Social communication for middle school
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How to run it
- Start by asking which situations feel hardest right now, like joining a lunch table conversation or disagreeing in a group project, and let the student pick one to work on.
- Model the skill in a short role play (you take the harder part first) and name the moves out loud: watch the group, wait for a pause, connect to what was just said. Then switch roles.
- Finish with a short practice with a peer or a video clip, and ask the student what they noticed other people do.
What to track
- Record whether the student used each target move (joining in, staying on the topic, checking what others think) in role play and in the live practice.
- Note the student's own rating of how it went and how much prompting you gave.
Make it easier or harder
- Easier: Use a cue card with 2-3 starter phrases, and practice with only the clinician before adding a peer.
- Harder: Add a less familiar peer, an unplanned topic change, or a disagreement the student has to handle politely.
Home practice
Pick one real moment this week, such as a group project meeting, where the student tries one move and reports back what happened.
General ideas for planning, not a treatment plan. Your assessment data and clinical judgment decide what fits each student.
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