What Is the SOCCSS Strategy?

The SOCCSS social skills strategy consists of six steps:

• Situation
• Options
• Consequences
• Choices
• Strategies
• Simulation

To implement SOCCSS the teacher guides a student or group of students through the process using discussion, writing, pictures and drawings to identify the information needed in each step. It may be helpful to look at Figure A (see page xx) as you read through the steps.

Step 1: Situation

Work with the student to identify the details of a situation or problem, asking questions such as:

• What happened?
• When did it happen?
• Who was there?
• Where did it happen?
• Why did it happen?

The teacher guides the student in providing the details. The degree of teacher facilitation needed will vary depending on the age and functioning level of the student.

Step 2: Options

Brainstorm options for responding to the situation, asking questions such as, How did you react to (situation)? What are other things you could have done? What else might you have said? All options are recorded, whether appropriate or inappropriate, with judgment left for later. At first, the student may not be able to find more than one option to a situation. If this is the case, the teacher will have to help the student identify several options by prompting, for example.

Step 3: Consequences

Revisit the options and have the student identify the action or reaction that might result from each option. For example, "What might happen if you (did or said) …? Could anything else happen? This step is important because it helps the student understand cause and effect. That is, it lets the student know that for each Option something logical will happen. For many students, this is the first time they realize that it is possible to predict what will happen next. In addition, SOCCSS may help the student to realize that she can control an outcome.

Step 4: Choices

Review each Options-Consequences sequence by discussing the pros and cons of the Consequences. Ask questions like, If you choose to (one of the Options) ... and this (Consequence) happens, would it be good or bad? Would it cause another problem? Could you do or say this (Option)? How would you feel? Would you be happy? How would the other person feel or act? Does your choice meet the goal? Depending on the child’s age and functioning level, make a choice by (a) using happy or sad faces, (b) numbering the items from most to least preferred, or (c) crossing off the items that do not seem to be a good choice. The child should be left with one choice that she agrees with.

Step 5: Strategy

Help the student develop a plan of action. This may be a plan to address the situation when it occurs or a strategy to rectify or improve a situation that has already occurred. In either case, the student should feel ownership of the plan. Questions to ask includes, “If you choose to (Option), what is the first thing you could do or say? What is the next thing? Where could you do this? When might you do it? It is important that the strategy be defined in enough detail so that the child feels comfortable carrying it out. If necessary, the child may be provided with a written script or a list of steps to follow.

Step 6: Simulation

Determine the best way to practice the strategy based on the student's ability and learning style. This can occur by (a) using imagery, (b) writing out the plan and reading and re-reading it, (c) engaging in role-play as a participant or (d) watching a role-play by others first before becoming a participant (behavioral rehearsal). The student needs to put himself in the picture. The practice can also provide important feedback on how well the student understands the plan and is capable of implementing it.

Click HERE to see a worksheet that can be printed and used to record the information gathered at each step