Synopses & Reviews
Why start a social skills program? The question is not why, but why not?
With inclusive education becoming the norm in schools nationwide, teachers often struggle to address students’ non-academic needs—but teachers need ready-to-use lessons that won’t interfere with their curriculum.
QUEST (Questioning, Understanding, and Exploring Social Skills and Pragmatic Language Together) is a social skills program created to help middle school students with ASD who struggle with pragmatic language and social skills.
Developed by a school social worker and speech language pathologist, the program uses an intensive, proactive approach to teaching social skills, combining written instruction with games, activities, and student interaction.
Six helpful units—School Survival Basics, Understanding and Managing Emotion, Communication Skills, Making Friends and Interacting with Peers, Personal Safety, Vocational Readiness—can be implemented either chronologically or on their own.
Evidence-based research supports the methods used and students have a great time learning-by-doing, through role-play and real-world experience. Parents are kept in the loop with email updates and evaluations. Everyone wins with this program!
Best of all, the book includes a CD of printable worksheets, letters, forms, and more!
QUEST covers: Greetings, Paying Attention, Daily Hygiene, Asking for Help, Understanding Feelings, Getting Angry/Calming Down, Managing Stress, Starting a Conversation, Making and Keeping Friends, Gossip, Bullying, and Teasing, Resisting Peer Pressure, Dating, Internet and E-mail Safety, and many more!
About the Author
JoEllen Cumpata is currently a school-based speech language pathologist. She was formerly a clinical supervisor at Michigan State University, teaching classes related to providing school-based speech and language services. JoEllen also served as a speech language pathologist at Massachusetts General Hospital and Children’s Hospital of Boston, working with adults and children. JoEllen has a Master’s degree in Speech Language Pathology and she resides with her husband and two daughters.
Susan Fell is a school social worker specializing in working with students with autism and Asperger’s syndrome, and in parenting education. She earned her Master’s degree in Social Work from Arizona State University, and her School Social Work Certification from Wayne State in Detroit, Michigan. Susan is married and lives with her husband, and occasionally with her two college-age children, who are both currently studying to become educators.
Table of Contents
Introduction Unit 1 –School Survival BasicsGreetingsPaying AttentionDaily HygieneAsking for HelpCreating a Workspace and Completing Work Unit 2 – Understanding and Managing EmotionUnderstanding FeelingsUncomfortable FeelingsGetting Angry/Calming DownManaging StressNegotiating with OthersProblem Solving Unit 3 – Communication SkillsNonverbal CommunicationStarting a Conversation Keeping a Conversation GoingEnding a ConversationJoining a Group ConversationExiting an Uncomfortable Conversation Unit 4 – Making Friends and Interacting with PeersFriends are ImportantMaking and Keeping FriendsMaking Plans with FriendsUsing the TelephoneModestyRecognizing and Dealing with Gossip, Bullying and TeasingResisting Peer PressureParticipating in After-School ActivitiesDating Unit 5 – Personal SafetyBeing Home AloneUsing the Telephone in an EmergencySmoke and Fire Alarm SafetyBeing Separated from My GroupInternet and E-Mail SafetyDriving with FriendsDrugs, Alcohol and Dangerous Behavior Unit 6 – Vocational Readiness My Skills and InterestsWorking for OthersCreating a Flier and Applying for a Summer JobAccepting Suggestions and Compliments from My Employer Sample Correspondence, Reports and Forms Form 1 - Teacher Introductory Flier – to present program to teachersand other administrative and support staff. Form 2 - Parent Introductory Letter – to inform parents when their childhas been identified as a possible candidate for QUEST. Form 3 - Parent Introductory Flier (two samples provided) – to present program to parents of students who may be eligible for participation in the program or for students already enrolled. Form 4 - QUEST Parent/Teacher Evaluation – to inform parents and teachers of skills recently learned and gain feedback on generalization of skills. Form 5 - QUEST Rules and Procedures - visual reminder to display in theclassroom. Form 6 - Daily Reminder Cards – visual reminders to display inthe classroom. Form 7 - Student Group Report – weekly report form completed by students Form 8 - Pre/Post Assessment – given to students prior to program and again upon completion. Note: pre/post test is designed for use with all six QUEST units.