How can you use SOCCSS?

SOCCSS can be one piece to the complex puzzle of teaching social skills and understanding social communication and interactions. It can be applied as an instructional or interpretive tool.

We know that students with ASD need social skills instruction. They do not pick up on social cues, read verbal and nonverbal cues or recognize another's perspective. They are often unaware of their role in or contribution to a social exchange, whether positive or negative. They don't know the rules or the social cues unless directly taught.

Students can be taught the discrete skills needed to participate successfully in social interactions. Learning rules, identifying facial expression, using an appropriate tone of voice, taking turns, and responding to a direction are just a few of the skills that can be learned using SOCCSS.

For individuals with ASD, interpreting social interactions is equally, if not more important. Learning skills and memorizing rules has limited value. The student with ASD may be able to recite rules or the steps to a process but have difficulty applying them in different situations.

When using the SOCCSS strategy a teacher can provide instruction in social skills or help students develop an understanding of a communication or interaction - or both!

For a student with ASD, developing social skills is complicated. No one strategy or technique is the answer. Strategies should be tried and evaluated for effectiveness. If not initially effective, the strategy can be revisited in the future.

Using SOCCSS as an Interpretive Tool

To be socially competent, an individual must posses a repertoire of social skills and be able to apply them appropriately in different situations. Individuals with ASD may have learned many social skills, but are unable to generalize their learning. They need an interpreter or a strategy that they can apply independently to any person in a variety of situations.

When using SOCCSS as an interpretive tool, the degree of teacher facilitation and directiveness needed to complete each step will depend upon the student’s age, ability and skill level. Students must have some ability to make choices, answer simple questions such as who, what, where, etc., and have learned some basic social skills such as making eye contact, listening to the speaker, saying please and thank you, etc.

An example of applying SOCCSS to interpret a social interaction follows. The example provides a narrative describing the social situation and a completed SOCCSS worksheet demonstrating the six-step analysis.

Scenario: Sam enters school and comes directly to the classroom, where he goes to his desk and sits down, still wearing his jacket with the hood pulled tightly over his head. When the teacher asks him to hang up his jacket, he shakes his head "No" and glares at her. He appears to be very angry and/or upset. The teacher asks him to step out into the hallway in an effort to determine what is wrong. The teacher tries various ways to get Sam to talk but is unsuccessful. Sam continues to shake his head and glare. The teacher finally brings him to the office. After several unsuccessful attempts by the principal to find out what is going on, the social worker is called to assist.

Click HERE to see a sample worksheet.