SOCIAL SKILLS

SOCIAL SKILL TUTORING

What are social skills?

Social skills are the skills we use every day to interact and communicate with others. These skills include verbal and non-verbal communication such as gestures, facial expressions, and body language. Whenever you interact with people, you use some form of social skills.

 

Social Skills, Brooklyn Letters

 

Why are social skills important?

Social skills are important and necessary for children to establish and maintain deep, positive, and healthy relationships. Many of these skills are needed to know how to behave in different social interactions. Having good social skills allows kids to make friends, engage in conversations, deal with conflict, problem solve, and show empathy.

 

Things to look for in a child struggling with social skills:

  • Does not consistently use eye contact
  • Difficulty sharing
  • Does not engage in appropriate conversation (starting a conversation, turn-taking during conversation, staying on topic, appropriately ending a conversation)
  • Difficulty using appropriate body language (standing too close to someone)
  • Difficulty understanding jokes and humor
  • Difficulty understanding gestures and facial cues
  • Lack of empathy
Social Skills, Brooklyn Letters
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What problems can occur?

  • Behavior: The child may not understand how to appropriately behave in certain situations
  • Completing academic work: The child may misinterpret verbal instructions and cues to complete the work
  • Receptive language: How the child understands language
  • Expressive language: How the child uses language
  • Self-regulation: The child’s ability to control his or her behavior, emotions, and thoughts appropriate for a situation in a socially appropriate manner
  • Executive functioning: Higher-order reasoning and thinking skills

 

How can social groups help?

Social skills groups provide a safe and supportive environment for small groups of children to practice social skills with peers. Social skills are learned and practiced through play, role-playing, video modeling, and social stories. The goal is for children to learn these skills through peer interactions, joint attention, visual supports, and visual models. Some benefits of social skills groups include: engaging in conversation, sharing and taking turns, understanding emotions, dealing with conflict and problem-solving.

 

Who can benefit from social skills groups?

  • Children who are not socially developing as fast as their peers
  • Children with ADHD
  • Children with nonverbal learning disabilities
  • Children with learning or behavior issues

How can social groups help different developmental ages:

Preescolar: Social skills for 4 and 5-year-olds are taught through play, role-playing, and hands-on activities. Peer socialization is the focus and is accomplished through turn-taking games (i.e. board games), engaging in make-believe games (i.e. playing house), and playing cooperative games (teaming up to match and sort).

Elementary School: Social skills for elementary age are taught through play, role-playing, hands-on activities, and stories. Peer socialization is accomplished through group games, engaging in appropriate conversation, understanding emotions, problem-solving, and dealing with conflict. Activities such as engaging in story-based discussions, playing charades, creative play (i.e. drawing), and memory games are used to teach these skills in a fun and social way. In a remote setting, social skills groups support school-age children in building their social competencies. Topics covered include, but are not limited to, the child’s role in a group, perspective-taking, problem-solving, turn-taking, demystifying emotions, how to read the room, etc. These topics are covered through various modes through role-playing, group games, group, and 1:1 discussions. The goal of the group is to increase the child’s social confidence and competence.

Middle School: Social skills for middle-school-age are taught through structured and unstructured activities, including group games and activities, role-playing, hands-on activities, and stories. Some skills that are addressed are more meaningful conversations, perspective-taking, problem-solving, and conflict resolution. Activities such as story-based discussions, creative play (creating your own comics), and cooperative activities (scavenger hunt, puzzles) are used to strengthen these skills. In a remote setting, social skills for middle-school-age students help strengthen the child’s self-advocacy skills. Topics covered include, but are not limited to, the child’s role in a group, perspective-taking, problem-solving, gray area thinking, demystifying emotions, how to read the room, figurative language, and idioms, etc. These topics are covered through various modes through role-playing, group games, group, and 1:1 discussions. The goal of the group is to increase the child’s social confidence and competence as well as to strengthen their self-advocacy skills.

High School: Social skills for high-school-age are taught through role-playing, storytelling, mock interviews, and learning about pragmatics (staying on topic, using gestures, and body language). Social communication skills include using language for different reasons, changing language for the listener or situation, and taking turns. By observing different scenarios and identifying varying emotions and nonverbal communication, students improve their social communication skills.

Social Skills, Brooklyn Letters

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Our Coach Lena

Social Skills, Brooklyn Letters

Watch Coach Lena

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Lena is a licensed Speech Language Pathologist, holds her Certificate of Clinical Competence (CCCs) from the American Speech-Language-Hearing Association (ASHA), and is a certified Teacher of Students with Speech and Language Disabilities. She currently holds a position in a District 75 school in Park Slope. She earned her masters in Speech Language Pathology at Long Island University. Lena is experienced working with children in Early Intervention to high school. She worked with various speech and language delays and disorders, including articulation and phonology delays/disorders, auditory processing disorder, literacy difficulties (phonics, comprehension, writing), social difficulties, and autism spectrum disorders. She is also trained and has experience with augmentative and alternative communication (AAC) systems, including picture exchange communication and speech-generating devices. Lena creates fun, enjoyable activities for all her clients, and she ties her clients interests into various activities. Excellent parent relationships and team collaboration are important for carry over and progress when working on speech and language goals.

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Our Coach Panagiota

Social Skills, Brooklyn Letters

Panagiota es un patólogo del habla y lenguaje con licencia del estado de Nueva York y profesor certificado de estudiantes con discapacidades del habla y el lenguaje (TSSLD). Tiene su Certificado de Competencia Clínica en Patología del Habla y Lenguaje (CCC-SLP) de la Asociación Estadounidense de Habla, Lenguaje y Audición. Panagiota recibió su Maestría en Ciencias en Ciencias de la Comunicación y Trastornos de la Universidad de Nueva York y su Bachillerato en Artes en Trastornos de la Comunicación de SUNY New Paltz. Actualmente trabaja como profesora asistente en el Departamento de Ciencias de la Comunicación y Trastornos de la Universidad de Nueva York. Panagiota ofrece terapia en entornos privados, domiciliarios, con una población diversa de estudiantes de primaria y escuela, así como adultos.

Anteriormente, Panagiota trabaj? en una escuela secundaria de Manhattan brindando terapia a adolescentes con un diagn?stico de trastorno del espectro autista, apraxia del habla infantil, trastorno del procesamiento auditivo, as? como diversos retrasos y trastornos del habla y el lenguaje, incluido el lenguaje expresivo y receptivo, dificultades de funcionamiento ejecutivo, comprensi?n lectora, habilidades sociales y fonolog?a y articulaci?n. Panagiota tambi?n tiene experiencia en el tratamiento de adultos con afasia, modificaci?n de acento y ataxia.

Panagiota works hard to incorporate her students interests in therapy to keep them engaged and motivated. She strongly believes in a collaborative approach that encompasses communication with the family, teachers and other service providers. She hopes to give her students the strategies and confidence to generalize the skills they re working on in therapy to the student’s natural environment. Panagiota is bilingual and treats in English and Greek.

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Our Coach Alexandra

Social Skills, Brooklyn Letters

Alexandra es miembro de la American Speech Language and Hearing Association (ASHA) y es una patóloga del habla autorizada y registrada en Nueva York. Recibió una Maestría en Ciencias con una Extensión Bilingüe (español) en Patología del Habla de la Universidad de Columbia y una Licenciatura en Arte de la Universidad de Virginia. Mientras estudiaba en Columbia, Alexandra participó en un viaje a Neiva, Colombia, y Quito, Ecuador, donde brindó terapia del habla a niños que habían recibido cirugía para reparar su paladar hendido. La experiencia profesional de Alexandra incluye trabajar con niños en edad escolar con TEA, trastornos del lenguaje expresivo y receptivo y trastornos de la alimentación. Actualmente trabaja como terapeuta en el hogar brindando terapia para trastornos de la articulación, trastornos de alimentación / deglución y apraxia / disartria. Alexandra es una proveedora básica de DIR / Floortime (tratamiento para trastornos del espectro autista) y está capacitada en SOS (tratamiento para trastornos de la alimentación). También es una clínica certificada PROMPT de nivel 1.

Como beneficiaria de la Beca Ennis Cosby en la Universidad de Fordham, estuvo expuesta a muchas estrategias de tratamiento para ni?os que ten?an dificultades para leer y escribir. Fue entrenada en el enfoque de Orton Gillingham y ha recurrido a todas las estrategias en su arsenal para ense?ar a los ni?os a leer y deletrear. Alexandra era adjunta en Hunter College y ense?? un curso de Introducci?n a la lectura y escritura para nuevos maestros. Alexandra ha trabajado con Intervenci?n Temprana, en hospitales y escuelas, realizando evaluaciones y brindando tratamiento a ni?os con apraxia, trastornos de articulaci?n, PDD / autismo, trastornos de alimentaci?n y degluci?n y trastornos pragm?ticos. Tambi?n ha trabajado con los grupos de habilidades sociales l?deres de JCC Manhattan para ni?os con autismo.

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Our Coach Alex

Social Skills, Brooklyn Letters

Alex received her Master of Arts degree in Communication Sciences and Disorders from St. John’s University. She is a NY state certified SLP and holds her Certificate of Clinical Competence from The American Speech-Language Hearing Association (ASHA). She currently works with the early intervention (ages 0-3) and preschool populations on speech, language, and feeding skills. Alex also works on fluency, articulation, apraxia of speech, and with people with aphasia and individuals with varying receptive and expressive delays. Prior to this, Alex provided speech language therapy to children on the autism spectrum and accent modification in Barcelona, Spain. She started her career working as a school based SLP creating and teaching social skill classes for adolescents.

Alex provides therapy in both English and Spanish. She is both PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets) trained and trained in DTTC (Dynamic Temporal and Tactile Cueing) for treating children with apraxia and articulation disorders. When treating individuals with sensory processing disorders and oral motor skills, Alex follows the SOS (Sequential Oral Sensory) approach to feeding therapy.

Aside from speech therapy, Alex has experience working with typically developing children, having taught English to toddlers in Spain, and used dance in toddler development for over 10 years. These experiences have helped craft Alex’s approach as a therapist as she is able to benchmark against the speech and language milestones of typically developing children. It is important for speech pathologists to understand the progression of typically developing children so that they can assess and set appropriate goals for therapy. Alex’s therapy sessions with young children incorporate creative movement and are high energy. Alex believes that speech therapy sessions should be individualized to meet the needs of each client.

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SOCIAL SKILL TUTORING

What are social skills?

Social skills are the skills we use every day to interact and communicate with others. These skills include verbal and non-verbal communication such as gestures, facial expressions, and body language. Whenever you interact with people, you use some form of social skills.

 

Why are social skills important?

Social skills are important and necessary for children to establish and maintain deep, positive, and healthy relationships. Many of these skills are needed to know how to behave in different social interactions. Having good social skills allows kids to make friends, engage in conversations, deal with conflict, problem solve, and show empathy.

 

Things to look for in a child struggling with social skills:

  • Does not consistently use eye contact
  • Difficulty sharing
  • Does not engage in appropriate conversation (starting a conversation, turn-taking during conversation, staying on topic, appropriately ending a conversation)
  • Difficulty using appropriate body language (standing too close to someone)
  • Difficulty understanding jokes and humor
  • Difficulty understanding gestures and facial cues
  • Lack of empathy
Social Skills, Brooklyn Letters

What problems can occur?

  • Behavior: The child may not understand how to appropriately behave in certain situations
  • Completing academic work: The child may misinterpret verbal instructions and cues to complete the work
  • Receptive language: How the child understands language
  • Expressive language: How the child uses language
  • Self-regulation: The child’s ability to control his or her behavior, emotions, and thoughts appropriate for a situation in a socially appropriate manner
  • Executive functioning: Higher-order reasoning and thinking skills

 

How can social groups help?

Social skills groups provide a safe and supportive environment for small groups of children to practice social skills with peers. Social skills are learned and practiced through play, role-playing, video modeling, and social stories. The goal is for children to learn these skills through peer interactions, joint attention, visual supports, and visual models. Some benefits of social skills groups include: engaging in conversation, sharing and taking turns, understanding emotions, dealing with conflict and problem-solving.

 

Who can benefit from social skills groups?

  • Children who are not socially developing as fast as their peers
  • Children with ADHD
  • Children with nonverbal learning disabilities
  • Children with learning or behavior issues

How can social groups help different developmental ages:

Preschool: Social skills for 4 and 5-year-olds are taught through play, role-playing, and hands-on activities. Peer socialization is the focus and is accomplished through turn-taking games (i.e. board games), engaging in make-believe games (i.e. playing house), and playing cooperative games (teaming up to match and sort).

Elementary School: Social skills for elementary-age are taught through play, role-playing, hands-on activities, and stories. Peer socialization is accomplished through group games, engaging in appropriate conversation, understanding emotions, problem-solving, and dealing with conflict. Activities such as engaging in story-based discussions, playing charades, creative play (i.e. drawing), and memory games are used to teach these skills in a fun and social way.

Middle School: Social skills for middle-school-age are taught through structured and unstructured activities, including group games and activities, role playing, hands-on activities, and stories. Some skills that are addressed are more meaningful conversations, perspective taking, problem solving, and conflict resolution. Activities such as story-based discussions, creative play (creating your own comics), and cooperative activities (scavenger hunt, puzzles) are used to strengthen these skills.

Social Skills, Brooklyn Letters

Looking for an online social skills tutor? Contact Us!

Our Coach Lena

Social Skills, Brooklyn Letters

Watch Coach Lena

VIDEO #1

VIDEO #2

Lena is a licensed Speech Language Pathologist, holds her Certificate of Clinical Competence (CCCs) from the American Speech-Language-Hearing Association (ASHA), and is a certified Teacher of Students with Speech and Language Disabilities. She currently holds a position in a District 75 school in Park Slope. She earned her masters in Speech Language Pathology at Long Island University. Lena is experienced working with children in Early Intervention to high school. She worked with various speech and language delays and disorders, including articulation and phonology delays/disorders, auditory processing disorder, literacy difficulties (phonics, comprehension, writing), social difficulties, and autism spectrum disorders. She is also trained and has experience with augmentative and alternative communication (AAC) systems, including picture exchange communication and speech-generating devices. Lena creates fun, enjoyable activities for all her clients, and she ties her clients interests into various activities. Excellent parent relationships and team collaboration are important for carry over and progress when working on speech and language goals.

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SOCIAL SKILLS TUTOR?

 

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EVALUACI?N DE HABILIDADES SOCIALES PARA NI?OS PEQUE?OS $150

Utilizamos un cuestionario estandarizado validado emp?ricamente para informar a los padres (opcional) para ayudar a evaluar el desarrollo del lenguaje pragm?tico en ni?os de 18 a 47 meses de edad. Esta evaluaci?n ayuda a identificar a los ni?os con retraso o discapacidad en el desarrollo del lenguaje pragm?tico (es decir, el uso del lenguaje en una amplia variedad de entornos cotidianos y en interacci?n con otras personas) en comparaci?n con ni?os del mismo sexo y edad en meses; para identificar a los ni?os cuyas habilidades de lenguaje expresivo deben evaluarse m?s a fondo con una evaluaci?n integral del habla y el lenguaje. Le enviamos el cuestionario por correo, usted lo completa, nos lo devuelve y lo calificamos, le proporcionamos los resultados y programamos una consulta telef?nica de 30 minutos.

TESTIMONIOS

This experience has been wonderful, for both my son and myself. You ve offered amazing support, for which I am grateful, and have continuously given me great strategies and suggestions. I feel like I've gained more tools in these 10 weeks than I have with various other therapists with whom we worked for years.

- Jackie

Nuestro hijo de cuatro a?os, Kenzie, realmente disfrut? su tiempo de juego con Caroline, Sarah y su compa?ero de juegos. Podr?amos decir semana tras semana que estaba desarrollando buenas habilidades sociales y se estaba volviendo m?s expresivo verbalmente. Ten?amos raz?n en que este ser?a un buen trampol?n para comenzar el jard?n de infantes. ?Esperaba sus sesiones de terapia de grupo de juego todas las semanas!

- Roland

Referencias

Hitos del desarrollo del lenguaje (sonido, vocabulario, juego, lenguaje social, gram?tica) (12 meses a 5 a?os): Gard, Gilman & Gorman, Speech and Language Development Chart, Pro-ed, Inc. 1993.
Estándares Básicos Comunes del Estado de Nueva York (Pre-K hasta 12º grado), incluyendo hablar y escuchar.

Schedule a Free Consultation Today!

Phone: (347) 394-3485

Texto: (201) 899-4399

Email: info@brooklynletters.com

Our social skills coach is ready to help you!