Transcript Defining Language

Foundations of Social
Language Development
1
Four Learning Outcomes
1.
To describe the foundations of
social language development
and its impact on students
with social challenges
2.
To identify four steps of
communication and develop
common social vocabulary
that can be used within a
classroom setting
3.
To relate communication and
perspective taking practices
for better problem-solving and
self-regulation
4.
To understand the
complexities of perspective
taking and the implications it
has on a student’s ability to
thrive both socially and
academically
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Today’s Objective
3
To describe the foundations of social language
development and its impact on students with social challenges
3. How can I
facilitate a
positive social
learning
environment
for my
student?
1. What is
language? What
are typical
developmental
milestones?
What are central
theories of
language
development?
2. Why is this and
social skill
development so
important?
Overview of the Day

Ice breaker activity

What is language?

What are typical developmental milestones?

Theories on language development

Why support social skill development?

How can I properly facilitate social skill development in
students I currently support?

Your homework assignment
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5
Line up according to your birth date
Do this without talking or writing anything down
Language is defined as a…
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“Verbal, physical,
biologically innate, and a
basic form of
communication.”
Language is more than its
definition…
1. Express inner
thoughts and
emotions
3. Fulfill our
needs and
wants
2. Establish rules and
maintain our culture
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5. Be able to
learn to
communicate
with others
4. Make sense of
complex and
abstract thoughts
Of the five areas mentioned in the
previous slide, what areas do you
believe Kate is still working on
establishing?
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What can we expect by
Kindergarten?
Physically
Hop, skip, dress without help, skate, ride scooter, prints simple letters, tie shoes
Emotionally
Self-regulate, are self-assured, home-centered, likes to follow rules, enjoys
responsibility
Socially
Play cooperatively, be organized, take turns with simple games, observe rules, have
‘special’ friends
Intellectually
Use 2,072 words, tell long tales, read own name, count to 10, ask for meaning, know
colours, differentiate fact from fiction, are interested in environment, city, stores, etc.
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Theories
Behaviourist or
Learned
Perspective
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Psycholinguistic
or Innate
Perspective
Interactionist
Perspective
Noam Chomsky
Lev Vygotsky
All humans are born
with language
acquisition device
(LAD) which allows
us to understand the
rules of language
Language
development is
both social AND
biological
B.F Skinner
Children imitate
what they see and
hear
Learn through
punishment and
reinforcement
Other concepts eg.
transformational
grammar, surface,
and deep structures
Language
development is
influenced by the
desire of children to
communicate with
others
This example supports
which theory?
A child say’s, ‘I drawed’ instead
of, ‘I drew’
Using a child-directed speech
(CDS) or babytalk with children
Rewarding a child with a sticker
for completing homework
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12
Strong Social Skill
Development
It Influences:
Enables us to
know:
• What to say
• How to make
sound
decisions
• How to behave
in a variety of
situations
• Overall academic
outcomes
• Student behaviour
• Social & family
relationships
• Involvement in
extra-curricular
activities
• School
environment and
safety
Weak/Poor
Social Skill Development:
Difficulties with interpersonal
relationships with parents,
teachers/staff, and peers.
Higher levels of peer rejection
which can lead to depression,
aggression, anxiety, and poor
academic performance.
Higher incidence of criminal
activities.
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Paired Activity
Create a list of qualities or characteristics that are needed
to make and maintain a friendship
Based on your list, circle qualities that you believe your
student requires added support
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How to Support Social Skill
Development
A.
Understand that social skills
develop over time in direct
and indirect ways
B.
In order for learning to occur,
we must identify our student’s
current skill set or deficit
Rules of Thumb
C.
Understanding theories of
language development will
enable us to optimally support
students during intervention
D.
Our learners will likely require
a set of rules to guide them
towards thinking more socially
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A. Share some direct and indirect ways you
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have helped to support social skill development
Place your examples on a sticky note and add them to the
board
Examples:

Types of Prompts

Sharing on the playground

Supervising friendship groups
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B. Social Skills Checklist
Consider:
a.
Setting/Context

b.
Time of day

c.
Morning and afternoon
Observe over a period of
time

d.
Observe in multiple settings
(classroom, playground,
home)
Over 1-2 weeks
Multiple perspectives

Include parents, teachers,
other staff supporting
student
B. Checklist should include:

Social Play and Emotional Development
 Beginner,

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Intermediate, Advanced
Emotional Regulation
 Problem
Solving, Flexible thinking,
Understanding of own Emotions, SelfRegulation

Communication Skills
 Verbal
and Non-Verbal
B. What is the Nature of their Deficit? 19
Acquisition- lacks the knowledge
• E.g.. grabs a classmate’s pencil because he/she does not know to
ask to borrow it.
Performance- knows how but fails to do it consistently
• E.g.. understands that they must raise hand to speak but sometimes
blurts out in class.
Fluency- knows how, is motivated but needs more
practice
• E.g.. has learned how to deal with a bully but their response needs
practice.
Competing skill deficits or behavioursskills learned but certain factors interfere with
demonstrating appropriate skills.
• E.g.. depression, anxiety, or hyperactivity
B. Try it Out!
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
Watch the following clip from Big Bang
Theory (next slide)

Using your social skills checklist, what areas
do you think Sheldon needs to work on?

Can you classify the nature of his social skill
deficit?

What are some direct or indirect ways you
might implement social skills strategies or
techniques into Sheldon’s day?
Best of Sheldon
URL: https://www.youtube.com/watch?v=mvBCV3dM-IE
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C. Intervention DO’s and DON’Ts
The DON’Ts
The DOs

DO develop relationship

DO understand importance
of situation or context

DO use common vocabulary

DO point out strengths

DO help them increase
awareness of world around
them (emotions, words, body
language, context)

DO provide feedback that is
concrete and explicit and two
positive for every negative

DO stay flexible

DON’T rush into implementation
until you know the student you are
supporting

DON’T just tell them what they are
doing wrong. Encourage students
within group to mentor each other.

DON’T give up when student is not
getting it. Break it down further

DON’T compare one student’s
progress to another’s

DON’T assume their attention
seeking behaviour is telling you
they don’t care. They do, but may
be used to getting attention by
being class-clown or defiant.
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C. Intervention DO’s and DON’Ts
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DO focus on the desired skill you want the student
to achieve
Desired Skill
Undesirable Skill
“Maria, good job raising
your hand and waiting for
teacher!”
“Maria, stop calling out!
You’re interrupting the
teacher.”
ACTIVITY: With a partner, come up with 3 realistic examples of
both. How does it feel as an educator and as a learner when
you shift your focus?
C. Intervention DO’s and DON’Ts
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DO use positive reinforcement
Positive Reinforcement
Negative Reinforcement
“Good job Michael! You finished all
of your math before recess”.
“Michael, you did not finish your
Math before recess. Now you need
to stay inside until it is finished.”
“Good job finishing your paragraph
Sarah! You earn another token!”
“Sarah, I am taking away a token
because you did not finish your
work.”
ACTIVITY: In these examples, outline the desired skill in the
sentence as well as the use of positive reinforcement.
What type of reinforcements are being used?
C. Intervention DO’s and DON’Ts
DO meet students at their emotional age of maturity while
also considering their intellectual and actual age
Example:
A 13-year-old student with Asperger’s
Syndrome, might be in an advanced math 8
class but gets upset if he is asked to share his
textbook for a block with a student seated in the
row next to him.
Q: How might you approach a student like this?
Discuss and share.
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D. Rules
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When developing social rules it can be overwhelming.
Keep in mind:
1.
The physical space
2.
The context within that space
3.
The vocabulary you are using to implement a rule
Example: Greeting a friend in the hallway is different than
greeting your teacher in class. There are hidden social
rules of expected and unexpected behaviour.
Q: In this example, what would you consider is acceptable
or expected and unacceptable or unexpected
behaviour?
Remember…
Be aware of neurotypical social developmental
highs and lows for the age of the group
members. A high school age student may
look grumpy and be argumentative while a 5year might be more literal. These behaviours
are typical for ALL children of these ages.
Our main objective is to help them to adapt to
varying social situations, not to be perfect
human beings.
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Think of a Student or
Try for Next Time
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1.
Observe or think of a student and fill out checklist
2.
Identify nature of deficit
3.
With this information, implement direct and indirect
ways you can build social skill development
4.
Consider what you know about the student, their
emotional age, specific rules, and explicit language
that you will use
References
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Slides 6-7
Theories and patterns of language development. (2002). Retrieved August 28, 2014, from
http://elearndesign.org/teachspecialed/modules/ocada7081_norm2/23/24_2/35alias2.html
Slides 9-11
General developmental sequence toddler through preschool. (2013). Retrieved Sept 2, 2014,
from
http://childdevelopmentinfo.com/child-development/devsequence/#ixzz3CwLGCj00
Slides 12, 13, 15, 19,
Social Skills: Promoting Positive Behavior, Academic Success, and School Safety. (2002).
Retrieved Sept 8, 2014, from
http://www.nasponline.org/resources/factsheets/socialskills_fs.aspx
Slides 17-18
Response to intervention: The ultimate social skills checklist. (2013). Retrieved October 5,
2014, from http://www.thehelpfulcounselor.com/response-to-intervention-the-ultimatesocial-skills-checklist/
Slide 22-24
Garcia Winner, M., & Crooke, P. (2014) DOs and DON’Ts for working with students in social
thinking groups. Think Social Publishing: USA.