Transition Map

Social Skills Instruction: A Key Component in Transition Planning for Many Students

By:  Michelle Hall, M.Ed., Special Education Teacher

When students, parents, and professionals come to the table to discuss a transition plan, the three main topics discussed are the student’s plans for post-secondary education and training, future employment, and independent living.   The IEP meeting is an opportunity to discuss activities at home, and school, and in the community that support the students’ post-high school goals.    Activities that most often come to mind are things like instruction in writing a résumé or college application, work-based learning, and instruction in personal finance.  However, one activity that may not immediately come to mind, but may be very beneficial, is social skills instruction.

Social skills instruction is of particular importance for students on the autism spectrum, given that social interaction is a primary deficit associated with the disorder.  However, students with other neurological impairments or emotional disturbances can also benefit from social skills instruction.

The reason that social skills instruction is so useful in the transition-planning process is that social skills will influence an individual’s success in all three transition areas: post-secondary education, employment, and independent living.  For example, if a student plans to attend college, social competency is absolutely necessary to navigate the activities associated with sharing a dorm room or joining a campus social organization.  In an employment setting, social skills such as appropriately accepting constructive criticism and communicating politely with customers are expectations that can determine whether or not the employee will maintain his or her position.  In a community setting, an understanding of body language and appropriate personal space boundaries will increase an individual’s success in activities like taking public transportation or shopping independently.  

Social skills instruction may be available from several different sources.  Social skills groups may be available in the school, facilitated by a teacher or a counselor on a regular basis.  Groups may also be available through community agencies that provide educational services, social services, or psychological services.   Parents and teachers who worked directly with young adults with social skills deficits should also keep in mind the excellent learning opportunities that are present during the ‘teachable moments’ in every- day life.  Modeling appropriate social skills and prompting young adults through social challenges can help them make social connections that will have important benefits as they transition to adulthood.