In special education, it is essential to teach students various skills that help them navigate social situations and maintain healthy relationships. One such skill is the ability to distinguish between thoughts that should be shared and those that should be kept to oneself, known as the “Think It or Say It” skill. This blog post will guide you through understanding this target skill, its impact, and how to create effective IEP goals to support its development in high school students.

Understanding Think It or Say It Skills

Think It or Say It is a crucial skill that teaches students to evaluate their thoughts before sharing them. By considering if a comment is kind and helpful or hurtful and unhelpful, students can avoid causing emotional distress to others. This skill fosters positive social interactions, improves communication, and contributes to the overall well-being of students.

The Role of Specialists

Various specialists can support the development of Think It or Say It skills in students:

• Speech-Language Pathologists: They can work on language processing and pragmatic skills, helping students better understand the impact of their words.
• Social Workers: They can provide guidance on social norms and help students navigate complex social situations.
• Psychologists: They can address any underlying emotional or behavioral issues that may hinder the development of this skill.
• School Counselors: They can offer support in building positive relationships and fostering a healthy school environment.

IEP Goals for Think It or Say It Skills

Here are some SMART IEP goals to help students improve their Think It or Say It skills:

1. Goal: The student will demonstrate the ability to evaluate their thoughts before speaking in 4 out of 5 opportunities.

    

   • Strategy: Provide visual reminders and prompts to encourage reflection before speaking.
   • Activity: Role-play scenarios where students practice evaluating their thoughts before sharing them.
2. Goal: The student will identify unhelpful or hurtful comments in 80% of presented scenarios.

    

   • Strategy: Create a list of examples for students to reference and discuss.
   • Activity: Use social stories to depict situations where unhelpful or hurtful comments are made and have students identify them.

Implementing and Measuring Progress

To implement these goals, collaborate with specialists and use a variety of strategies and activities tailored to each student’s needs. Measure progress through observation, data collection, and regular check-ins with the student. Adjust goals and strategies as needed to ensure continued growth.

Conclusion

Developing Think It or Say It skills in high school students is vital for fostering positive social interactions and emotional well-being. By implementing effective IEP goals and working with specialists, educators can support students in mastering this essential skill. For more resources, explore the Everyday Speech Sample Materials and continue to engage with your students in meaningful ways.