1
Increasing Student Communication: Encouragement Strategies
Grand Canyon University
400: SPD
2
Sophie
Sophie is a lively five-year-old kindergartener navigating the transition into a more structured
school environment. While she shines academically in Miss Fields' Kindergarten class,
demonstrating a strong grasp of the curriculum and excelling in her assignments, she faces
challenges regarding social interactions. Despite her evident intelligence and curiosity, Sophie
struggles to connect with her peers and often finds herself alone during playtime or group
activities. She shows a clear interest in engaging with her classmates and joining in their games,
yet she hesitates to take the first step to initiate these interactions. When she does manage to
interact with her peers the experience can sometimes be overwhelming for her. She tends to
become frustrated particularly when it comes to sharing or taking turns resulting in emotional
outbursts that manifest as tantrums. This behavior not only leaves her feeling isolated but also
causes her peers to feel uncertain and reluctant to engage with her further perpetuating her social
difficulties.
, To help Sophie overcome these challenges Mrs. Fields has outlined specific objectives aimed at
fostering her social skills. These goals include encouraging her to initiate discussions with her
classmates and practice taking turns with classroom supplies and toys. To support Sophie in
achieving these objectives Mrs. Fields plans to implement a strategy known as specific praise.
This method involves providing targeted feedback to students by recognizing and appreciating
specific positive behaviors. For instance, if Sophie successfully starts a conversation with a
classmate who shares a toy or engages in a collaborative activity her teacher will provide
immediate and focused praise. By reinforcing these desirable behaviors Mrs. Fields aims to boost
Sophie’s confidence making her feel more comfortable in social settings.
Increasing Student Communication: Encouragement Strategies
Grand Canyon University
400: SPD
2
Sophie
Sophie is a lively five-year-old kindergartener navigating the transition into a more structured
school environment. While she shines academically in Miss Fields' Kindergarten class,
demonstrating a strong grasp of the curriculum and excelling in her assignments, she faces
challenges regarding social interactions. Despite her evident intelligence and curiosity, Sophie
struggles to connect with her peers and often finds herself alone during playtime or group
activities. She shows a clear interest in engaging with her classmates and joining in their games,
yet she hesitates to take the first step to initiate these interactions. When she does manage to
interact with her peers the experience can sometimes be overwhelming for her. She tends to
become frustrated particularly when it comes to sharing or taking turns resulting in emotional
outbursts that manifest as tantrums. This behavior not only leaves her feeling isolated but also
causes her peers to feel uncertain and reluctant to engage with her further perpetuating her social
difficulties.
, To help Sophie overcome these challenges Mrs. Fields has outlined specific objectives aimed at
fostering her social skills. These goals include encouraging her to initiate discussions with her
classmates and practice taking turns with classroom supplies and toys. To support Sophie in
achieving these objectives Mrs. Fields plans to implement a strategy known as specific praise.
This method involves providing targeted feedback to students by recognizing and appreciating
specific positive behaviors. For instance, if Sophie successfully starts a conversation with a
classmate who shares a toy or engages in a collaborative activity her teacher will provide
immediate and focused praise. By reinforcing these desirable behaviors Mrs. Fields aims to boost
Sophie’s confidence making her feel more comfortable in social settings.
