Middle School Autism Point Person Training March 20, 2013 Sabrina Beaudry & Pam Leonard.
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Transcript of Middle School Autism Point Person Training March 20, 2013 Sabrina Beaudry & Pam Leonard.
SOCIAL THINKING: TEACHING
STRATEGIES & RESOURCES
Middle School Autism Point Person Training
March 20, 2013
Sabrina Beaudry & Pam Leonard
THIS PAST YEAR WE HAVE…..
Focused on assessment with emphasis on the core theories of executive functioning, central coherence, & perspective taking
Talked about looking at ASD from the framework of social cognition
Looked at goal writing as a process and one that the overriding need is deficits in the area of social cognition
TODAY WE WILL: Review Homework
Look at 2 models that give us a conceptual framework to help us plan for teaching social thinking AND regulation needs
Look at some instructional planning
guides
Look at some resources for direct teaching of social thinking and regulation
HOMEWORK Either bring a goal that is based on
social cognition that has been presented and accepted at an IEP meeting
OR
Be able to describe how you have used your knowledge of social cognition to help a team prioritize needs or shift their thinking about a student
HOW DID YOUR HOMEWORK GO?
Was it difficult?
What was hard about it?
Do you think you’re ready to help others think this way?
WHAT HAPPENS AFTER WRITING GOALS?
We think about interventions/ how to teach to those goals.
We start planning how to schedule teaching.
LET’S GET STARTED:Our Goal As Educators? What do we teach?
We provide readiness skills for successful post secondary education.
We provide readiness skills for successful community participation.
We provide readiness skills for successful relationships.
We provide readiness skills for successful employment.
Contribute to fostering independent, successful, happy adults
FOR TODAY: We will focus on teaching those students
that fit the profile of “high functioning”…They have social needs
They have regulation needs
They have average/ above average intelligence
They have the cognitive ability to be academically on target, but struggle.
SOCIAL THINKING? MGW: Term created by Michelle Garcia Winner
in late 1990’s.To move beyond simply teaching social
skillsTo focus on how social cognition and
emotional processing contribute to a social skills conceptual framework
To provide a language & cognitive based learning approach for those with strengths in language and cognition
Strength based interventionsSocial Communication Learning Challenges,
BUT, solid cognitive & language skills
A PLACE TO BEGIN:
Social Communication Learning Styles
(The Social Thinking-Social Communication Profile. A Practice-Informed Theory, Michelle Garcia Winner,
Pamela Crooke, & Stephanie Madrigal. January 2011)
THE WORK OF MICHELLE GARCIA HAS OUTLINED FOUR PRINCIPLES OF SOCIAL
THINKING: Our thoughts and emotions are strongly connected. How
we think affects how we feel and how we behave affects how others think and feel.
We think about people all the time, even when we have no plans to interact with them. We adjust our own behavior based on what we think the people around us are thinking.
We “think with our eyes” to figure out other people’s thoughts, intentions, emotions.
When people learn how to think differently and flexibly they can think anywhere.
Source: Winner, M.G. (2007) Thinking About You, Thinking About Me. Think Social Publications, San Jose, Ca. www.socialthinking.com
THERE ARE 3 ASPECTS TO TEACHING SOCIAL THINKING SKILLS:
Teaching to realize other people have a different frame of mind.
Teaching to learn how to figure out what other people are thinking and feeling.
Teaching to use this knowledge to adjust your own social behaviors to fit the social situation, so that other people view you favorably.
2 MODELS TO FURTHER DEFINE SOCIAL COGNITIVE DEFICITS AND
TO ASSIST IN TEACHING THE CONCEPTS:
1. I LAUGH Model- Michelle Garcia Winner
2. Social Cognitive Model Processes- Social Skills Tools for Teachers, Mary E. Brady, James S. Leffert, Laurie J. Hudson, Gary N. Siperstein- Center for Social Development & Education, University of Massachusetts Boston
Tools for Teachers
MGW: SOCIAL THINKING CONCEPTUAL FRAMEWORK:
ILAUGH Model:A way to explain range of social cognitive
processing patterns that are typically weak in people with social communication learning challenges.
Based on theories reported in literature to be critical for those with social issues: Theory of Mind Central Coherence Executive Functioning
ILAUGH MODEL: I= Initiation
L= Listening with your eyes & brain
A= Abstracting and Inferencing
U= Understanding perspective
G= Getting the big picture, Gestalt thinking
H= Humor and Human Relationships
SOCIAL SKILLS TOOLS FOR TEACHERS: CONCEPTUAL FRAMEWORK
1. Social Cognitive Model Processes: Theoretical approach Includes 6 underlying social cognitive processes We use these processes to adjust social behavior
successfully
2. Social Thinking Skills: Skills used to perform the processes
3. Background Knowledge & Emotional State: We use background social knowledge to think
about social situations Our emotional state influences how well we think
about social situations
6 COGNITIVE PROCESSES:1. Noticing Social Cues
2. Interpreting Social Cues
3. Social Problem Solving- Setting Goals
4. Social Problem Solving- Generating strategies
5. Social Problem Solving- Choosing Strategies
6. Review Outcome/ Evaluation
INSTRUCTIONAL PLANNING GUIDE MATRIX FROM MGW CONCEPTUAL THEORY OF ILAUGH
RESOURCES
INIATITON LISTENING WITH EYES AND EARS
ABSTRACT AND
INFERENTIALTHINKING
UNDERSTAND
PERSPECTIVE
GET THE BIGPICTURE(GESTALT
)
HUMOR
Inside Out: What Makes a Person With Social Cognitive Deficits Tick?Michelle Garcia Winner
Introduce Asking for Help/Task Analysis p. 39p.39- “Doing that Talking Thang!” wksht
Watching video clips- describe/discuss facial expressions, behaviors, idiomatic language p.79
Introduce concept of “First Impressions” p. 91
Introduce Identifying problems p.135
Think Social Initiating Topics: Exploring Ways to Start a ConversationActivity p.278
Introduce “thinking with your eyes” Activity p.68
Introduce body language vs. spoken language. Activity p. 153-154
Exploring Thoughts and Feelings of Others: Unshared ExperiencesActivity p. 282
Listening with our whole body p.60
INSTRUCTIONAL PLANNING GUIDE MATRIX FROM SOCIAL SKILLS TOOLS FOR TEACHERS
RESOURCES
Noticing Social Cues
Interpreting Social Cues
Social Problem Solving
Goals
Social Problem Solving
Strategy Generatio
n
Evaluating and
selecting Strategy
Review Outcom
e
Think Social Figuring out what People MeanActivity p. 153
“Good thoughts vs. weird thoughts” concept.p.94
Problem Solving: Little Problem or Big Problem?Activity p.44
Self-evaluation/Evaluation of peersWatching video activity p.100
Begin self awareness/evaluation of body in/out of groupActivity p. 82
Inside Out Introduce Identifying problems p.135
Worksheets! Introduce: Learning About Out Own Behavior p. 3
RESOURCES FOR TEACHING SOCIAL THINKING & REGULATION CONCEPTS:
ILAUGH Model
Social Behavior Mapping
Sticker Strategies
Socially Curious, Curiously Social
5 Point Scale
Zones of Regulation
SOCIALLY CURIOUS, CURIOUSLY SOCIAL:
Guides high-functioning, but socially struggling adolescents and young adults through the nuances of social behavior... Students read it themselves and discover the key elements of thinking socially -- what fits for them, what doesn't.
SOCIAL FORTUNE OR SOCIAL FATE
For students to read on their own. Through this anime-based graphic teaching book, tweens and teens will be inspired to explore how social decision making and problem solving impact their own ability to feel good about themselves, while also exploring how their behaviors (expected and unexpected) impact others. This product provides direct instruction and guidance to our students and their teachers by explaining visually, with words and with strategy codes how to decipher social situations and related social emotional responses. This book has received very positive reviews from teens and professionals. It's target audience is 5th grade through high school students.
Social Fortune or Social Fate
ILAUGH
Inside Out: What Makes a Person with Social Cognitive Deficits Tick? Introduces the ILAUGH model
EXAMPLES OF ILAUGH ACTIVITIES:
Character Body Language Facial Expressions
Environment What are they doing? What are they thinking?
Smalls
Running fastTripping
Wide eyesMouth open
Loud noises coming from where the ball landed
Running away from the loud noise after getting the ball
Scared
Benny
“L”: LISTENING WITH YOUR EYES:RECIPE FOR POSITIVE SOCIAL INTERACTIONS:•Look at body language•Look at facial expressions•Look at environment- what is going on around you
EXAMPLES OF ILAUGH ACTIVITIES:
Context 1: School Cafeteria/Or Lunch Environment
I L A
Context 2: Fast Food Restaurant
I L A
Starting to put ILAUGH to Work!
ILAUGH“P”=Perspective Taking—Think About What Others will Think of You!FIRST IMPRESSIONS: When we first meet other people, they have their first thoughts about us. We want them to have GOOD first thoughts. We want to give a GOOD FIRST IMPRESSION. The Way We Look
HygieneHairTeethBody odorBody cleanliness/clean clothes
What you wear The Way We Act
Body LanguageEye contactBody positionPhysical closeness to other people
Tone of voiceVoice volumeSpeed of talkingHow we handle situations (handling our thoughts/using our zones)
What We Say
Greetings/IntroductionsUse of sarcasm
Examples of ILAUGH activities:
SOCIAL BEHAVIOR MAPPING:
One of the most successful tools of Social Thinking®, Social Behavior Mapping offers cognitive behavior strategy to teach individuals about the specific relationship between behaviors, others' perspectives, others' actions (consequences) and the student's own emotions about those around him or her. Intended for 3rd-12th grade students, this strategy is most effective for students with solid language skills.
Expected Behaviors you Produce How They Make Others Feel Consequences You Experience How You Feel About Yourself
Contribute to the group by figuring out the discussion topic.
Go with the flow of the group-some conversation may not relate to the project. About 25% of the time, students enjoy friendly non-work talk.
Monitor your talking so others can contribute equally.
If you don’t like someone’s ideas, keep this in your head. Possibly suggest another idea without making the person feel bad about their idea.
Keep your body in the group.
Eyes tracking conversation, body turned to person talking.
If you are bored, keep it in your head (others might be bored too).
Work politely with other members of the group even if you don’t like them.
Calm Productive Included Confident Connected
Group members work well together.
You and the group make progress on the work.
Group members feel comfortable sharing their ideas.
Group members want to work together again.
You have a final product that reflects all persons’ ideas working together.
Productive Relaxed Prepared Calm Connected
Expected Behavior When Working in a Small Group
Unexpected Behaviors you Produce How They Make Others Feel Consequences You Experience How You Feel About Yourself
Doing nothing. Being the “rule police”
and keeping everyone constantly on task.
Dominating the conversation with your ideas.
Telling others their ideas are bad/stupid and you don’t like them.
Getting up and wandering around the room.
Turning your body away from the group, looking around the room.
Telling the group members you don’t want to work with them.
Announcing you are bored.
Annoyed Frustrated Bored Angry Hurt
Others will think you are bossy, or a know-it-all.
They will not want to work with you next time.
They might tell you your ideas are bad and be rude to you.
They will think you don’t want to work with the group.
The students don’t think you’re cool.
Anxious Frustrated Left out Sad Unsuccessful
Unexpected Behavior When Working in a Small Group
STICKER STRATEGIES: Sticker Strategies reinforces social and
behavioral problem solving and self-reliance in students - all in format that the student carries throughout the day, enabling him or her to choose strategies and powerful reminders for specific situations. The result is fewer breakdowns and classroom disruptions.
5 POINT SCALE: 5 Point Scale website
Anxiety Curve
ZONES OF REGULATION: The Zones is a systematic, cognitive behavior approach used to
teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. The Zones curriculum provides strategies to teach students to become more aware of, and independent in, controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.
By addressing underlying deficits in emotional and sensory regulation, executive functions, and social cognition, the curriculum is designed to help move students towards independent regulation. The Zones of Regulation incorporates Social Thinking® (www.socialthinking.com) concepts and numerous visuals to help students identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to regulate to a more expected state.
Zones website (http://www.zonesofregulation.com/blog.html)
SO… DO WE NEED TO START PRIORITIZING FOR THIS PROFILE OF STUDENT A LITTLE DIFFERENTLY?:
Academics or direct instruction in social thinking?
Academics or direct instruction in regulation skills?
Full academic load or smaller with emphasis on independence?
Full academic load or smaller with emphasis on organization?