Social skills represent the ability to accommodate or adapt to on-going situations and social interactions.

Often, behavioural difficulties can result from weak or poorly developed social skills, and difficulties with language and communication. A child with language and communication difficulties is usually more at risk to develop social difficulties.

Children with behavioural difficulties may demonstrate some of the following:

• unable to engage in play
• anxious or withdrawn
• disruptive
• sometimes abusive verbally and/or physically
• seek attention, and often require some one-to-one attention

Children with these difficulties have been found to be less attentive in a variety of classroom activities, demonstrate less task-oriented behaviour during instruction, and more non-constructive off-task behaviours.

While a child with weak social skills may demonstrate some of the previous behaviours, additionally some of the following may be displayed:

• shows little play interest with toys or with other children
• tends not to greet others
• unable to be reciprocal in interactions.
• gets upset easily and may remain mad with others
• may have trouble saying sorry
• may have difficulty initiating a conversation or engaging in one due to poor language and communication skills

STRATEGIES TO USE:

Creating a Positive Learning Environment

• Establish routines and set clear boundaries
• Define your expectations for appropriate behaviour
• Plan and organize the activity thoughtfully
• Provide choice to help assist the child in decision making and problem solving
• Plan activities that allow children to have success
• Adapt activities to meet the needs of the child
• Provide structured activities that practice social skills
• Pair a child with weak social skills with another child with strong social skills to foster social competency
• Encourage group participation
• Encourage role-play and provide opportunities for the child to rehearse and practice new skills

Maintaining a Positive Learning Environment:

• Remove any distractions that may impede on the child’s ability to focus and develop strong social skills
• Provide models that teach appropriate behaviour
• Consider the type of seating arrangement you provide for the child
• Remember to gage the activity; assess the child’s endurance to the tasks
• Remember to teach transferable skills

Reinforcers or rewards can be used to increase desirable behaviours. They fall into three areas: primary, secondary and social.

• Primary reinforcers can be candy or food.
• Secondary reinforcers include objects that have no intrinsic value of their own such as tokens or stickers.
• Social reinforcers could be a smile, pat on the back or verbal praise.

Always remember to include a social reinforcer, whether or not the child receives a primary or secondary reinforcer.

Footnotes
Some of the following suggestions and descriptions come from my personal teaching experiences and observations within the early childhood education field, as well as discussions with child care staff and other professionals in the community, with parents and through research.

References
Candy Lawson, Ph.D. Social Skills and School – Centre for Development & Learning.
Margaret Winzer. Children with Exceptionalities – A Canadian Perspective 2nd Edition 1990.