Transcript Social Thinking Application, Teaching, & Resources

Middle School Autism Point Person Training
March 20, 2013
Sabrina Beaudry & Pam Leonard
 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
 Review
Homework
 Look
at 2 models that give us a conceptual
framework to help us plan for teaching social
thinking AND regulation needs
 Look
 Look
at some instructional planning guides
at some resources for direct teaching of
social thinking and regulation
 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
 Was
it difficult?
 What
 Do
was hard about it?
you think you’re ready to help others
think this way?
 We
think about interventions/ how to teach
to those goals.
 We
start planning how to schedule teaching.
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
 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 Deficit
or a
Social Cognitive Deficit
 Term
created by Michelle Garcia Winner in
late 1990’s.





To move beyond simply teaching social skills
To 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 interventions
Social Communication Learning Challenges, BUT,
solid cognitive & language skills
Social Communication Learning Styles
(The Social Thinking-Social Communication Profile. A
Practice-Informed Theory, Michelle Garcia Winner, Pamela
Crooke, & Stephanie Madrigal. January 2011)

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
 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.
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. SipersteinCenter for Social Development & Education,
University of Massachusetts Boston
 Tools
for Teachers
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
 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
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

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
INIATITON
RESOURCES
Inside Out: What Makes
a Person With Social
Cognitive Deficits Tick?
Michelle Garcia Winner
Introduce
Asking for
Help/Task
Analysis p. 39
p.39- “Doing
that Talking
Thang!” wksht
Think Social
Initiating
Topics:
Exploring Ways
to Start a
Conversation
Activity p.278
LISTENING
WITH EYES
AND EARS
Introduce
“thinking
with your
eyes”
Activity p.68
Listening with
our whole
body p.60
ABSTRACT
AND
INFERENTIAL
THINKING
UNDERSTAND
PERSPECTIVE
Watching
video clipsdescribe/disc
uss facial
expressions,
behaviors,
idiomatic
language p.79
Introduce
concept of
“First
Impressions
” p. 91
Introduce
body
language vs.
spoken
language.
Activity p.
153-154
Exploring
Thoughts
and
Feelings of
Others:
Unshared
Experience
s
Activity p.
282
GET THE
BIG
PICTURE
(GESTALT)
Introduce
Identifyin
g
problems
p.135
HUMOR
Noticing
Social Cues
Interpreting
Social Cues
RESOURCES
Think Social
Figuring out
what People
Mean
Activity p. 153
Social
Problem
Solving
Social
Problem
Solving
Goals
Strategy
Generation
“Good
thoughts vs.
weird
thoughts”
concept.
p.94
Problem
Solving:
Little
Problem or
Big Problem?
Activity p.44
Review
Outcome
Selfevaluation
/Evaluatio
n of peers
Watching
video
activity
p.100
Begin self
awareness
/evaluatio
n of body
in/out of
group
Activity p.
82
Introduce
Identifyin
g
problems
p.135
Inside Out
Worksheets!
Evaluating
and
selecting
Strategy
Introduce:
Learning
About Out
Own Behavior
p. 3
 ILAUGH
 Social
Model
Behavior Mapping
 Sticker
Strategies
 Socially
5
Curious, Curiously Social
Point Scale
 Zones
of Regulation
 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.


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
 Inside
Out: What Makes a Person with Social
Cognitive Deficits Tick?

Introduces the ILAUGH model
“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
Character
Smalls
Benny
Body Language
Running fast
Tripping
Facial Expressions
Wide eyes
Mouth open
Environment
What are they doing?
Loud noises
coming from
where the ball
landed
Running away from the loud
noise after getting the ball
What are they thinking?
Scared
Social Behavior For Interviewing
I
L
A
U
G
H
Starting to put ILAUGH to Work!
Context 1: School Cafeteria/
Or Lunch Environment
I
Context 2: Fast Food
Restaurant
I
L
L
A
A
Examples of ILAUGH activities:
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
Hygiene
Hair
Teeth
Body odor
Body cleanliness/clean clothes
What you wear
The Way We Act
Body Language
Eye contact
Body position
Physical closeness to other people
Tone of voice
Voice volume
Speed of talking
How we handle situations (handling our thoughts/using our zones)
What We Say
Greetings/Introductions
Use of sarcasm
 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.
Working in a Small Group
Expected Behavior When Working in a Small Group
Expected Behaviors you Produce








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.
How They Make Others Feel





Calm
Productive
Included
Confident
Connected
Consequences You Experience





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.
How You Feel About Yourself





Productive
Relaxed
Prepared
Calm
Connected
Unexpected Behavior When Working in a Small Group
Unexpected Behaviors you Produce








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.
How They Make Others Feel





Annoyed
Frustrated
Bored
Angry
Hurt
Consequences You Experience





Others will think you
are bossy, or a know-itall.
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.
How You Feel About Yourself





Anxious
Frustrated
Left out
Sad
Unsuccessful
 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.
Homework
Homework 2
Homework 3
5
Point Scale website
 Anxiety
Curve
..\..\..\Zones & 5 point scales\petals_scale.pdf

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)
Zones Chart & Data sheet
 Academics
or direct instruction in social
 Academics
or direct instruction in regulation
thinking?
skills?
 Full
academic load or smaller with emphasis
on independence?
 Full
academic load or smaller with emphasis
on organization?
Are we instructing to areas of
greatest need?