implemeneng’ who’am’i?’ social’thinking’vocabulary’ who ... ·...

Michelle Garcia Winner May 21, 2015 Aarhus, Denmark

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

ImplemenEng Social Thinking Vocabulary

Michelle Garcia Winner San Jose, California

Who am I? Who are you?

� High func1oning Au1sm Spectrum Disorders/Asperger’s Syndrome/PDD

� Seman1c Pragma1c Disorder � Nonverbal Learning Disorder (NLD) � Hyperlexia � ToureGes Syndrome ….Fragile X…. � ADHD + OCD = Asperger Syndrome? � Students who have no clear diagnoses but do not share space effec1vely!

DiagnosEc Labels Related to Weak Social Skills Development:



What is Social Thinking?

The ability to consider your own and others thoughts, emoEons, beliefs, intenEons, knowledge, etc. to help interpret and respond to the informaEon in your mind and possibly through your social behavioral interacEons.

What are considered good social skills?

The ability to adapt your behavior effecEvely based on the situaEon and what you know about the people in the situaEon so that they will react and respond to you in the manner you had hoped.

Why do we care?

To impact how others feel about us which also impacts how we feel about ourselves.

1.  Students and teacher have to share space effecEvely.

2.  Each parEcipant has to interpret the other (student and teacher) accurately.

3.  Students work together in peer based groups.

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

Social Thinking Plays a PROMINENT role in the classroom when:

If…..

•  You watched this clip for fun it’s called “fun” •  If you read this story = reading comprehension

•  If you write this story = wri]en expression •  If you described it to someone else = conversaEonal skills.

Think about the social-‐academic connecEon

Our social thinking is our meaning maker. It is how we interpret and

respond to all socially based informaEon!



Social Thinking treatment is developed for students with fair to strong language and learning skills.

Used best with people who at least a 70 verbal IQ.

IntervenEon for kids with poor social skills, is not quite so simple as teaching

them be]er social skills.

•  Example: eye contact. – We teach students to

• Think With Their Eyes

I Laugh Model of Social CogniEon

I =IniEaEng L=Listening with eyes and brain A=AbstracEng and Inferencing U=Understanding perspecEve G=Geeng the Big Picture (gestalt) H=Humor and Human RelaEonship

• Having to start a behavior that is NOT rouEne • This skill should evolve from infancy. • Asking for HELP! (John’s DVD clip)

Difficulty with INITIATION

Physical and Communica0ve

IniEaEon…let’s get started! •  Create expectaEon for iniEaEon •  Build iniEaEon into rouEnes •  If the person is a VERY delayed responder, build concrete guidelines for acceptable pause Emes.

•  Teach with Social Stories®, scripEng and comic strip conversaEons



I =IniEaEng L=Listening with eyes and brain A=AbstracEng and Inferencing U=Understanding perspecEve G=Geeng the Big Picture (gestalt) H=Humor!!!!!

• Weak auditory processing and a]enEon skills.

•  Quirky a]enEon span •  Difficulty gaining further informaEon with eyes – Classroom “blurEng”

Difficulty with “listening” BlurEng: What to say

I am looking at Kevin I am thinking about Kevin, I am not thinking about you right now.

Allow for the BORING MOMENT!!!!

Teach them the expectaEons of

being bored.




•  Very concrete, don’t like the unknown •  Difficulty inferencing (hate guessing) •  Preference for sameness, even for word meanings.

•  Poor interpretaEon of indirect/figuraEve language (e.g. idioms and metaphors)

•  Difficulty with non-‐verbal communicaEon skills

Language DifficulEes: Abstract and InferenEal

It’s all about reading intenEons!

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

-‐concrete -‐emoEonal Teachers do some of this in the school day, but omen not intense enough to help children with social cogniEve deficits connect.

Teaching towards increasing understanding of the Abstract

•  Beyond processing the signal or reading the code…both require: – InterpretaEon of different perspecEves – Ability to determine the problems and related soluEons

– Ability to make predicEons about the text, etc.

Auditory and Reading Comprehension Are Similar!

www.mindwingconcepts.com

www.mindwingconcepts.com

Story Grammar Marker® BRADY

Story Grammar Marker® Icons



Cri1cal Thinking Triangle™ www.mindwingconcepts.com


Teachers and students are dependent on each trying to take the perspecEve of

the other.

However, some of your students do not realize you are teaching anyone other

than them!

PerspecEve Taking Monitoring your own and others’…

Thoughts and EmoEons Physical moEves

Prior Knowledge / Experiences Belief System Personality Given specific expecta1ons of the situaEon!

Language-‐based IntenEons

In a classroom the teaching Eme and the quiet Eme is filled with and hidden social rules.

PerspecEve Taking most omen occurs away from verbal interacEon.

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

is your intent? 3.  You think about what I am thinking about

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

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

PerspecEve Taking has four immediate steps



We usually want people to have neutral to good thoughts about us when sharing space or interacEng.

Trying to understand your own and others range of emoEons is

criEcal for social thinking.

• What’s embarrassment? •  I don’t know what to call what I feel!

• How do I respond to how you feel if you don’t tell me how you feel?


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

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

•  Very weak ability to organize/prioriEze

UNDERSTANDING THE GESTALT

USE VISUAL STRATEGIES! •  TIME-‐TIMER, wri]en notes and/or pictures-‐icons

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

Teaching around Auditory Comprehension issues Time Timer www.EmeEmer.com



•  Clearly and efficiently idenEfying the main idea. •  Organizing informaEon in prior to wriEng. •  Staying focused to central ideas with details. •  Summarizing effecEvely •  Taking perspecEve of characters and the needs of the intended reader.

•  Considering the intent of the teacher who assigned it.

Wri]en Expression Requires


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

cogniEvely.”

Fostering a relaEonship with these kids is crucial!

Dr. Stanley Greenspan:

•  Explore what makes people laugh • When is it OK, not OK to be funny? •  Use goofy props to teach about social skill

-‐pass the chicken -‐chicken on the shoulder

Make sure Humor is part of the lesson!

I Laugh Back to social connecEng and problem

solving I =IniEaEng L=Listening with eyes and brain A=AbstracEng and Inferencing U=Understanding perspecEve G=Geeng the Big Picture (gestalt) H=Humor!!!!!

Exploring Treatment via Social Thinking



Grouping of Students for teaching Social Thinking is CriEcal!

•  Group them by their Social CommunicaEon levels!

•  However, appreciate the levels indicated sEll allow for large variaEon in ability.

Social Thinking Social Learning Tree to understand developing a treatment pathway

Social Learning Tree:

•  Core social learning roots: –  Joint a]enEon – ExecuEve funcEoning – Central coherence – Theory of Mind – Language – CogniEon – Sensory IntegraEon

……….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 conversaEons – CooperaEng – Wri]en 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..

Social Thinking-‐Social Learning Tree© arEcle for free

Social Thinking strives to provide treatment in the roots and trunk.

EXPLORING CONCEPTS RELATED TO TEACHING COMMUNICATION SKILLS AND USING COGNITIVE BEHAVIORAL TEACHING STRATEGIES



Core concepts of Cogni1ve Behavioral Therapy

1.  CogniEve behavior affects acEvity 2.  CogniEve acEvity may be monitored

and altered 3.  Desired behavior change may be

effected through cogniEve change

Dobson, K. & Dozois, D. (2001) Historical and philosophical bases of the cogniEve-‐behavioral therapies. In K. Dobson (Ed.) Handbook of CogniEve Behavioral Therapies (pp.3-‐39). New York, NY: The Guilford Press.

Two core Social Thinking frameworks

To help put social informaEon into a larger framework

4 Steps of PerspecEve Taking

I think about you. You think about me. 1.

I am aware of your moEve/intenEon. Why are you near me? What do you want from me?

2.

Since you are thinking about me, what are you thinking about me?

3.

I monitor my behavior and possibly adjust it to keep you thinking about me the way I want you to think about me.

4.

Required in all groups: 4 Steps of CommunicaEon Thinking about people who share your space or whom you plan to communicate with.

1.

Establishing a physical presence to show intenEon to communicate.

2.

Use eyes to think about others. 3.

Language to relate to others. 4.

Social Thinking is the ability to:

…All are heavily grounded in one’s social thinking.

Predict Infer Conceptualize Determine moEves/intenEons Get organized Listen acEvely Speak coherently

“Social Thinking vocabulary & concepts”

User-‐friendly vocabulary concepts to explicitly teach social expectaEons to all people across all seengs. Concepts can be used in the mainstream classroom as well as any other situaEon.



More than just words

–  It is not about the vocabulary, it is about the concepts underneath

– We use the language because the language triggers the thought and the behavior

Behavior Thought Concept

We start with teaching explicitly what it means to observe

Thinking with Your Eyes

Encourages our students to explore the situaEon and the people in the situaEon to help them understand social expectaEons as well as others’ thoughts and feelings. We describe how we all think with our eyes to help us become Social DetecEves.

Teaching students to focus on:

•  Where are the people? •  What do I know about them? •  Where are people looking? •  How are they feeling? •  What’s going on around the person?

Joint A]enEon is a pre-‐requisite for thinking with your eyes!

Hidden Social Rules

At Emes described as “the hidden curriculum.” Encourages us to acEvely discover and give voice to informaEon that is mandatory for all parEcipants in a situaEon to abide by in order for people to feel comfortable sharing space together.



Quote from 43 yr old male client

“Observing the social interacEons of others is very helpful to me as I formulate how to interact myself. As I learn not everyone walks with their head down avoiding eye contact all of the Eme. As I learn when and how to smile. As I study what makes a stranger seem approachable. In short, you have to know the rules of the game in order to play the game.”

Expected behavior

Unexpected Behavior

We think about what people think about us.

Good Thoughts – Comfortable Thoughts

Weird Thoughts –Uncomfortable Thoughts

Use Carol Gray’s Comic Strip ConversaEons

He gave the wrong answer!

He’s a jerk!!

Whole Body Listening

Concept created by *Susanne Paule]e Truesdale (1990) to increase effecEve listening and now incorporated for effecEve thinking with eyes and listening skills.

*Truesdale, S. (1990). Whole body listening: Developing acEve auditory skills. Language, Speech and Hearing Services in Schools, 21: 183-‐184.

Lesson on physical presence: Is your body IN the group?



Is your body OUT of the group? Is your brain IN the group? or OUT

of the group?

Red SEck-‐Blue SEck lesson or we call it

Good Thought-‐Uncomfortable Thought lesson

Teaching social accountability

Introducing emoEons -‐ feelings

You can change how I feel. Social rules change with age.

As the social experience gets more complicated, so do our lessons

Three Parts of Play

Time Timer TimeEmer.com

Social Thinking Vocabulary Published Research

Crooke, P.J., Hendrix, R.E., Rachman, J.Y., (2008) 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, (38) 3.



Singular imaginaEon

Science wonder — Social wonders

Core Social Vocabulary Concepts

How ImaginaEon and Wonder Contribute to Social RelaEons

Shared imaginaEon

Keeping people files Asking quesEons to people them

Add a thought

Whopping topic changes

Core Social Thinking Concepts

Follow-‐up quesEons

SupporEng comments (responses)

Using Language to Relate to Others

Saying nothing gives people nothing to talk about

Using colored paper strips to pracEce the parts

Add-‐A-‐Thought

SupporEng Comment

Body and Brain in the group

Ask a quesEon to a person about that person

Teaching informaEon to help with Self-‐RegulaEon

Social Behavior Mapping

First you consider the situaBon and then you determine…

Teaches the domino effect of social behavior and related emoEonal and behavioral responses



Three key components to Social Behavior Maps (SBM)

1.  IdenEfy the situaEon 2.  IdenEfy the expected and unexpected

behaviors (hidden rules) 3.  Explain how we react to each other

based on how we do what is expected or unexpected in that situaEon.

For example: 1. SituaEon

Standing in line for recess

IdenEfy the expected and unexpected behaviors (hidden rules)

for standing in line for recess:

Expected behaviors

– Stand in a line – Body facing towards the person in front of the line.

– Quiet body (not touching others)

– Quiet voice – Accept that others will get turns to go first in line

Unexpected behavior

– Pushing others – Body and eyes faced away from front of the line.

– Talking to others or self

– InsisEng on going first – Wander away from the line

Expected behavior •  Stand in a line •  Body facing towards the person in front of the line.

•  Quiet body (not touching others)

•  Quiet voice •  Accept that others will get turns to go first in line

How people feel

How they treat you

How you feel

Calm Good Pleased

Friendly voice Calm face Compli-‐ments

Calm Included Happy

Unexpected behavior

Pushing others Turned away from front Talking to others or self InsisEng on going first Wander away from the line

How people feel

How they treat you

How you feel

Frustrated Stressed Worried

Angry voice Upset looking face Nag you to do what is expected

Frustrated Stressed Angry at others



CreaEng a Social Behavior Map

Geeng started with Social Behavior Mapping

1.  Define the context or situaEon – this is criEcal for figuring out out what is expected or unexpected (hidden rules) in that situaEon in the following steps.

1. Define the behaviors in that seeng under the Unexpected & expected columns

Social Behavior Mapping Always start with the unexpected behavior column first

a.  Define the unexpected behaviors first as they are easier to observe.

b.  The “expected behaviors” should be the opposite of the listed unexpected behaviors.

The expected behaviors should always be wri]en in a posiEve voice. Avoid lisEng “what not to do” in the

expected column.

2. Show how the behavior is linked to the emoEonal reacEons of

others by lisEng a few emoEonal reacEons to the behavior in this

situaEon.




3. Show how the emoEonal reacEons are linked to good and bad consequences to specific reacEons in this situaEon.


4. Show how the behavioral consequences are linked to one’s own emoEonal by lisEng a few

emoEonal reacEons based on how the person is treated.


Fill out a SBM using blank form in your handout.

Circle the key concepts in each column based on whether expected or unexpected behaviors kick off the

chain reacEon.

Use Social Behavior Mapping to:

•  Help develop a student’s self-‐awareness of behavioral expectaEons in a situaEon.

•  Teach the social emoEonal chain reacEon. •  Have kids self-‐monitor their own and other’s behaviors, emoEons, etc.

•  Take data •  Use as a school wide social emoEonal teaching plan

•  “Talk it through the map”



•  Blogs, free arEcles, research

•  Conferences •  Products •  Assessment & Therapy •  Mentor / Internship

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