Transcript Presentation Title Here

“Socially Savvy & Emotionally Equipped”:
Strategies to teach Social/Emotional Skills
Jill D. Kuzma, M.A., CCC-SLP
Speech-Language Pathologist
Social-Emotional Skill Teacher
http://jillkuzma.wordpress.com
[email protected]
Cute Kid Quote
Just prior to starting a
small group lesson,
kindergarten student,
Carter was trying to
pay attention. When
prompted to listen he
said, “But, the guys
are having a birthday
party in my head!”
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Cute Kid Quote
A student teacher started in an autism classroom.
After a couple of days, Johnny asks,
“Is Miss Benton just a
background actor?”
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Cute Kid Quote
1st grade Jacob asks Mrs. Jenkins, a
paraprofessional:
“Do you have autism?”
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Cute Kid Quotes
On explaining relationships,
one 3rd grader reveals,
“Everyone has a different armpit
smell. That’s how a woman can
find a really good man is by
finding the one with the smell
they like the best!”
Created by Jill D. Kuzma 2/09
5
Cute Kid Quotes
3rd grade Ryan tells
Mrs. Kuzma:
“Remember the
day you were
psychotic?”
Created by Jill D. Kuzma 2/09
6
Teaching “Social Skills” – involves 2 frameworks
Behavioral Social Skills
- the traditional idea about what “social skills” are
- instructional methods typically include scripts, role
plays, conversation strategies
Cognitive Social Skills – NEW framework to
look at Social Skills!
- “Thinking” in a social manner!
- perspective taking and self-monitoring to fit the context
- instructional methods emerge from cognitive-behavioral
strategies, video modeling, cooperative group activities
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Kids with “Social Thinking”
challenges do not implicitly
learn social skills like
other kids do.
We need to explicitly
teach what is usually
implicitly learned by
others.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
How do Social Cognitive Deficits
impact students?
Social Skills
Emotional Skills
Academic Skills
Behavioral Skills
Organizational Skills
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Impact on Social Skills
A student may have difficulty….
…expressing his opinions in class discussions.
… showing tolerance for contrasting opinions of his
classmates respectfully.
…initiating work with a partner or enter a small group when
the teacher requests students to do so independently.
… understanding his role in cooperative group learning
activities such as science labs, group projects, or book
study circles.
…interpreting non-verbal cues from the teacher during
instruction.
….understanding the impression he leaves with others.
….showing interest in other people’s interests and
experiences.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Impact on Emotional Skills
A student may have difficulty….
… showing tolerance for contrasting opinions of his
classmates respectfully.
…transitioning between activities independently.
…calming himself if he becomes frustrated with his
independent work.
…expressing more abstract difficult feelings such as
frustration, disappointment, embarrassment that may
occur throughout the day.
…with aspects of competitiveness – insists on winning or
inflexible about rules.
…with large emotional breakdowns to mild triggers –
seem explosive or impulsive.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Impact on Academic Skills
A student may have difficulty….
….with reading comprehension, infering
character’s emotions and intensions in literacy
activities.
….exploring the main idea of a topic, especially
with fiction.
….sorting out relevant details versus details that
are interesting, but not the most important.
….interpreting and using figurative language in
fiction, poetry, etc.
….understanding their role in group learning
projects.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Impact on Behavioral Skills
A student may have difficulty….
…calming himself when he becomes agitated by
unexpected peer responses.
…getting started on his work during a student work time.
…handling disappointment or feelings of being excluded
when he is not called on immediately or chosen by peers
for partner work.
….adjusting to slight changes in behavior expectations as
he transitions between different teachers with varying
styles.
….completing obligatory tasks not of their own liking.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Impact on Organization Skills
A student may have difficulty….
….. prioritizing steps to complete a multi-part
assignment or long term project
…keeping track of papers and class materials
…turning in assignments that the child
completed.
… time management.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
If you are….LOST…CONFUSED…..
OVERWHELMED….. Consider teaching
some Social Cognitive principles
first to lay the foundation to work on
other social skills.
There are 3 aspects to teaching Social Thinking skills:
1) Realize other people have a different frame of mind
2) Learn how to figure out what other people are
thinking and feeling
3) Use this knowledge to self-adjust your own
social behaviors to fit the social situation so
the other people view you favorably.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
http://jillkuzma.wordpress.com
Check out the site for over 100 free
downloads of PDF documents
supporting all of these strategies!
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Teaching Ideas
Social Sense
Talking & Thinking Bubbles
Brain and Body in the Group
Flexible Thinking
Problem Continuum
Transitions
Social Filter
Zones of Regulation
Tattling
Friend Files
Social Sense
Created by Jill D. Kuzma 2/09
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Your “Social Sense”
“Social Smarts”
Carol Gray’s lesson, but directed
toward the target students
• Explain why they come for group or
service
• Use as a “vocabulary cue” from
then on
•
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Bubbles
Talking Bubbles
Words that come out of my mouth
Public - other people can hear my
talking bubble words
Talking bubble words can affect how
other people feel
Thinking Bubbles
Words that I think inside my
head
Private - no one can hear my
talking bubble words
Talking bubble words are
secret, so they cannot hurt other
people’s feelings.
Created by Jill D. Kuzma 2/09
But, be
careful! If
you have
hurtful
words,
Don’t pop
your thinking
bubble!
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Talking and Thinking Bubbles
Over your head
Storybooks
Paused on the TV
Created by Jill D. Kuzma 2/09
Movie/TV Clip Analysis with Bubbles
Present movie clips and ask the following
perspective-taking questions:
 “How does ____ feel?”
 “How do you know he/she feels that way?”
 “What does ____ want?”
 “What does ____ really mean when he/she
said____”
Example clips:
Saved by the Bell, 3rd Rock from the Sun,
Survivor, Thomas the Tank Engine, Suite Life of
Zack and Cody.
Kuzma 8/2011 http://jillkuzma.wordpress.com
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Brain and Body in the Group
Targets: non-verbal cues associated with
being perceived as part of a group, joint
attention to the group topic, topic
maintenance
Playdoh and post-it notes
Activities: Playdoh balls, tiny playdoh brains &
post-it note topics, role play “right & wrong”
way, draw “right/wrong” with talking & thinking
bubbles, generalize the vocabulary
Source: Michelle Garcia Winner, (2006) Think Social www.socialthinking.com
Kuzma 8/2011 http://jillkuzma.wordpress.com
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Brain & Body in the Group
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Being a Flexible Thinker
The premise of SUPERFLEX….
Uses a “Superhero” theme staring the main
character, “SUPERFLEX”! Along with his
sidekick, “Bark”, SuperFlex guides the
children of “Social Town”, helping them to
be flexible thinkers. SuperFlex strives to
defeat his nemesis, “Rock Brain” and his
team of “Unthinkables”. This villainous
team consists of 14 bad guys that
each represent a form of
inflexible social behaviors.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Introduction: “Look what I have…”
Not fun to play with
Hard, cold
Could hurt someone
Fun to play with
Squishy, flexible
Could use with other people
LINK: Kind of like friendships too..
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Rock Thinkers
Think only about themselves
• Only 1 way to fix a problem
• No fun to play with. They are
hard to talk to – like a rock! They
can hurt feelings and friendships
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Flexible Thinkers
•
Think about themselves AND
other people
• Find many ways to fix a problem
• Fun to play with!
• Accept other people’s ideas
•Helpful to others
• Try new things
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Rock and Flexible Thinker
Role Plays & Audience Voting Sticks
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Read Aloud Books:
WALLACE’s LISTS (BOTNER & KRUGLIK)
BREAD AND JAM FOR FRANCES (R. HOBAN)
BEATRICE DOESN’T WANT TO (L. MUNSINGER)
LLAMA LLAMA MAD AT MAMA (A. DEWDNEY)
BEING SELFISH (“Help me Be Good” series – J BERRY
Book Discussion: What were the character’s Rock
Thinking actions & Flexible Thinking actions? What
was reason the character started being a more
flexible thinker?) Make a T-chart
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Wallace:
Rock Thinking Actions
Wallace:
Flexible Thinking Actions
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Made with the
Comic Life
application
Information at:
www.comic-life.en.softonic.com
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Application: “What was your Flexible
Thinking moment today?”
Classroom Meeting time
Exit Slips
Dinnertime “Table Talk”
Check-in before small
group lesson
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Problem
Continuum
Teach about
matching
intensity of
emotional
reactions to the
“size of the
problem”
Kuzma, 2/2010 Created by: Jill Kuzma, 1/2010 http://jillkuzma.wordpress.com http://jillkuzma.wordpress.com
Problem
Continuum
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Problem
Continuum
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Feeling Families
Feeling Families
•Happy
•Mad
•Sad
•Scared (includes
worry & anxiety)
Created by Jill D. Kuzma 2/09
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Emotion Teaching Ideas
Facial Feature
Games
Feature Memory
game
 Emotional Eye
 Identification

Kuzma, 2/2010 http://jillkuzma.wordpress.com
The Self-Talk Walk: Sportsmanship Feelings
This is an activity that kids can do before playing a game
where sportsmanship behavior is an issue.
Props: 6 sheets of brown paper cut into the shape of
stepping stones. Write one of following statements on
each “stone”






“I’m playing to have fun.”
“It’s okay if I do not win”
“I will keep playing the game, even if I get behind.”
“It’s okay to go 2nd or 3rd”
“I am a flexible thinker”
“This will be a fun game”
Place the stones in a line on the floor leading up to the
game space. Students step on each stone and read the
affirmation aloud as they enter the game space.
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Teaching about Transitions
Jill D Kuzma, M.A., CCC-SLP,
http://jillkuzma.wordpress.com
40
Role play using each tool. Choose
Look at the student’s schedule and
one difficult transition instance to try
star the transition occurrences
the tool with for a week, etc. Use
Jill D Kuzma, self-eval form
http://jillkuzma.wordpress.com
Jill D Kuzma,
http://jillkuzma.wordpress.com
Social Filter
Water filter analogy - traps the harmful dirt
and germs, so only the “good” stuff
comes through the filter
Social Filter - traps the harmful words, so
only kind words come through
Relate to “Don’t pop your thinking
bubble!”
Created by Jill D. Kuzma 2/09
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Social Filter
Created by Jill D. Kuzma 2/09
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Social Filter
Created by Jill D. Kuzma 2/09
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The Zones of Regulation
teach students about self-regulation and controlling difficult emotions
by Leah Kuypers, M.A., Ed, OT/L. The “Zones of Regulation”, are described
by the author as, “….. 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.”
This curriculum weaves principals from the field of sensory integration, use of
the 5 Point Scale (Dunn-Buron & Curtis, www.5pointscale.com) and the
principles of social cognition as described by the great Michelle Garcia
Winner, (www.socialthinking.com).
Check out the website at: www.zonesofregulation.com – cost of curriculum is
$42
Kuzma, 2/2010 http://jillkuzma.wordpress.com
Kuzma, 2/2010 http://jillkuzma.wordpress.com
The Social Skills Picture Book,
Jed Baker
“Right Way” & “Wrong Way” Role Play
Topics include: Interrupting,
Starting/Maintaining topic of conversation
about the present/about the past, Ending a
conversation, etc.
Book: My Mouth is a Volcano!
(Julia Cook) - about Interrupting MAR*CO Products
An Interrupting
Visual Cue - two
talking bubbles
colliding
Created by Jill D. Kuzma 2/09
Interrupting - Volcano
Created by Jill D. Kuzma 2/09
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Conversation Menu
classroom snack
time, lunchroom, or
dinner table.
“Menu” format of
conversation topics
Outside
Inside
Created by Jill D. Kuzma 2/09
Tattling
Tattling:
The Tattle
Tale Tongue
(Julia Cook)
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Friend Files





Source: Michelle Garcia Winner (Think Social! 2006,
www.socialthinking.com
File cabinet analogy about how we “store” and categorize
information in our brains
Make friend files for kids in group, kids from gen ed class
Continue to add to friend file
Use for conversation starters with peers, avenue to find
things in common, etc.
Kuzma 8/2011 http://jillkuzma.wordpress.com
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http://jillkuzma.wordpress.com
Relevant Research:
Crooke, P.J., Hendrix, R.E., Rachman, J.Y., (2007) Brief Report:
Measuring the Effectiveness of Teaching Social Thinking to Children
with Asperger Syndrome (AS) and High Functioning Autism (HFA).
Journal of Autism and Developmental Disorders, Online publication:
DOI 10.1007/s10803-007-0466-1
Garris, Laurie. (2007) Developing Pragmatic Language Use in
Adolescents A Thesis Presented to The Faculty of the Department of
Special Education California State University, Los Angeles
Garcia-Winner, Michelle (2008). A Politically Incorrect Look at
Evidence-Based Practices and Teaching Social Skills. Social
Thinking Publications, San Jose, CA.
Miller, Amy C. (2002). The Double Interview Task: Assessing the
Social Communication of Children with Asperger Syndrome A Thesis
Presented to the Faculty of the University of Kansas.
A Case Series of Social Thinking Training of Mainstreamed
Secondary School Students with High Functioning Autism. The Hong
Kong Journal of Mental Health (2009) 35, 10-17
Kuzma, 2/2010 http://jillkuzma.wordpress.com
References Cited

Book: Social Behavior Mapping, Michelle Garcia-Winner, 2007, Think
Social Publishing, San Jose, CA. Available on her website:
www.socialthinking.com

Book:Think Social!,A Social-Thinking Curriculum for School Age
Students. Michelle Garcia-Winner, 2005, Think Social Publishing, San
Jose, CA. Available on her website: www.socialthinking.com

Book: SuperFlex! A Superhero Social Thinking Curriculum, Stephanie
Madrigal and Michelle Garcia-Winner, 2008, Think Social Publishing,
San Jose, CA. Available at: www.socialthinking.com

Book: SuperFlex Takes on Glassman and the Team of Unthinkables!
Stephanie Madrigal and Michelle Garcia-Winner, 2009, Think Social
Publishing, San Jose, CA. Available at: www.socialthinking.com

Book: Activities for Group Work with School-Age Children. Susan
Ciardiello, 2005, Marco Products.
Kuzma, 2/2010 http://jillkuzma.wordpress.com