaching social skills in early childhood settings?
Ted Bovey
Pam, make sure parents are aware of the skills you are teaching in your class. That way parents can reinforce and acknowledge the skills at home.
CSEFELmoderator
Chat participants, as you've all arrived safely in the CSEFEL Chat room, on your way here you have undoubtedly passed through the CSEFEL Web site: http://csefel.uiuc.edu.
We encourage you to also visit CSEFEL's sister project, the Center for Evidence-Based Practice: Young Children with Challenging Behavior, at the University of South Florida. That Center's Web site can be found at: http://challengingbehavior.fmhi.usf.edu/index.html. The Center's mission is to promote the use of evidence-based practice to meet the needs of young children who have, or are at risk for, problem behavior.
misbicki
Are you familiar with the Second Step program and do you know of any research that supports its use?
Ted Bovey
Misbicki, while I am not completely familiar with Second Step, and I have never implemented it, I do know that it is one of the social curriculums that does have good research evidence behind it. Make sure you follow all the lessons and do all of the activities to maximize its benefit.
CSEFEL Editor
For more information on Second Step and other social-emotional curricula, see:
Joseph, G.E. & Strain, P.S. (2003). Comprehensive Evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23:2, 65-76.
CSEFELmoderator
You can find additional resources on “Supporting Peer Social Skills in Early Childhood Settings” in the supplement to this Chat session. This supplement is available on the CSEFEL Web site at this URL: http://csefel.uiuc.edu/chat/bovey-sup.html
Margot
Can you make some suggestions on specific books, tools, or supports that you have found helpful in providing direct instruction or embedding opportunities?
Ted Bovey
Margot, we have developed several What Works Briefs for CSEFEL that can provide you with all the information you requested.
CSEFELmoderator
In relation to the last question and answer: Chat participants can check out the series of sixteen What Works Briefs. The Briefs are summaries of effective practices for supporting children's social-emotional development and for preventing challenging behaviors. Most of the Briefs are available full text on the CSEFEL Web site. Some of them are also available in Spanish. See the What Works Briefs page at: http://csefel.uiuc.edu/whatworks.html.
Among the CSEFEL What Works Briefs, there are four (numbers 5, 6, 8, and 17) that may be of special interest to participants in this evening’s chat. These four Briefs were co-authored by tonight’s guest, Ted Bovey, along with Philip Strain, also of the University of Colorado at Denver.
What Works Brief #5 is “Using Classroom Activities and Routines as Opportunities to Support Peer Interaction.” The Spanish version is titled, “El uso de actividades y rutinas de las aulas como oportunidades de apoyar las interacciones entre compañeros.” Both of these Briefs and their associated handout can be found on the CSEFEL What Works Briefs page at http://csefel.uiuc.edu/whatworks.html.
What Works Brief #6, “Using Environmental Strategies to Promote Positive Social Interactions,” and its Spanish version, “El uso de estrategias ambientales para fomentar interacciones sociales positivas,” are likewise available, along with a handout, on the just-mentioned Briefs page.
The same is true for What Works Brief #8, “Promoting Positive Peer Social Interactions,” and, in Spanish, “El fomento de interacciones sociales positivas entre los compañeros.
What Works Brief #17 is so far available only English. This Brief, “Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgment” and its associated handout are listed on the CSEFEL What Works Briefs page: http://csefel.uiuc.edu/whatworks.html.
Amy
What are the best skills for parents in dealing with their child's separation anxiety when the child has always been home with mom or grandparents, or with a child who is transitioning to a new daycare or preschool?
Ted Bovey
Amy, most important will be to have a consistent routine to follow when that child arrives at school. Have some specific activities that the child can do that help define that separation from parents and arrival in the classroom. One of our favorites is using the child's picture and moving it from a picture of a house to a picture of "school." If all children do this activity you can then talk about who's at school today, what you are going to do, etc.
Pam
Another similar question: Are you familiar with Dr. Becky Bailey and Conscious Discipline, and is there research behind it?
Ted Bovey
Pam, I am familiar with Dr. Bailey's Conscious Discipline curriculum. However I am not familiar with the research she has done with the curriculum and the outcomes of students, especially for students with special needs.
CSEFELmoderator
As noted at the beginning of this Chat, Ted Bovey’s institutional association is with the University of Colorado at Denver (UC-Denver). He has a Master’s Degree in Early Childhood Special Education from UC-Denver, and he has worked with young children with autism and children with other developmental disabilities in inclusive early childhood classrooms for over 10 years. Mr. Bovey has extensive experience in using naturalistic teaching strategies and in promoting positive social skills development in young children. At UC-Denver, he currently works on a variety of early childhood-related grants, training preschool teams to work with young children with autism, to teach social and emotional skills, and to prevent and deal with challenging behaviors in young children.
beanbug
What are your views of aggressive fighting play (often modeled by popular superheroes)?
Ted Bovey
Beanbug, we maintain some consistent rules in classrooms we work with. One is "We Keep Ourselves Safe," and another is "We Keep Our Friends Safe." We can usually stop rough play and redirect children by reminding them of the classroom rules.
Pam
Talk with me a little about the difference in teaching social skills at age 3 and at age 5.
Ted Bovey
Pam, good question. At age 3 we are looking at basic foundation skills such as getting a friend's attention and sharing materials.
At age 5 we can look at teaching even more advanced skills that tend to be more important in developing friendships, such as giving compliments, providing help and assistance to others, and problem solving.
misbicki
What have you found that encourages child care workers to use practices throughout the day as opposed to just at group time? Especially underpaid folks who have little education. What do you think are some steps that some of us could integrate as trainers in the field?
Ted Bovey
Misbicki, from our experience, once you embed the social opportunities into the classroom routines, it actually makes the teacher's job easier, because all the children know the routine, know the expectations, and know what to do. Getting them started is sometimes hard, but once they begin to implement the strategies and embed opportunities, it becomes very much second nature.
Mary M.
How long can one expect to find the What Works Briefs on the Web? Are they taken down after a period of time?
CSEFELmoderator
Mary M, the intention is that the What Works Briefs stay on the Web site permanently.
I say "intention" because funding issue could always impact that. But as for now, there's no plan to remove the Briefs.
LeighP
When working with children who are significantly globally delayed, what social skills would you recommend as primary targets for direct instruction?
Ted Bovey
LeighP, I would start with two basic skills. The first is teaching them to get another child's attention, or how to respond if a child tries to get their attention. The second is to have them receive items—ideally, highly preferred items—from their peers. This reinforces their responding to peers because they are getting something they like out of the interaction.
Mary M.
Can you relate an experience you have had helping a child with autism to develop social skills?
Ted Bovey
Mary M, I have had extensive experience working on social skills with children with autism. While it is hard initially, you can have great success by following the two steps I just described. If they see social interactions with peers as a way to get highly preferred items or materials, it will increase their social interest and the likelihood that they will interact with peers in the future.
CSEFELmoderator
Please note that many of the resources on the CSEFEL Web site are available not only in English but also in Spanish. For example, for English and Spanish versions of the CSEFEL Training Modules, see the page: http://csefel.uiuc.edu/modules.html. For publications in the "What Works Briefs" series, see the page: http://csefel.uiuc.edu/whatworks.html.
Pam
Related to the rough play question: [CSEFEL Editor: View the earlier rough play question from beanbug] I know that tearing down a block structure can be really fun, but most of the time it is not allowed to happen in the classroom because of safety concerns. Should we set up a one-child area outside on occasion to allow this, or is this reinforcing a negative?
Ted Bovey
Pam, we look at something like that as a natural occurrence in a preschool classroom. I would suggest changing the materials and encouraging it, rather than taking the child out to do it by themselves. Let me give an example.
Instead of using the wooden unit blocks, use the cardboard blocks, and have kids set them up at the bottom of a slide. Then a child goes down the slide, knocks the blocks over and then has to set them up for his or her friends.
Pam
I like that idea about the slide and blocks.
Mary M.
I second Pam's statement about the blocks and the slide. I'd appreciate any other specific creative ideas that come to mind.
Ted Bovey
Mary M, I have lots of them. Many are outlined in the What Works Briefs mentioned earlier but here's another...
CSEFELmoderator
The What Works Briefs mentioned earlier are numbers 5, 6, 8, and 17. They're found on this Web page: http://csefel.uiuc.edu/whatworks.html
Ted Bovey
...Many classrooms have children sign in or write their names when they arrive in the classroom. Once one child has completed the task, have that child look to see who has not signed in yet. Then the child can take the pen or marker to a friend, get the friend's attention, and tell the friend that it is time to sign in.
bootie
I too like the idea of the cardboard blocks. I think I need to invest in some cardboard blocks.
Pam
You can create your own blocks. If your parents purchase juice boxes or capri sun types of drinks, those boxes are very sturdy and can be covered with paper and packaging tape to last a long time.
bootie
Great idea! I like that, thanks.
misbicki
Also cereal boxes work well.
CSEFELmoderator
Thanks, participants, for your good suggestions!
CSEFELmoderator
Remember that you may send a question at any time to the CSEFEL staff. Just email your question to: csefel@uiuc.edu. You can also phone in a question to 877-275-3227. CSEFEL staff are usually available between 8-12 and 1-5 (Central Time) on business days.
misbicki
The autism spectrum is growing by leaps and bounds. What do you attribute this to? Do you feel that this is possibly a label that is given to children as a garbage can label or are there truly so many children out there within the autism spectrum? If so, what might you attribute this to?
Ted Bovey
Misbicki, while that question is a little off topic tonight, the answer is that it appears to be both. I definitely think we have broadened the definition of autism, but that alone does not explain the increases in autism.
Pam
I know that talking with parents about a child's day is important, but what about a situation where the parent asks, "Did my child have a good day?" and you as a teacher feel that the child will be physically punished if you mention any problems?
Ted Bovey
Pam, we always try to say only positives when having informal chats with parents at the classroom door. If there are bigger issues that need to be addressed it is generally best done by setting up a time when you can meet with the parent and explain what the situation is.
Hannah
I once worked at a center for autistic children where M&M candies were used to reinforce positive behaviors. I was surprised by this type of reinforcement. What do you think?
Ted Bovey
Hannah, that is a great example of the overuse of reinforcement. To make a social interaction meaningful for the child, especially a child that is not interested in social interactions you have to make the interaction itself the reinforcer. Like getting a preferred toy from a peer, or their favorite food at snack time, again from a peer.
Hannah
Thank you.
CSEFELmoderator
As mentioned earlier, tonight's Chat session is the sixth event in the CEBP / CSEFEL Chat series for the 2004-2005 academic year. The first chat was held on September 29, 2004. In that chat, Lise Fox of the University of South Florida addressed the topic of “What to Do When Children Say ‘NO!’”.
The transcript of that chat is available in English at: http://csefel.uiuc.edu/chat/fox-trans.html. The Spanish version of the transcript, “Pasos a dar cuando los niños dicen ¡NO!,” can also be found at http://csefel.uiuc.edu/chat/fox-trans-sp.html.
The second online Chat in the CEBP / CSEFEL series was presented on November 18 by Micki Ostrosky and Tweety Yates of the University of Illinois at Urbana-Champaign. The topic was “Classroom Environments That Work: Preventing Problem Behavior.” The transcript of this chat is available on the CSEFEL Web site at: http://csefel.uiuc.edu/chat/ostrosky-yates-trans.html.
The Spanish version of this chat is also available. “Ambientes exitosos. La prevención de comportamientos problemáticos” can be viewed at: http://csefel.uiuc.edu/chat/ostrosky-yates-trans-sp.html.
Sondra
I have a question: How do you handle a two-and-a-half-year-old who likes to tease his classmates?
Ted Bovey
Sondra, we have successfully taught children as young as 18 months how to use specific social skills, so I would look at the positive skill you want the child to learn and start there.
bootie
I am currently working on a capstone project that focuses on Parent Education, helping parents set limits for their preschool children. Can you recommend any good research articles I might be able to access? I find one of the biggest challenges I face as a teacher is the inconsistency between home and school. So my goal is to help parents guide their children in a way that fosters responsibility on the part of the child.
Ted Bovey
Bootie, I agree that consistency between home and school when looking at teaching new skills is important. Off the top of my head, I can not think of any specific articles that would meet your needs. I can try to look around after the chat and if I come up with any they will be included in the chat transcript.
CSEFEL Editor
Here are additional resources that might be useful:
Amy
I am a clinical social worker, and just a few weeks ago I took a position as an Early Childhood Mental Health Specialist, which is what I see that you are also. I am currently researching testing materials to identify Early Childhood Mental Health issues (such as Auchenbach, BASC, and the Devereux). I am curious what testing tools you like to use to test children, so that you can get resources for parents early for a child with autism or other mental health issues.
Ted Bovey
Amy, while I know of them, I do not have any experience using the assessment tools you mention.
CSEFELmoderator
On January 26, 2005, Matt Timm of Tennessee Voices for Children was the guest for the third online Chat in the CEBP / CSEFEL Chat series. This chat addresses the topic of “Creating Home/Program Partnerships That Work: Supporting Children with Problem Behavior.”
The English transcript of this chat is available at: http://csefel.uiuc.edu/chat/timm-trans.html. Likewise, the Spanish version, "La creación de colaboraciones exitosas entre el hogar y la guardería. Apoyo para niños con comportamientos problemáticos,” can be found at: http://csefel.uiuc.edu/chat/timm-trans-sp.html.
The fourth in the series, was presented by Barbara Smith—like tonight’s guest, also of the University of Colorado at Denver. This chat from March 30, addressed the topic of “Leadership Strategies for Supporting Children's Social and Emotional Development and Addressing Challenging Behavior.” The transcript of this chat is available at http://csefel.uiuc.edu/chat/smith-trans.html.
The Spanish transcript of Barbara Smith’s chat, “Estrategias de liderazgo para apoyar el desarrollo social y emocional de los niños y tratar los comportamientos problemáticos,” is also available at this URL: http://csefel.uiuc.edu/chat/smith-trans-sp.html.
The online event prior to this evening’s chat occurred on July 27. Amy Santos of the University of Illinois at Urbana-Champaign discussed “Looking at Challenging Behaviors through a Cultural Lens.” The transcript of this most recent online chat is available at: http://csefel.uiuc.edu/chat/santos-trans.html.
This transcript is also available in Spanish at: http://csefel.uiuc.edu/chat/santos-trans-sp.html.
Nancy
As a classroom teacher, how would you handle the situation of whether or not to take a child with developmental delays who is still wearing diapers to the bathroom with the rest of the class?
Ted Bovey
Nancy, that is a very difficult question to answer without knowing more about your classroom routines, proximity to the bathroom, and other pieces of information. I would have to look at all of those issues, and the peers in the class, before deciding on a strategy.
Nancy
We are down the hall from the bathroom, and the child is being asked to stay in the room with an aide.
Ted Bovey
Could the child go with the class, and wash his or her hands in the bathroom, and then be taken to get changed later? I would look at some of those ideas. I like that you are trying to keep the child with the class. Good job!
prilly
We are using the "Second Step" curriculum for giving children tools to use in social interactions. I love this curriculum because it teaches empathy and we have seen wonderful results with children transferring what they have learned in the lessons. It is a very positive approach to learning how to be in a social setting with other children. Have you heard of this curriculum, and if so, what do you think of it?
Ted Bovey
We talked about Second Step earlier in the Chat. I am familiar with it and it is wonderful that you are seeing such positive results. [CSEFEL Editor: View the earlier question about Second Step from misbicki.]
Pam
If you have one child who is biting in a classroom of three-year-olds, do you work only with him? In Circle Time, could you discuss biting, or should you stay in the positive realm and discuss keeping our friends safe? Would it be different if several children were biters?
Ted Bovey
Pam, we always try to keep things in the positive. Also we try to refer back to our classroom rules. So in that case we would talk about Keeping Our Friends Safe, and maybe do a fun role play with puppets at Circle Time about what that means. You could have the puppets engage in the challenging behavior, and have the children tell the puppets what they need to do.
prilly
Puppets are a magical way to help children understand the situation, and when they give the instructions this means they are building inner control of their impulses.
Ted Bovey
I agree.
LeighP
Regarding the response to Pam: Research has suggested one should never model the negative action (challenging behavior) for students because they remember the act more than the solution or positive interaction. How do you recommend that aggressive episodes are addressed by the puppets?
Ted Bovey
LeighP, we want to make sure the emphasis is on the positive behaviors. We often teach children skills by demonstrating the wrong way because this gives the opportunity to act as the "teacher" and correct the behavior. Of course, you wouldn't want to overdo that. But if it is part of your instruction, it can be a valuable teaching tool.
amanda
Ted, I disagree with your statement about the overuse of reinforcers. This is a common ABA approach and is not used to reinforce social interaction. [CSEFEL Editor: This comment refers to the earlier question from Hannah about using M&M candy as reinforcers.]
Ted Bovey
Amanda, the question was specifically about using an M&M candy to reinforce a social interaction. I agree that the use of reinforcement is crucial to teaching children new behaviors. But when we can utilize a "natural" reinforcer instead of something secondary to the event (e.g., an M&M candy for a social interaction) you will be better off in the long run because you won't have to fade the reinforcer (the M&M candy) out.
Hannah
It was used as a reinforcer for doing such things as successfully setting the table.
Hannah
Amanda, what is ABA, please?
Ted Bovey
Hannah, ABA stands for Applied Behavior Analysis, which is an entire field devoted to looking at how people learn new skills.
CSEFEL Editor
ABA is not just one strategy; it is a field of study that encompasses many different strategies across a spectrum from very teacher-directed to very child-directed. Here is a Web site for more information:
CSEFELmoderator
Mr. Bovey, here's another question:
Does spending all of this time teaching social skills take away from teaching other important preschool skills?
Ted Bovey
Actually, teaching social skills supports children's learning in all of those other areas. Through social interactions children learn language, concepts, motor skills, and play skills from their peers. In fact, data indicate that there is a stronger correlation between early social skills success and third-grade reading skills than between third-grade reading and any other preschool related skills.
CSEFELmoderator
We're almost out of time. We'll finish the two or three comments and questions in the queue, and then we'll bring our chat session to a close.
Margot
Which social skills curriculum, if any, would you suggest for the preschool classroom?
Ted Bovey
Margot, my colleagues here in Denver have written an article reviewing several of the preschool curriculums out there. I will include the reference in the chat transcript:
Joseph, G.E. & Strain, P.S. (2003). Comprehensive Evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23:2, 65-76.
Sondra
Shouldn't teaching social skills be integrated into teaching other skills?
Ted Bovey
Sondra, yes! Teaching social skills is just part of what we are doing in preschool. There are many other important skills to teach, and we have greatest success when we find ways to blend instruction in all of these areas together.
bootie
I believe that teaching social skills is a lot of what we do in preschool settings. Without these skills, it's challenging to go ahead and teach other skills, I do believe. They should be taught across the curriculum and imbedded within the curriculum.
Ted Bovey
Thank you, Bootie. I agree.
CSEFELmoderator
The staffs of the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) want to thank all of the participants in tonight’s online Chat. Thanks very much for sending your excellent questions for our guest, Ted Bovey. And thanks also for being so patient in waiting for responses.
There are no additional chats currently scheduled. However, please check the CSEFEL Chat page at http://csefel.uiuc.edu/chat.html for any further scheduling.
Finally, thanks very much, Ted Bovey, for attending to our questions and for sharing your insights with us tonight.
Ted Bovey
Thank you all for joining me tonight. I wish you all good luck in teaching social skills in your classroom(s).
Pam
Thank you, Ted, for being with us tonight. I appreciate your time.
Margot
I agree completely.
bootie
Thank you for this time. It was very informative and helpful. I'm looking forward to another time in the future.
Hannah
Thank you all.
Margot
Thank you.
Julio
Yes, Mr. Bovey, thanks very much for an excellent chat.
Flora
Mr. Bovey, thank you very much for a really informative chat.
CSEFELmoderator
Thanks again, Chat Participants. Now it’s time for all good folks to shut off their computers and go outside to enjoy this beautiful autumn evening.
Additional Questions
Question
Can you include the research reference—data related to reading correlation—in the transcript of the session. Thank you.
Ted Bovey
The reference is:
Raver, C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. New York, NY: National Center for Children in Poverty. nccp@columbia.edu
Question
How much time should we spend during the day focusing on social skills?
Ted Bovey
Questions around intensity are always difficult.
How do you correctly measure how much time you are working on social skills? A better way to approach the question is to try and create specific activities during the day in which social skills are a focus area.
For example, at snack you could have children pass the snack basket to each other. At circle you could have a child pass out and collect materials. That way you are sure that the social interactions are part of your routine and are happening on a daily basis.
Question
When you talk about social skills, what kinds of skills are you specifically talking about?
Ted Bovey
We are talking about two kinds of skills:
- skills that help children interact (for example, getting a friend’s attention, sharing by giving something, sharing by requesting something, or giving a child a direction around play);
- skills that help children develop friendships (for example, giving a compliment or offering assistance or help).
Question
Ted, I work in a self-contained special education classroom that does not currently have access to typically developing peers. Is it still important for me to teach social skills?
Ted Bovey
That is a very common question. Of course it is still important. However, how you teach the skills may require some modifications. Also, because the children aren’t likely to initiate a lot of social interactions on their own, it will be very important to plan social opportunities or imbed them into your day so children interact as part of the daily routine.
Question
Don’t children learn social skills just by being in classroom with other children?
Ted Bovey
Of course they do, but they aren’t always appropriate social skills!—Kidding aside, some children will pick up skills just by watching adults and through experience, but not everyone will do so. Other children need the extra focus, frequent reminders, and reinforcement to learn appropriate social skills.
Question
I try to reinforce peer social interactions in my classroom, but every time I approach the children to tell them what a great job they are doing playing, they start interacting with me. What am I doing wrong?
Ted Bovey
One general rule of thumb is to never interrupt a peer social interaction. You’re right in that when we do that the children immediately change their focus to us, the adult. Wait until the child-child interaction is over and then approach them to comment on their play and praise them for playing together.
Question
How do I get the children in my class to interact more without directly telling them what to do?
Ted Bovey
After teaching the skill in your group time, tell the children you will be watching for them to use the targeted skill. Also, when interacting with children during play time, use general reminders like, "Remember to play and share with your friends."
Finally, make peer social interactions a part of your daily routine in the classroom.
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