Frequently Asked Questions

Q. What is the difference between “facilitation” and “directiveness”?

Both refer to the role of the teacher in guiding students through the SOCCSS process and completing the worksheet. When you facilitate, you are coaching the student and helping him come up with the answers by using prompts or cues. Directiveness means the teacher provides the answer. The goal for the teacher should be to engage in more facilitation than directing in order to build student independence.

Q. What if the student identifies an inappropriate desired outcome?

For may reasons such as anger or lack of interest in socially appropriate exchanges, a student may initially choose an outcome that is inappropriate. In that case, the teacher may have to be more direct and identify an appropriate outcome.

Q. How would you modify the process if a student has poor choice-making skills?

At times you may have to teach an isolated skill such as choice making to engage the student in participating more effectively and independently in the SOCCSS process. As the student's skill level increases, his understanding will improve and he will become a more active participant.

The skill can be taught outside the process or during the Option-Consequence-Choice sequence of SOCCSS. Refer to the ICAN Choice-Making module for suggested activities. Incorporate the activity you choose in Step 4, Choices.

Q. Is it better to use SOCCSS with one student or a small group of students?

This choice should be based on the student’s age, ability and skill level.

Q. What if a student is having a hard time with the process?

There are two basic questions to ask. Is the process being implemented correctly? Is it an appropriate strategy for the student?

To answer the first question, review the process. Are you following the sequence correctly? Are you clear on what information is needed in each step and why? Review Lecture 5 if you are teaching a skill, or ask someone who knows SOCCSSS to observe and provide feedback.

To answer the second question, review page 6 of the lecture part <LINK lecture06.html> and determine whether modifications are necessary. If SOCCSS is still not effective after these processes, at this point for a student you should try a different strategy like social stories or cartooning (Gray, 1995). You can always re-evaluate the appropriateness of SOCCSS at a later date.