HHeelllloo TThheerree!! …Now Shoo!...Title: Microsoft PowerPoint - HELP Group 2012 [Compatibility Mode] Author: Pam Created Date: 9/30/2012 11:41:55 AM

Pamela Crooke, PhD Help Group 2012

Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 1

HelloHello There!There!

Social ThinkingSocial Thinking®® StrategiesStrategiesfor understandingfor understanding WHYWHY wewe

use Social Skillsuse Social SkillsFor individuals with social learning issuesFor individuals with social learning issues

Pamela Crooke, PhD, CCCPamela Crooke, PhD, CCC--SLPSLPSocial Thinking San Jose, CASocial Thinking San Jose, CA

…Now Shoo!…Now Shoo!

Today is a very BROAD overview of a coupleToday is a very BROAD overview of a coupleof key ideas related to Social Thinking (muchof key ideas related to Social Thinking (much

more info available)more info available)

Related DiagnosesRelated Diagnoses

ASD

High Functioning Autism (HFA)

PDD-NOS

Asperger Syndrome

Semantic Pragmatic Disorder

Nonverbal Learning Disorder (NLD)

Hyperlexia

Tourettes Syndrome….Fragile X….

ADHD + OCD = Asperger Syndrome?

Where does Bipolar fit in?



What is Social Thinking?What is Social Thinking?

The ability to consider your own andothers thoughts, emotions, beliefs,intentions, knowledge, etc. to helpinterpret and respond to theinformation in your mind andpossibly through your socialbehavioral interactions.

So, it’s the ability to adapt yourbehavior effectively based on thesituation and what you know aboutthe people in the situation for themto react and respond to you in themanner you had hoped.

Social Thinking to figure out whichSocial Thinking to figure out whichsocial skills are needed in the situation?social skills are needed in the situation?

NOT always nice or polite butthat’s often what we teach

• Students and teacher have to share spaceeffectively. (often when NOT communicating)

• Each participant has to interpret the other(student and teacher) accurately.

• Students work together in peer basedgroups.

• Students have to interpret and respondappropriately to the curriculum.

• Think for a moment about why all respond

right now. Why not shout out yourthoughts?

Social Thinking Plays a PROMINENT role inSocial Thinking Plays a PROMINENT role inthe classroom when:the classroom when:



Social Thinking =Social Thinking =Cognitive Behavioral ApproachCognitive Behavioral Approach

Lessons within social thinking teachindividuals to think through a conceptprior to the behavior (SKILL) being taught

Thinking through the “why” behindusing related social skills

Cognitive Behavioral TherapyCognitive Behavioral Therapy

Cognitive behavior affects activity

Cognitive activity may be monitored andaltered.

Desired behavior change may be affectedthrough cognitive change

Dobson, K. & Dozois, D. (2001) Historical and philosophicalbases of the cognitive-behavioral therapies. In K.Dobson (Ed.) Handbook of Cognitive BehavioralTherapies (pp.3-39). New York, NY: The Guilford Press.

Social Thinking (in a nutshell)Social Thinking (in a nutshell)• I have thoughts and so do you

• I have “thoughts” different than you - sometimes

• You can have “good/normal/ok” or“uncomfortable/weird” thoughts about me basedon my behavior (i.e., what I say or do) – RELATEDto Feelings

The reverse is also true

• If I am able to read your intentions and plan,then I will know how to respond.

• I can use my thoughts to imagine and wonderand connect to others’ thinking

• This all relates to social as well as Academics



DO WE TEACH THE “THINKING”DO WE TEACH THE “THINKING”UNDERLYING THE SKILLUNDERLYING THE SKILL

ORORDO WE TEACH THE SOCIAL “SKILL”DO WE TEACH THE SOCIAL “SKILL”

ORORBOTH?BOTH?

By the time our students are approachingadulthood, they have had hundreds of IEPgoals, objectives, behavior plans, rewards,punishments, reinforcers, stars, nags, grades,etc…

CONSIDER FOR ACONSIDER FOR AMOMENT….MOMENT….

- with the intention of increasing,decreasing, improving, introducing,practicing some kind of skill orbehavior

Tried to decrease, increase, improve,learn, do, stop, participate, or…..

Were you successful? Why not?

WHAT WAS THE LASTWHAT WAS THE LASTBEHAVIOR YOUBEHAVIOR YOU



The middle part of your brain is quite interestedin seeking things that it finds pleasurable. Alsoreferred to as the “I want” part of the brain.

When changing habits, behaviors, etc….When changing habits, behaviors, etc….

This part of your brain has a bit of adisagreement with the front part of the brainthat tells us to “cool it” and stay on target.

WHAT DO WE KNOW ABOUTWHAT DO WE KNOW ABOUTTHE BRAIN AND BEHAVIORTHE BRAIN AND BEHAVIOR

CHANGE?CHANGE?

Time 2012 (McGonigal, 2012)

What does this mean for those IEP goals?

Or the New Years resolutions?

Or how I approach teaching behavior change?

THE PHRASE “JUST DO IT” ISTHE PHRASE “JUST DO IT” ISA LITTLE MORE COMPLEXA LITTLE MORE COMPLEX

FOR MOST OF USFOR MOST OF US

GOAL OF TREATMENT/Education:GOAL OF TREATMENT/Education:

• To use each person’s strengths(concrete learning) to teachincreasingly abstract ideas, nomatter the age.

• The goal is not to make thedisability go away, but to createmore ways to use their abilities.



Teaching Social Thinking is different fromTeaching Social Thinking is different from

teaching social skillsteaching social skills

Thinking with your eyesversus Eye-Contact

Daniel: Didn’t know thateye balls showed gazeconnection

ILAUGH ModelILAUGH Model

This is designed to help you have aframework for organizing your ownunderstanding of where our kids mightstruggle

Not ALL kids have issues in every area

Not every kid with social learningproblems has an issue in each area – infact, some may have strengths.

So, don’t actively treat all areas of theILAUGH

I LAUGHI LAUGH

I = InitiatingL = Listening with eyes and brainA = Abstracting and InferencingU = Understanding perspectiveG = Getting the Big Picture (gestalt)H = Humor and Human Relationships



Remodeled ILAUGH model of Social ThinkingRemodeled ILAUGH model of Social Thinking

PerspectiveTaking

&

Getting theMain Idea

Central Coherence

Humor & HumanRelations

Abstract-Inferential

Theory of Mind

ExecutiveFunctioning

Listening with Eyesand Brain

Initiation

JointAttention

Research Supports these2 key pieces but hard tosort these 2 out

Difficulty withthese…

Leads toproblems here

EBP and/or PBE?EBP and/or PBE?

Evidence BasedPracticesPractices which haveseveral researchstudies proving thetreatment approachis effective for aspecific population.

Practice Based on theEvidence

Treatment approach thatis developed from awealth of research studiesdemonstrating keyconcepts which should beaddressed for a specificpopulation.

These studies can bedevelopmentally basedand/or related toconcepts orcharacteristics importantto a specific special needspopulation.

Social Radar SystemSocial Radar System



Social ThinkingSocial Thinking --Social Communication ProfileSocial Communication Profile

Significantly Challenged Social Communicator (SCSC)Very, very limited in their knowledge of other

people’s perspective. Require highly structuredenvironment to facilitate social interaction.

Emerging Social Communicator(ESC):Understand people have different thoughts if they

think long and hard about it.

Nuance Challenged Social Communicator (NCSC)Quick at understanding that people have different

thoughts but slow in determining how to figurethem out.

Resistant Social Communicator (RSC)Argues and insists they are right!

Social Thinking –

Social Learning Tree totounderstand developing aunderstand developing a

treatment pathwaytreatment pathway

Social Learning Tree:Social Learning Tree:

Core social learning roots:

•joint attention

•executive functioning

•central coherence

•Theory of Mind

•Language

•Cognition

•Sensory Integration

•……….make up the social learning rootsystem



Imagine the trunk of a treeImagine the trunk of a tree

The ILAUGH Model-Remodeled createsthe trunk of the social learning tree.

The stronger and taller it grows the morecapacity for the development of thebranches and leaves.

TRUNK = ILAUGH

Imagine the branchesImagine the branches

The branches create the diverse sociallearning capacity:

•Reading comprehension

•Playground play

•Working as part of a group

•Having conversations

•Cooperating

•Written Expression, etc..

Imagine the leavesImagine the leavesmost treatment and therapy is in the leaves!)most treatment and therapy is in the leaves!)

•The leaves of the social learning treeare the details related to the branches.If the leaves are on the branch ofplayground play, the leaves involve:

• Taking turns

• Being a good sport

• Being friendly, etc..

• Or Reading comprehension might be abranch



ILAUGH

Inferencing feelingsUnderstanding the story

Making predictions aboutevents and understanding whythey happen

Summarizing the eventsaccording to the main idea

How do we know what to Work onHow do we know what to Work onTeaching?Teaching?

We are constantly assessing our student’score social learning knowledge and learningcapacity.

We need to get out of theleaves and into the roots

and trunk. If you treat theroots, then there will be

an impact on readingcomprehension and other

branches

But rememberBut remember

3. anxiety! Sayinghi is only the start

1. hidden rule: Wedon’t over-greet

2. Nuance:-ex. Portugal-ex. Teens



Four Steps of CommunicationFour Steps of Communication

Thinking about the person you arenear or talking to

Establishing Physical Presence

Thinking with your eyes

Using language to relate to others

1. Thinking About The Others1. Thinking About The Others

• Recognize they have thoughtsand emotions .

• Recognize that there are differentopinions that have to benegotiated.

• Recognize they have hiddenintent in their verbal/non-verbalmessages.

2. Get Close Enough To Communicate:2. Get Close Enough To Communicate:Physical PresencePhysical Presence

The basics of physical presence:

The “one arm rule”

The nuance of physical presence- Shifts in posture, hips, shoulders, head

What happens when a 3rd person enters a group?

Why wont anyone let me talk in a meeting?



3. Eyes Have Thoughts3. Eyes Have Thoughts

Do not assume a person has goodability to use their eyes to sociallyobserve.

There is a difference between scienceoriented visual thinking and socialvisual thinking.

4. Language4. Language

To review: language unfolds only after:

1. A person is centered in who they arecommunicating with = think

2. Physical presence

3. Thinking with their eyes

4. Language between others “basically”consists of Questions and Comments

FaceFace--toto--face communicationface communicationnever starts withnever starts with wordswords

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HHeelllloo TThheerree!! …Now Shoo!...Title: Microsoft PowerPoint - HELP Group 2012 [Compatibility Mode] Author: Pam Created Date: 9/30/2012 11:41:55 AM