NotesFAQContact Us
Search Tips
ERIC Number: ED306735
Record Type: RIE
Publication Date: 1987
Pages: 95
Abstractor: N/A
Reference Count: N/A
Assessing and Teaching Job Related Social Skills: A Curriculum Manual for Students with Mild Handicaps. Secondary Transition and Employment Project: STEP.
Baumgart, Diane; Anderson, Jane
The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended to help students with mild handicaps develop job related social skills. The STEP social skills program requires: (1) identifying those skills which are considered important or socially useful by significant others; (2) clearly defining the cognitive and performance components of each skills; (3) accurately assessing skill competence; (4) developing intervention strategies which maximize skill generalization and maintenance. Chapter 1 discusses social competence on the job, while chapter 2 identifies critical vocational social skills including social perception and problem solving skills, generic work-related skills, and job-specific social skills. The third chapter looks at the assessment of vocational social skills and details the 7-step assessment process including obtaining teacher, employer, parent, and student assessment. A community validation checklist of 22 job-related social skills is provided. An assessment videotape is also available. Chapter 4 focuses on intervention strategies and offers a model for teaching generic social skills which is illustrated in sample lesson plans for the skills of asking for help and controlling anger and stress. Appended is an article entitled "Teaching Community-Validated Job-Related Social Skills to Secondary Students with Mild Handicaps: Assessment Strategies." Also appended is a sample job skill inventory. (DB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Idaho State Council on Developmental Disabilities.; Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Idaho Univ., Moscow. Dept. of Special Education.
Note: For related documents, see EC 212 791-801.