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Superheroes Social Skills is an evidence-based program that enhances the social competence of elementary students with autism spectrum disorders (ASD), behavioral disorders, or developmental delays. Superheroes was specifically designed to improve the social skills of high-functioning children with ASD, but is also appropriate for any student who needs to learn to interact appropriately with peers and adults. Superheroes teaches 17 critical social skills:
• Getting Ready
• Following Directions
• Reducing Anxiety
• Body Basics
• Expressing Wants and Needs
• Joint Attention
• Turn Taking
• Responding to Questions and Requests
• Recognizing Emotions in Yourself and Others
• Perspective Taking
• Reporting a Problem
• Recognizing and Reporting Bullying
• Responding to Bullying
• Problem Solving and Safety
Superheroes is the perfect program for special education teachers, counselors, school psychologists, and speech/language pathologists who work with students who are resistant to adult instruction. In this program, the Superhero characters introduce social skill steps via Fast-Hands Animation. Peers provide video models, and students view social narratives on Digital Comics. Students practice skills steps in role-plays, social games, free time, and in generalized settings at home and at school.
Preview short videos about Superheroes Social Skills.
The Superheroes Social Skills Kit contains:
• One Facilitator's Guide (includes Lesson Plans for 18 Units)
• One DVD case containing three DVDs (Fast-Hands Animation, Peer Modeling Scenarios, Digital Comics) and one CD of Reproducibles
• 18 Group Posters
• One Superheroes Student 8-Pack (see detailed list below for contents)
• Two Role-Play Scenarios booklets
• One set of Social Games Cards (75)
• Reward Poster and Spinner
The Superheroes Student 8-Pack contains:
• Eight copies each of 18 Comic Books
• Eight copies each of 18 Student Power Posters
• 100 Scooter Cards and 25 Black Hole Cards
• 17 perforated sheets of eight Power Cards
• Three sheets of Superhero of the Day stickers
• One perforated sheet of name tags
Consumable materials may be reordered or printed from the Reproducibles CD.
About the Authors:
William R. Jenson is a professor and past chair of the Department of Educational Psychology at the University of Utah. He received his Ph.D. in School Psychology/Applied Behavior Analysis from Utah State University in 1975.
He directed the Adolescent Residential Unit in Las Vegas, Nevada, and the Children's Behavior Therapy Unit (CBTU) for Salt Lake Mental Health. CBTU is a day hospital program for severely emotionally disturbed and autistic children.
Dr. Jenson's interests include behavior management for severe behavior problems, behavioral assessment, school-based interventions, parent training, applied technology, and meta-analytic research.
Julie Bowen has worked with children and adolescents for more than 28 years as a preschool teacher, elementary teacher, and school psychologist. Dr. Bowen is currently a licensed psychologist and practicing school psychologist in the Jordan School District in Salt Lake City, Utah. As a school psychologist she has worked for several years with educators in Utah to develop and implement programs addressing bullying prevention and intervention at the individual, classroom, and schoolwide level.
Her research and professional interests include psychological assessment, academic and behavioral interventions, schoolwide interventions, and bullying prevention. She has coauthored several books, including School-Based Interventions for Students with Behavior Problems and Homework Partners: Study Buddies: Parent Tutoring Tactics.
Dr. Elaine Clark is a professor and chair of the Department of Educational Psychology at the University of Utah, where she has been a faculty member since 1983. The major focus of Dr. Clark's research is low-incidence disabilities, in particular children and adolescents with autism and traumatic brain injuries who have serious behavioral and psychological problems. She has co-authored articles, chapters, and books and is the principal investigator on two projects funded by the U.S. Department of Education to prepare school psychology practitioners and faculty who have expert knowledge in the area of autism spectrum disorders.
Dr. Clark has been recognized for her service to children with disabilities and the preparation of school personnel to work with these and other school-age populations. Most recently, she was recognized by the Council of Directors of School Psychology Programs for significant and sustained contributions to the field and given the Jack Bardon Distinguished Service Award by APA's Division 16.
Dr. Clark has a Ph.D. in School Psychology from Michigan State University and another one from Brigham Young University in Clinical Psychology (neuropsychology specialization).
Heidi Block has worked with children on the autism spectrum and their families for more than twelve years in clinical, educational, and research settings. She has been involved with both the development and implementation of social skills training programs. Her research interests in autism include adult outcomes, assessment, and evidence-based treatments.
Terisa Gabrielsen is a doctoral candidate in School Psychology at the University of Utah. After 25 years of teaching business at the community college level, Terisa changed fields and has focused her research on screening toddlers for early identification of autism spectrum disorders (ASD) through their pediatricians. She has recently been working with interdisciplinary leadership teams of medical and other professionals to improve standards of care for children with ASD, including health care provider training. Terisa has also teamed with university psychologists and graduate students to develop and deliver social skills treatment programs for elementary and secondary students.
Julia Hood is a doctoral candidate in School Psychology at the University of Utah. She is currently a school psychologist intern for Granite School District, where she works in elementary and secondary schools and oversees autism assessment and qualification as co-chair of the autism team for the district. She has worked with students in self-contained settings, resource settings, and general education. She has been using Superheroes Social Skills in her elementary school in small groups and also for classwide instruction in general education and self-contained classrooms.
Space Lieutenant Springer has been battling super villains in Sector 13 since the great Android Revolution of 2616. His spaceship, the Unicorn of Destiny, boasts light speed and a full armory of laser cannons and time warps. In his free time, he visits the blue moons of the Milky Way and challenges intergalactic gladiators to feats of strength and endurance. When not traveling the galaxy, Lieutenant Springer moonlights as a school psychologist and behavior specialist in the state of Utah. He has a Master's degree in School Psychology and is currently a doctoral candidate in the School Psychology program at the University of Utah. Lieutenant Springer is married and has three beautiful children. In addition to these cosmic achievements, Lieutenant Springer also provided all of the illustrations for the Superheroes Social Skills program.
Keith Radley is a doctoral candidate in School Psychology at the University of Utah. He has extensive experience implementing positive behavior interventions and supports and working with students with challenging behaviors within the public school system. Keith has also taught substance abuse prevention classes at the high school level. He has presented social skills classes at a specialized school for children with ASD and has trained teachers and parents on social skills curriculum implementation. In the future, he looks forward to researching effective ways of incorporating parents as partners in social skills training.