REVIEW&YOURHANDOUTS& …c.ymcdn.com/sites/Diagnoses& • ASD&–AuNsm ... idioms&and&metaphors)& • Diﬃculty&with&nonRverbal&communicaon& skills ... • Personality&

Michelle Garcia Winner/Nancy Tarshis

copyright 2015 Think Social Publishing, Inc. www.socialthinking.com 1

Social Thinking® Across the Home and School Day: The I LAUGH Model of

Social Thinking

Presented By

Nancy Tarshis M.A., M.S. CCC-‐SLP

Based on the work of: Michelle Garcia Winner M.A., CCC–SLP

www.socialthinking.com

Extra handouts for today including worksheets and bibliography:

Located on website: www.socialthinking.com Go to “Conference Tab” In index on left side, see “Miscellaneous” –click on this link handout posted under “Day A”

REVIEW YOUR HANDOUTS

Who am I and who are you??

Financial Disclosure

Social Thinking has published a number of products, most of which were developed due to requests from former audience aLendees. We will be menNoning some of these books during this workshop day; as well as books published by others that we think the audience should know about.

WHO IS THIS TALK FOR? THOSE WITH SOLID LANGUAGE SKILLS WHO ARE ALSO NEAR NORMAL TO WAY ABOVE NORMAL VERBAL INTELLIGENCE



Related Diagnoses •  ASD – AuNsm Spectrum Disorder •  Asperger Syndrome •  PDD-‐NOS •  Social CommunicaNon Disorder •  SemanNc PragmaNc Disorder •  Nonverbal Learning Disorder (NLD) •  Hyperlexia •  ToureLes Syndrome….Fragile X…. •  ADHD + OCD = Asperger Syndrome? •  Where does Bipolar fit in?, etc…

What is Social Thinking?

The ability to consider your own and others thoughts, emoNons, beliefs, intenNons, knowledge, etc. to help interpret and respond to the informaNon in your mind and possibly through your social behavioral interacNons.

What are considered good social skills?

As you consider your Social Thinking, it’s the ability to adapt your behavior effecNvely based on the situaNon and what you know about the people in the situaNon for them to react and respond to you in the manner you had hoped.

Why do we use social skills?

To impact how we make people feel which then impacts how they feel about us. This impacts how we can feel about ourselves!

Do all kids have the same type of problems?

Challenged Social Communicator

Summary: Social Thinking-‐Social CommunicaNon Profile

Significantly Challenged Social Communicator

Emerging Social Communicator

Nuanced Challenged Social Communicator

Neurotypical Social

Communicator



Free arNcle – www.socialthinking.com

Under: What’s social thinking? Social Thinking-‐ Social CommunicaNon Profile

Social Thinking Plays a PROMINENT role in the classroom when:

•  Students and teacher have to share space effecNvely.

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

•  Students work together in peer based groups.

•  Students have to interpret and respond appropriately to the curriculum.

Erika’s Test Scores Will she receive services?

•  IQ: Composite: Superior Range (129) –  verbal “very superior range” (145) –  Nonverbal “Average Range” (105)

•  Reading: 105 •  Math: 107 •  WriNng: 110 •  Comprehensive Assessment of Spoken Language (CASL)

–  Non-‐literal language: 112 (79th %) –  Inferences: 106 (66th %) –  PragmaNc Judgment: 98 (45th%)

•  Test of Problem Solving: 57th % percenNle

Why do we laugh?

•  What our students and parents are dealing with is no laughing maLer.

•  Perhaps our laugh comes from what we take for granted; we think these errors are funny yet they are confusing to our students, their families and to us, professionals.

How do parents feel about all of this? •  Even with the best professionals on their team, their children will sNll struggle at Nmes.

•  On the other side of it, they get frustrated when they have been to many professionals but they are not receiving pracNcal informaNon.

•  They are concerned about how they and their family are coping.

What do parents want us to do?

•  Seek an knowledge to beLer understand their children’s challenges.

•  Understand why that parents are stressed is in part because while it is easy to find humor in some of the things our children do, it is harder to get people to address the core issues.

•  Share strategies for us all to use and encourage ways to help their children find a reason to use the same strategies!



IntervenNon for kids with poor social skills, requires teaching more than social

skills…

•  We need to help teach students become more efficient social thinkers, before we can expect them to produce beLer social skills.

•  Example: eye contact.

We need to teach: “Social Thinking and related social skills.”

•  Rather than teach “eye-‐contact”; teach we are “thinking with our eyes”.

•  These ideas are best for students who have systemaNc language and a verbal IQ of 70 or higher, who also have a moderately funcNoning theory of mind.

We have to be always aware of:

•  The social situaNon/context •  The social rules change with age

Hidden Curriculum or Hidden Rules

•  For example: social rules for students’ behavior are different before and aqer the teacher officially starts the class.

•  Students usually figure out the “hidden curriculum” through their own acNve social thinking.

•  However, students with social cogniNve deficits oqen have to be explicitly taught. Ex: Barnes and Noble

Social Rules Change with Age

•  Social Skills increase significantly in nuance and sophisNcaNon with age.

•  Some of our students’ errors are due to the fact that they don’t recognize the “rules have changed”.

•  Teach this explicitly.

•  Ex: Interrup4ons, apologizes.

As all children age…

Dynamics of social play and academic demands evolve together.



Social Thinking provides the Infrastructure

for many Language Arts Standards

•  Furthermore, teachers provide culminaNng lessons to celebrate the development of the informaNon related to the standards; they do not directly teach the standards.

•  Blogs, free arQcles, research

•  Conferences •  Products •  Assessment & Therapy

•  Mentor / Internship Training

•  NewsleVers

www.facebook.com/socialthinking

Goal of Treatment:

•  To use each person’s strengths (concrete learning) to teach increasingly abstract ideas, no maLer the age.

•  The goal is not to make the disability go away, but to create more awareness and then use of expected social skills.

Types of Treatment

•  PharmaceuNcal •  Bio-‐medical •  Environmental (IEP modificaNons) •  Child Changes Internal OperaNng System (IEP goals)

Social Thinking is demonstrated by:

•  EffecNve CommunicaNon

•  Personal Problem Solving

•  OrganizaNonal Skills

•  WriLen Expression

•  Reading comprehension, etc.

I LAUGH: An acronym for elements of CommunicaNon & Problem Solving…

I = Initiating L = Listening with eyes and brain

A = Abstracting and Inferencing

G = Getting the Big Picture (gestalt) U = Understanding perspective

H = Humor and Human Relationships



Difficulty with INITIATION Physical or Behavioral

Having to start a behavior that is NOT rouNne

Teaching IniNaNon

•  Explore how a student asks for help, etc.. •  Create expectaNon for iniNaNon •  Build iniNaNon into rouNnes •  Teach with Social Stories, scripNng and comic strip conversaNons

S4cker Strategies: Prac4cal Strategies to Encourage Social

Thinking and Organiza4on

Common Core Standards: IniNaNng •  Kinder: Ask quesNons to clear up any confusion about the topics and texts under discussion

•  2nd: Tell a story or recount an experience with appropriate facts and relevant, descripNve details, speaking audibly in coherent sentences.

•  5th: Engage effecNvely in a range of collaboraNve discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.








Difficulty with “listening”

• Weak auditory processing skills •  Difficulty gaining further informaNon with eyes

•  Classroom “blurNng” • Quirky aLenNon span

Classroom BlurNng

•  Keep your eyes on who you were talking to, hold up the palm of your hand to the offender and say:

“I was looking at ___________; that means I was talking to _________; I was not talking to you.”

Teach how to cope with boredom as a classroom expectaNon

Allow for the BORING MOMENT

Teaching around Auditory Comprehension issues

•  Use visual strategies : TIME-‐TIMER, wriLen notes and/or pictures-‐icons

•  Encourage “thinking with their eyes” •  Check comprehension by asking them to repeat what you want them to do!

•  Have THEM write it out.

Time Timer www.NmeNmer.com



Common Core Standards: listening

•  Kinder: Confirm understanding of a text read aloud or informaNon presented orally or through other media by asking and answering quesNons about key details and requesNng clarificaNon if something is not understood.

•  5th: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Auditory and Reading Comprehension Are Similar!

•  Beyond processing the signal or reading the code…both require: – InterpretaNon of different perspecNves – Ability to determine the problems and related soluNons

– Ability to make guesses about what is being inferred by the message

www.mindwingconcepts.com

Story Grammar Marker® BRADY Story Grammar Marker® Icons

Developed by

Maryellen Rooney Moreau

www.mindwingconcepts.com

Critical Thinking Triangle™ Excellent reading comprehension research summary Goal : To describe specific story books that can be used to teach the concepts related to Social Thinking Vocabulary. Goal: To explain the use of “Book Chats” as a Social Thinking Academic teaching Strategy Goal: To provide examples of practical IEP goals related to teaching these concepts.








CommunicaNon DifficulNes: Abstract and InferenNal

•  Very concrete, don’t like the unknown •  Difficulty inferencing (hate guessing) •  Preference for sameness (argue for it) •  Poor interpretaNon of figuraNve language (e.g. idioms and metaphors)

•  Difficulty with non-‐verbal communicaNon skills

•  Reading comprehension challenges

Vocabulary RigidiNes

•  Vocabulary gets learned in a very set way

•  -‐Mike’s Problem or Glitch?

Why can’t she get her homework done?

•  2:55-‐4:29 Free-‐Nme •  4:30-‐4:48 TV •  5:00-‐5:30 Dinner •  5:31-‐6:59 Free-‐Nme/play tapes •  7:00-‐7:45 Radio •  7:46-‐7:59 Free-‐Nme •  8:00-‐8:15 Radio •  8:16-‐8:29 Free-‐Nme etc…

Abstractness of CommunicaNon:

•  Facial expression, body language, tone and inflecNon of voice

•  The fact that the message disappears as soon as it is said

•  The fact that you have to process all of the above simultaneously

Common Core Standards: K-‐12 Anchor Standards in English Language Arts

relate to AbstracNng Vocabulary AcquisiNon: Demonstrate understanding of figuraNve language, word relaNonships and nuances in word meaning. Assess how point of view or purpose shapes the content and style of a text



Common Core Standards: AbstracNng

4th : Use context (e.g., definiNons, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4th: Demonstrate understanding of figuraNve language, word relaNonships, and nuances in word meanings.

Teaching towards increasing understanding of the Abstract

•  Teach literal vs. figuraNve (idioms) •  Teach predicNon and inference, making “smart” guesses

-‐concrete -‐emoNonal •  Example: when watching shows, reading books, figuring out what is next to happen in school

The start of a conversaNon is abstract….

•  Look at the person you are talking to •  Make a guess about the person (What do you know about them?)

•  Ask a quesNon or make a comment about your guess!

CreaNng ConversaNon based on perspecNves (see handout)

•  Must think what you know about the other •  Must think what the other may want to talk about based on what you know

•  Must think of quesNons or comments that relate to what you think they want to talk about






CommunicaNon only makes sense when the communicaNve partners are thinking about each

other!



PerspecQve Taking considers your own and other peoples’:

•  Thoughts and EmoNons •  Physical and language based MoNves and IntenNons

•  Prior knowledge/Experiences •  Belief Systems •  Personality

PerspecQve Taking is a Social ExecuQve FuncQoning Task

•  The thoughts and mind of the people around us must be processed, monitored and interpreted at all Nmes.

•  Animals also have this ability to take perspecNve (discussed as Theory of Mind in the literature).

Speed of perspecQve taking and the related response is criQcal!

We have 1-2 seconds to process and respond this information!

PerspecNve taking also requires self-‐awareness

PerspecNve Taking has four immediate steps

1.  I think about you. 2.  I think about WHY you are near me. What is

your intent? 3.  I think about what you are thinking about

me. 4.  I monitor you and modify my behavior to

keep you thinking about me the way I want you to think about me

Difficulty understanding their own and others’ feelings!

•  Limited range of understanding emoNon words…

•  Chuck’s raging water story



Common Core Standards: PerspecNve

•  3rd: Describe characters in a story (e.g., their traits, moNvaNons, or feelings) and explain how their acNons contribute to the sequence of events.

•  5th: Describe how a narrator’s or speaker’s point of view influences how events are described.

Teach PerspecNve Taking…even to the very young!

•  Develop some sense of self, that child expects something of others.

•  Develop some sense of others…what do others EXPECT??

•  Explore rule-‐based social skills from the place of “WHY do them?”






UNDERSTANDING THE GESTALT

•  Over-‐focus on details; don’t see the whole picture

•  Don’t account for contextual cues •  Plug into a specific instrucNon but don’t see how it relates to the next item (constant strugglers)

•  Very weak ability to organize/prioriNze • Weak WriLen Expression

OrganizaNon and WriLen Expression problems can be

HUGE issues.

Common Core Standards: WriQng

•  2nd: Write informaNve/explanatory texts in which they introduce a topic, use facts and definiNons to develop points, and provide a concluding statement or secNon.

•  4th: Produce clear and coherent wriNng in which the development and organizaNon are appropriate to task, purpose, and audience.



A key strategy to explain conceptual thinking:

Graphic Organizers

Search on Google:

Self-‐Regulated WriQng Strategies

Look for work authored or co-‐authored by Karen Harris

Book: Powerful WriQng Strategies for all Students

To Facilitate Written Expression:






“ A person needs to be able to relate affec4vely before he can grow

cogni4vely.”

Fostering a relaQonship is crucial!

-Stanley Greenspan, M.D.

Make sure Humor is part of the lesson!

•  Explore what makes people laugh

• When is it OK, not OK to be funny?








Assessment is not a one Nme process, but ongoing leading us to consider many aspects each Nme we work with the student.

Social Thinking Social Learning Tree to understand developing treatment pathways

Social Learning Tree:

•  Core social learning roots: –  Joint aLenNon – ExecuNve funcNoning – Central coherence – Theory of Mind – Language – CogniNon – Sensory IntegraNon

……….make up the social learning root system

Imagine the trunk of a tree

•  The ILAUGH Model-‐Remodeled creates the trunk of the social learning tree.

•  The stronger and taller it grows the more capacity for the development of the branches and leaves.

Imagine the branches

•  The branches create the diverse social learning capacity: – Reading comprehension – Playground play – Working as part of a group – Having conversaNons – CooperaNng – WriLen Expression, etc..

Imagine the leaves

The leaves of the social learning tree are the details related to the branches. If the leaves are on the branch of playground play, the leaves involve: •  Taking turns •  Being a good sport •  Being friendly, etc..



Joint Attention

Executive

Functioning

Central Coherence

Theory of Mind

Language Cogn

ition

Sensory Integration

Joint Attention

Executive

Functioning

Central Coherence

Theory of Mind

Language Cogn

ition

Sensory Integration

ILAUGH

Joint Attention

Executive

Functioning

Central Coherence

Theory of Mind

Language Cogn

ition

Sensory Integration

ILAUGH

Working as part of a group Having conversation

Coo

pera

ting

Written expression

Playground play

Reading comprehension

Joint Attention

Executive

Functioning

Central Coherence

Theory of Mind

Language Cogn

ition

Sensory Integration

ILAUGH

Working as part of a group Having conversation

Coo

pera

ting

Written expression

Playground play

Reading comparehension

Inferencing feelings Understanding the story

Making predictions about events and understanding why they happen

Summarizing the events according to the main idea

Social Thinking-‐Social Learning Tree© arQcle for free

hLp://socialthinking.com/what-‐is-‐social-‐thinking/social-‐thinking-‐social-‐learning-‐tree

Example of lessons in the roots and trunk



Make It BeLer Stories





Serving up IEP ideas!

The IEP Should NOT:

• ALempt to cure the auNsm…goals such as “Joe will pay aLenNon for 45 minutes” are not helpful.

WINNERMAN’S TOP 5 WORST IEP GOALS...

Presenting….

Rita will interact with staff and

students in a posiQve and producQve manner in structured

se_ngs.

Nancy will refrain from grossly overt inappropriate behavior. (requested not to dance on

campus)



Chad will keep track of all his assignments and tell the teacher when he needs help, 90% of the

Qme.

Nancy will have a 10 min conversaQon with a peer where she engages in no more than 50% of the conversaQon, stays on topic, asks appropriate quesQons and refrains

from stuck topics.

Sam will offer greeQngs to aVain aVenQon of peers/adults by using their name and engage for

up to 20 min in a turn taking acQvity using appropriate words to communicate his wants/

needs, with 1-‐2 peers with no more than 3 verbal prompts in 2/3 opportuniQes.

Goal for 6 year emerging verbal child Goal wriNng: 1. Defined: What is the outcome you are measuring? How do you explain it

to the other members of the IEP team?

2. Observable: What are we to observe? Behavior change or

demonstraNon of knowledge through explanaNon. 3. Measureable: Who will take the data (adult or student?)

Thinking with your eyes

Heidi will observe the eyes of another person and then describe what they may be looking at rubric level 4; once accomplished, Heidi will then make a smart guess to determine what they may be thinking about (based on what they are looking at) rubric level 3.

Awareness of Expected/Unexpected

Rita will describe the hidden rules for a situaNon by lisNng what is expected and unexpected behavior for that situaNon at rubric level 3. or

When given a list of what is unexpected in the situaNon, Rita will describe the related expected behaviors at rubric level 3.



Body in the group

•  Juan will observe other students and describe when their bodies are in the group or out of the group at rubric level 4

•  Juan will keep his body in the group at rubric level 3 SAMPLE SOCIAL THINKING GOAL

IDEAS AND USING RUBRICS

1.  Start with the concept you want to target (thinking with eyes, body in the group, reading intenNons, understanding emoNons, etc.)

2.  Start with a 1 (almost no use or understanding of the target) and end at 4-‐5 (using/understanding consistently)

3.  Excel is an easy way to create rubrics and charts

Making Rubrics: Literally hundreds of online templates Sept Dec. Mar Jun

Rubric 1 2 3 4

Date and Score

Thinking with Eyes

Needs constant adult prompts

and reminders to think with eyes.

Target

Expected reactions

Using eyes to think about others in a

manner consistent with peer group.

Adult only cues at a rate similar to

others

Identifying emotions

1 1 2 3

Sep Dec. Mar Jun

Thinking with Eyes 1 1 2 3

Needs constant adult prompts

and reminders to think with eyes.

Uses eyes to think about others during rouNnes (small group)-‐ adult

prompts needed oqen

Somewhat consistent use of eyes to think about others.

Minimal adult cues.

Using eyes to think about others in a manner consistent with peer group.

Adult cues similar to others

Expected ReacQons 2 1.5 2 2.5

Typically over-‐reacts or under-‐reacts to peers.

Needs full support from

adults to react in an expected manner.

Inconsistent responses and reacNons to peers. Adults intermiLently intervene.

Somewhat consistent responses to

peers depending on the acNvity. Minimal adult

cues.

DemonstraNng responses and

reacNons to peers in a manner consistent with peer group.

Adult cues similar to others in the sexng

IdenQfy own

emoQons 2 3 3 4 Does not idenNfy

any emoNons

Able to idenNfy 1-‐2 emoNons in self with visuals

and adult support

Labels own emoNons (3 or more) with

visual support but minimal adult cues

Understand and talks about

emoNons (liLle support from adult or similar to peer

group)

Rubric 1 2 3 4

Date and Score Target

CharNng is simple if data taken in Excell

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

9.9.12 12.7.12 3.4.13 6.9.13

Rubric Score

Stephen Q 2012-‐2013 School Yr

Thinking with Eyes

Expected ReacNons

IdenNfy own emoNons



USE RUBRICS TO SHOW HOW MUCH A STUDENT UNDERSTANDS VS. PRODUCES ACROSS SOCIAL THINKING LESSONS AND USE RUBRICS TO HAVE STUDENTS EVALUATE THEIR OWN LEARNING COMPARED TO YOU PERSPECTIVE (JUST ANOTHER LESSON IN PERSPECTIVE TAKING)

hLp://www.socialthinking.com/what-‐is-‐social-‐thinking/michelles-‐blog/670-‐how-‐

do-‐we-‐measure-‐social-‐success

FIND FREE BLOG PROVIDING STEP BY STEP INSTRUCTIONS FOR CREATING THE

RUBRICS.

•  Blogs, free arQcles, research

•  Conferences •  Products •  Assessment & Therapy

•  Mentor / Internship Training

•  NewsleVers

www.facebook.com/socialthinking

Documents

REVIEW&YOURHANDOUTS& …c.ymcdn.com/sites/Diagnoses& • ASD&–AuNsm ... idioms&and&metaphors)& • Diﬃculty&with&nonRverbal&communicaon& skills ... • Personality&