For instance, when Jason and his friends meet at the bus stop, they use non-language abilities to start and maintain their social interaction. These non-verbal skills, when combined with verbal pragmatic skills, strongly affect a student's ability to relate to others, and to start and maintain friendships. To learn more about the non-verbal skills that contribute to social cognition, click on one of the topics below. Necessary Subskills Common Obstacles Student is able to greet others, to successfully start a conversation or enter a group interaction. Student is unable to greet others, e.g., to start a conversation or enter a group interaction successfully.
Student is effective at the give and take of friendships and relationships.
Student is unable to share or engage in give and take with friends and others. Student is able to reinforce others, to make them feel good about themselves. Student is able to reinforce others, to make them feel good about themselves. Student is able to take the perspective of another, to see how other people are feeling or thinking. Student is unable to take the perspective of another, or to understand how they are feeling or thinking .