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The Socially Speaking™ Social Communication Treatment Framework
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The Socially Speaking™ Social Communication Treatment Framework


It's time for special education to shift from a crisis intervention paradigm to one of preventive/proactive intervention, to teach social communication skills more functionally, and with greater …

It's time for special education to shift from a crisis intervention paradigm to one of preventive/proactive intervention, to teach social communication skills more functionally, and with greater carryover. My goal is to empower more special education service providers, parents, professionals, and children themselves, to bridge the gap between readiness to learn and actual performance re: self regulation and social communication proficiency. The content of my developmental, sequential, play oriented social skills curriculum, is based on current research trends, and vast personal experience. It is structured, eclectic, and multi-sensory. It thus provides a greater impact, as it's designed to pinpoint starting points for remediation, and overall treatment goals for children at risk for social/behavioral issues. These include children with Autism/special needs, and other developmental delays.

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  • 1. The Socially Speaking™ Social Skills Curriculum Goal Chart COUNTERACTING SOCIAL BLINDNESS: THE FOUR CORNERSTONES OF SOCIAL AWARENESS From Unwritten Rules of Social Relationships, page 115 By Temple Grandin and Sean Barron © 2005 Edited by Penina Pearl Rybak MA/CCC-SLP *This addendum handout is part of the Socially Speaking™ LLC Educational Seminar Series-Part II: Improving Cognitive Based Language Skills for Social Skills Building for Young Children with Autism and Special Needs : Going From Concrete to Abstract Learning The Four Cornerstones of Social Awareness: Definitions and Implications About Behavior and Pragmatic Skills Correlations to the Socially Speaking™ Curriculum Areas Suggested Speech Therapy Goals Based on the Socially Speaking™ Curriculum Perspective Taking Putting oneself in another’s shoes (TOM) Body Awareness 1. Increase body parts vocabulary 2. Increase recognition of facial expressions in self/ others 3. Increase understanding of partwhole relationships 4. Increase inferencing skills Flexible Thinking Accepting change, adapting to the environment, and being responsive to changes in routine and alternative outcomes Orientation to person/place/time 1. Increase understanding of pronouns, spatial relationships, and time concepts (receptive language skills) 2. Increase understanding & use of wh? questions 3. Increase sequencing skills (will also help with transitioning) Positive Self Esteem Having a “can do” attitude based upon having experienced repeated successes that start out small and concrete and becomes less tangible over time....forming the basis for accepting responsibility for one’s actions, taking risks, and being resilient (not contingent on verbal praise) Expressing Feelings 1. Increase ability to express feelings more age appropriately 2. Increase verbal rejection skills 3. Increase ability to verbally self monitor and self evaluate performance 4. Increase understanding and use of humor (physical and linguistic) 5. Increase facial affect through imitation and oral-motor exercises Motivation: Having sustained interest in exploring the environment, overcoming internal and external obstacles to work towards goals, broadening your “horizons” to learn new things and develop new interests about the world around you so that you can transition between being a “Me” and a “We” Problem Solving 1. Increase ability to problem solve using The Five Step Hierarchy 2. Increase ability to initiate verbal greetings more age appropriately 3. Increase ability to maintain topic of conversation 4. Increase ability to ask questions more age appropriately re: prosody (intonation) 5. Increase Executive Functioning Skills (TBA) © 2010 Penina Rybak MA/CCC-SLP, TSHH, CEO Socially Speaking LLC Website: YouTube: socialslp, Pinterest: Peninaslp Facebook and Google +: Socially Speaking LLC Socially Speaking™ App for iPad:
  • 2. About the Author: Penina Rybak, MA/CCC-SLP, TSHH, CEO Socially Speaking LLC, is an Educational Technology Consultant and an Autism Specialist. She is also a practicing, pediatric speech-language pathologist, who earned her master’s degree from New York University. She has been practicing for two decades, and has provided treatment to young children with Autism/special needs, in home-based early intervention, centerbased preschool intervention, self- contained school-age classrooms, and private practice. Penina participated in the 1995-2000 NY TRAID Project, in conjunction with the Westchester Institute of Human Development, which worked to integrate Apple™ technology into special education classrooms. She also spearheaded The Boardmaker™ Initiative, from 2008-2010, which worked on customizing curriculum needs and implementing behavior management strategies at a charter school in New York. It resulted in her launch of her Socially Speaking™ Social Skills Curriculum, seminars, and iPad® App. Penina lectures nationally and internationally, about Early Childhood Special Education Best Practices re: play based assessment and intervention, social communication proficiency, and the developmental integration of iOS Apps into treatment. She can be reached on LinkedIn, “Penina Rybak”, on her website:, on Facebook: Socially Speaking LLC, and via Email: or Twitter: @PopGoesPenina.