TEACHING SOCIAL COMPETENCE
There are guidelines that are helpful in developing or listing a student’s expectations in particular settings or environments. Knapczyk & Rodes (1996) have found the following guidelines to be beneficial when initiating a program that is focused on developing social competence.
1. Describe the student’s expectations in positive terms. What should students do - Not what they should not do.
2. Describe expectations in terms of observable behaviour. Be specific when describing behaviour – Puts up his hand to answer the question.
3. When possible list expectations in chronological order. What is the general sequence of the activity or intended expectation? Define using a starting point and an end point. Example: He entered the classroom quietly. Returned to his desk quickly.
4. Delete items that are not true expectations. Is the expectation truly required for social competence?
5. Be sure the list reflects the full array of expectations for the situation. How the student participates in a verbal discussion as well as the ability to follow classroom rules.
By employing these guidelines, a curriculum can be developed for the student that matches their particular needs and skills. Evaluation can then take place to determine the quality or effectiveness of the intervention according to specific criterion and an assessment completed following the teaching period (Knapczyk & Rodes, 1996).