The Hidden Curriculum Practical Solutions for Understanding Unstated Rules in Social Situations...

The Hidden Curriculum

Practical Solutions for Understanding Unstated Rules in Social Situations Brenda Smith Myles Melissa L. TrautmanRonda L. Schelvan

Introduction

Each of the strategies presented can be effective tools when teaching students with socio-cognitive challenges.

The goal is to assist the students identify hidden curriculums and understand the rules, mores, manners and gestures embedded in the activities.

Social Intuition…

Most people have social intuition

Lifeline used daily basis Helps us navigate in

emotional or physical situations to avoid harm

Lets us avoid social disasters

Social Intuition

We are constantly surveying for unwritten rules that will apply to each of our interactions

The unwritten rules are our “hidden curriculum”.

After surveying, we consider and proceed successfully within context of the interaction

Translate to what we consider “good social skills”

for people who exhibit string cognitive and language skills

Some individuals miss the boat…because they lack tools.

Students with atypical neurological development struggle to navigate social situations because they lack some of the necessary tools.

Personal Characteristics:

This group includes individuals with:

Strong cognitive skills; weak social skills

Gaps in cognitive skills Lacking an intuitive sense Emotionally withdrawn or

experiencing gaps in emotional development

So, who are these students?

Autism Apsbergers PDD ADHD ADD Nonverbal learning

disabilities hyperlexia

Michelle G. Winner Author: Inside Out: What Makes a Person

with Social Cognitive Deficits Tick? “… recognize their

inability to develop social skills and interpret the social nuances of those round them brings deep and lifelong challenges that impact their lives in a multitude of ways, including ….

Life impacted:

What is the “Hidden Curriculum”?

Rules or guidelines not taught directly but taken for granted that everyone knows.

Affects social interactions school performance safety idiomsmetaphorsslangbody language

Example“get off my back”

When one understands hidden curriculum….

We read both

idiom and body language

Message received is: Leave me alone

Not able to access hidden curriculum:

Literal interpretation Piggy back ride is

over!

Phrases that include hidden curriculum I shouldn’t have to tell you, but….. It should be obvious that….. Common sense says…… No one ever….. Everyone knows that…… Do you have the time…. Can you give me a hand…. “shut up!” different connotations teens vs adults

Reading the Hidden Curriculum of Body Language

Body Part Action Interpretation

Head Leaning to one side not understanding, listening, thinking

Face Whole face scowl Displeased, intimidated, bullying, anger

Eyes Wide open

Almost closed

Surprise, amazement

Disbelief; doubt

Eyebrows Knit brows Thinking, confused

Mouth Corners lifted up

Corners down

Opened wide

Greeting, happy

Sad, unhappy, disappointed

Surprise, shock

Examples of body language Body Part Action Interpretation

Chin Lifted, pushed forward Proud, tough, defiant

Body Pointing a finger Giving directions, threat, getting in trouble

Hands on hips Frustrated, bored, questioning/ expecting an answer

Shrugging shoulders Questioning, don’t know

Arms folded across chest

Unapproachable,

Listening/ taking in info

Hidden Curriculum Points to consider Hidden Curriculum differs with

age Hidden Curriculum differs with

gender Hidden Curriculum differs

depending on who you are with Cultures have their own unique

Hidden Curriculums

Impact of the Hidden Curriculum

When an individual is unable to interpret a Hidden Curriculum, they may be:

bullied

ignored

teased/ taunted

misunderstood

Hidden Curriculum in SchoolSchools have many unwritten rules that need to

be taken into account for success of all How to dress the right backpack Greetings cool hang outs Free-time activities Must have technology

Many students are motivated figure out the unwritten rules and do so by observing the perceived popular kids, advertisements, and adapt to their personal style.

Teacher Expectations = Hidden Curriculums

Hidden Curriculums- Rick Lavoie classroom rules what to do when the bell rings physically- how to travel in the building administrative structure daily schedule extra- curricular connectionsStrategy: what most students “pick up” at the

start of school, should be taught to neurologically atypical students.

Hidden Curriculums - Community

Public bathroom protocols health and personal safety ramifications

Public library use varying rules for use as a child versus teen Dating and personal relationships Accessing public transportation

Strategy: prepare for what can be anticipated with

social stories or comic strips

Workplace Hidden Curriculums

The workplace can be a trap when it comes to understanding hidden curriculums.

Assumption that adults know work place mores, and can master in a short time.

Less tolerance and higher stakes for breaking the hidden rules.

Workplace Hidden CurriculumsHidden Curriculums in the workplace are: Personal emailing on company account Casual dress Offering suggestions “the customer is always right” defined Disagreeing with your boss Adding work responsibilities Negotiating a raise Bring lunch or out to eat “lunch hour” defined Break protocols Dealing with anger towards coworkers

Workplace Hidden Curriculums

Suggested Strategy: Directly teach the differences between a company manual organizational flow chart and the chain of command that is actually followed.

- Important for individuals with socio-cognitive challenges who tend to be rule-bound.

Teaching the Hidden CurriculumInstruction is key to learning hidden curriculums for people

with socio-cognitive challenges.

May need different instructional strategies to cover the wide range of hidden curriculums.

Teaching Strategies Safe Person Situation-Options-Consequences-Choices-Strategies-

Simulation SOCCSS Seek-Observe-Listen-Vocalize-Educate SOLVE Power Card Strategy Social Autopsies Direct Instruction An Item A Day Incredible 5-Point Scale Video Modeling Social Narratives

Social stories Cartooning

Teaching Strategies Safe Person

Identify someone students are comfortable asking for help. Need to identify and teach who the safe person is AND types

of questions to ask. Don’t limit safe person options. Safe person characteristics:

Knows student ‘s characteristics and perspectives Respectful Listen non-judgmentally Knows when to just listen and when to offer suggestions Take another’s perspective Problem solve without power struggles Adjust facial expression to discussion (matter of fact – animated) Knows triggers for individual Able to set realistic boundaries a nd follow through

Safe Person Probing Questions Phrase questions to get the information needed to

continue with instruction Suggestions:

What does ___________mean? Help me understand. When a person says/does ________, what do they mean?

Show me a better way to ………………

Teaching Strategies Situation- Options- Consequences- Choices-

Strategies- Simulation Jan Roosa

Tool for understanding social situations Helps teach problem solving skills using

sequential format Teacher directed Helps individuals grasp cause and effect Realize their decisions can influence outcomes Used to help individual interpret what happened

to them Can also use to teach social skills Identify situations students may struggle and

prepare plan before situation occurs.

SOCCSS- Situation- Options- Consequences- Choices- Strategies-

Simulation S=Situation

Social problem occurs ----->Help student identify who, what,

when, where, and why. Goal: student independently connect

the dots In the beginning, safe person takes

active role in prompting answers


Simulation

O= Options Together brainstorm several behavioral

options student could have chosen. Accept and record all ideas without

judgment.May need to initially prompt more than

one idea for the situation.


Simulation

C= Consequences For each behavior option identified in

step 2, list consequence (s).

List all possible consequences for any option.

Role play may help. Students often struggle with cause and effect, so identifying consequences is hard.


Simulation

C= Choices Prioritize options and

consequences Use numerical rating OR

Yes/no response for each

Student chooses the option that feels he can complete AND

will most likely get what they want.


Simulation

S= Strategies Develop a plan to carry out the Option

when the situation occurs again.

Collaborate, but have the student generate the plan. This places the ownership of the decision and responsibility on the student.


Simulation

S= Simulation Practice

Visually imagine carrying out the strategyRole play

After simulations, evaluate whether or not have students have the skills and confidence to follow through.

If answer is No- do more simulations.

Teaching Strategies

SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE SOLVE

Empowerment strategy Way of viewing the worldCan be used in most environments and situations

SEEK: actively look for hidden curriculums that permeate

our environments. “They’re everywhere”. We need to take an active approach to find them .

SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE)

OBSERVEOne way of learning hidden curriculumsTake time to evaluate social situation before

participating in it. Look for:

how people actmovementssolitary vs. group


LISTENListen for topics of conversation-movie, mutual friends, music, books, concert, TVAttend to conversations to join in

Important: know what people are NOT talking aboutcompany parties- no shop talk


VOCALIZE Quietly ask to have unfamiliar slang,

idioms and gestures explained Ask about appropriate dress for event An identified "safe person” can give you

advice Asking and cracking the hidden

curriculum codes Keeps you from feeling uncomfortable,

misunderstood, or ostracized


EDUCATE

Share the information you have learned by figuring out hidden curriculums.

Educating can come from a “safe person” or others if needed. Prefice with script such as “ Can I help?” or

“The last time I went to __________, I didn’t know that….”

Teaching Strategies

Social NarrativesDirect instructionDescribes social cues and appropriate responsesTeaches new social skills

Written for students at their instructional level Use pictures or photos

Identifies content, promote self-awareness, self-calming, & self-management

Loose guidelinesSamples

Teaching StrategiesSocial Stories (Gray)

Type of social narrativeVery popularIndividualized story describing a social situation from student’s

perspectiveDescription includes:

why situation occurshow others feel or react to situationwhat prompts feeling or reactions

Framework: individualized to specific situations, and individual’s abilities and lifestyles

Written- can be paired with pictures; created by staff, families; student input when feasible

Most successful: socio-cognitive disabilities Resource: www.graycenter.org

Teaching StrategiesCartooning

Visuals enhance social understanding by making abstract

concepts tangible and static. Opportunity to reflect.Way for those with socio-cognitive challenges to

visualize

Includes: carton figures stick figures comic strips symbols

Teaching Strategies

“Comic Strip Conversation” PointersStep 1: Engage in small talkStep 2: Draw about a specific situation Step 3: Present Perspective Step 4: Provide sequence or structure Step 5: Summarize the CartoonStep 6: Identify New Solutions

Teaching Strategies

Chit- chat before discussing a problem situation

included figure drawing with the chit chat

Goal is to strengthen rapport and build confidence

Talk about weather, weekend activity, pets, sports

“Comic Strip Conversation” Pointers

Step 2: Draw about a specific situation Student draws OR gives input as staff draws Artistic talent not required – stick figures are fine! Label or give stick people identifying characteristics Guide drawing with questions for details

Where are youWho else is thereWhat did you doWhat do others do


Step 3: Present Perspective Adults share insights during the

drawing process Capitalize on natural

opportunities Students need to have as much

control as possible at this step Adults work to achieve balance

of student perspective insights AND sharing accurate info


Step 4: Provide sequence or structureWhen drawing comic strips- use boxes to keep order Drawings should be in order Number the boxes to assist with organization


Step 5: Summarize the CartoonReview to give student an opportunity to synthesis the information View and summarize in order of occurrenceStudent verbally “ reads” the comic stripStaff provides clarifying comments only as needed

Summarizing insures that everyone’s on the same page


Step 6: Identify New Solutions Adult & student work together to find new outcomes

for the pictured event. Written all solutions downEncourage student do as much as possible independentlyStudent reflects on each new written outcome Student and staff analyze each item’Discuss advantages and disadvantages of each ‘Student keeps list- serves as plan for future situations Organization suggestion: keep in binder for easy access

Teaching Strategies

Power Card Strategy Visual aid Uses students’ special interests to understand

social situations, routines, meaning of language, hidden curriculum

Consists of a script and a Power Card

Power Card StrategyScripts brief scenario written at their comprehension level utilizes their hero, or special interest to address

challenging behavior or situation statement written to with rationale for positive

behavior statement includes the hero 3-5 step strategy presented in the script problem solving strategy is used successfully by

the hero in the strategy strategy is generalized to the student with a note

encouraging student to try the strategyScript can include pictures or graphics of special

interest/ hero

Power Card Strategy

Power Card size of trading or business card pictures the special interest or hero contains summary of solution portable use in multiple environments goal is for eventual generalization

Teaching Strategies

Social Autopsies (Lavoie) Goal: help students with social problems understand

social mistakesSimilar to SOCCSSdesigned to dissect a social error to understand the parts student is an active participant verbally based strategy Starts with “ What happened?”Adult asks clarifying questions

- A constructive problem solving strategy identifying cause and effect

Social Autopsies (Lavoie)

After the information is gathered and all are on the same page….

Student is prompted to a. Identify the error b. Determine who was harmed by the error c. Decide how to correct the error d. Develop a plan to prevent error from

happening again

Social Autopsies- Pointers Constructive strategy

Identifies cause and effect

Needs to be done in a timely manner

All adults working/ living with student should be versed

One-on-one sessions

Student actively participates

Succcess lies in structure of practice, immediate feedback, and positive reinforcement

Teaching StrategiesDirect Instruction

Points:Teacher ledFrequent interactions interactions may be scripted brisk pace teacher models correct behaviors solicit student responses for understanding responses can include:

verbalizing, role play, specific feedbackPractice of skills needs to be done if not yet

mastered at a 90-95% rate

Teaching Strategies An Item a Day

Makes instruction manageable Hidden curriculum covers infinite set of items Helps with mastery Start each day reviewing one hidden

curriculum Use teachable moments as hidden rules occur

Teaching StrategiesIncredible 5- Point Scale

Developed by Burn & CurtisHelps students better understand their

emotions and reactions to eventsGoal- independently modulate responses Scale options-

obsession indexstress scalemeltdown monitor

Incredible 5- Point ScaleProcess:

Students taught to recognize stages of behavioral outburstslearn self calming methods for each level

MRHS resource text:

The Incredible-Point Scale by Buron & Curtis

Teaching Strategies

Video Modeling Students learn hidden curriculum items or social skills through

videos of people engaging in the activity. Video can be of the student performing the activity.

Types of video modeling video self-modeling Video instruction

Benefits of video modeling supports learning through visual learning style motivating to students proactive

Works well for students with ADHD, selective mutism, social anxiety, ASD

Video Self-Modeling (VSM)

Child watches self perform a task Video tape can be role playing Views tape to see self participating in

appropriate responses Two types of self-modeling

positive self- review video feed-forward

Video Self-ModelingPositive Self- Review (PSR)

Designed for situations where student had completed the skill in the past but does not currently use it.

Video student performing the skill with assistance

Before viewing-edit the assistance out of the video

Student sees self completing the skill independently

Serves as a refresher for the student

Video Self-Modeling

Video Feed-Forward (VFF) Used for students who knows the

components of the skill BUT cannot string them together into a cohesive, complete skill.

Video Instruction (IV) Another type of video modeling Students view others completing specific tasksMay show a series of skills in isolation Combined in a way to be used in “real life”Can use to review previously acquired skill not

used consistently for mastery Can teach body language if student can grasp the

differences in social contexts.

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