with or ﬁnancial interest in a commercial organization...conﬂict of interest with my...

Meeting the Needs of the Student with ASD

Proven Strategies

Timothy P. Kowalski, M.A.,C.C.C. Professional Communication Services, Inc.

1401-A Edgewater Dr. Orlando, FL 32804

www.socialpragmatics.com

In the efforts to comply with the appropriate boards/associations, I declare that I do not have any affiliations with or financial interest in a commercial organization

that could pose a conflict of interest with my presentation.

Timothy P. Kowalski, M.A.,C.C.C.Speaker

In the efforts to comply with the appropriate boards/associations, I declare that I do not

have any affiliations with or financial interest in a commercial organization that could pose a

conflict of interest with my presentation.

Timothy P. Kowalski, M.A.,C.C.C. Speaker

Disclosure• I declare that aside from materials I have authored, I, or my family, do not have

any financial relationship in any amount with a commercial interest whose products or services are discussed in my presentation. Additionally all Planners involved in today’s presentation do not have any financial relationship.

• Non-Financial:

• Florida Assoc. of Sp-Lang. Path. & Aud.: VP Professional Practices in SLP

• Financial:

• Professional Communication Services, Inc.: President

• AS Works: Co-owner

• Author

My books

Pract ical Strategies for Assessment and

Treatment

Social-Pragmatic Successfor Asperger Syndrome and Other Related Disorders

Timothy P. Kowalski

Practical Strategies for Assessment and Treatment

Are you In The Zone?A Simple Technique to Help Someone with Social Difficulties

Timothy P. KowalskiIllustrated by Laura S. Kowalski

Asperger Syndromeexpla

ined

Illustrated by Laura S. Kowalski

Timothy P. Kowalski


Me, Myself, and You A Workbook for Children with Social Difficulties Understanding

Emotions A Guide for Adults


DSM-5 Autism Spectrum Disorder

What’s new?• Autism Spectrum Disorder (ASD) now

replaces previous Pervasive Developmental Disorder

• eliminates differentiation of:

• autistic disorder

• PDD-NOS

• Asperger Disorder

• Childhood Disintegrative Disorder

• no differentiation with ASD among disorders by etiology

• Rett Syndrome

• Fragile X

• other known genetic disorders

3 Domains Become 2!• Social Communication

• Restricted Interests and Repetitive Behaviors

Social Communication DomainA. Persistent deficits in social communication and

social interaction across contexts, not accounted

for by general developmental delays, and manifest by all 3 of the following:

• Deficits in social-emotional reciprocity ranging from abnormal social approach and failure of normal back and forth conversation through reduced sharing of interests, emotions, and affect and response to total lack of initiation of social interaction

• Deficits in nonverbal communicative behaviors used for social interaction; ranging from poorly integrated-verbal and nonverbal communication , through abnormalities in eye contact and body-language, or deficits in understanding and use of nonverbal communication, to total lack of facial expression or gestures.

• Deficits in developing and maintaining relationships appropriate to developmental level (beyond those with caregivers); ranging from difficulties in sharing imaginative play and in making friends to an apparent absence of interest in people.

B.Restricted Interests and Repetitive Behaviors Domain Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two

of the following:

• Stereotyped or repetitive speech, motor movements, or use of objects (such as simple motor stereotypies, echolalia, repetitive use of objects, or idiosyncratic phrases

• Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change; (such as motoric rituals, insistence on same route or food, repetitive questioning or extreme distress at small change)

• Highly restricted, fixated interests that are abnormal in intensity or focus; (such as strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests

• Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; (such as apparent indifference to pain/heat/cold, adverse response to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects).

C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities).

D. Symptoms together limit and impair everyday functioning.

Specifiers and Modifiers

• ASD label now requires additional information provided through:

• specifiers

• modifiers

Specifier for the etiology:

• ASD with Rett Syndrome

• ASD with Fragile X

• ASD with 15q11-13

Specifier for Early History (Pattern of Onset, Losses)

• ASD with onset before 18 months and loss of words and social skills

• ASD with onset by age 30 months and loss of social skills

• ASD with no clear onset and no loss

Modifier indicating other important factors

• ASD with a Language Disorder, ADHD, Developmental Coordination Disorder, or Intellectual Disability

• ASD with tonic-clonic seizures

• ASD with chronic irritable bowel syndrome

Severity Levels

• Level 1: Requiring support

• Level 2: Requiring substantial support

• Level 3: Requiring very substantial support

Severity Level Social Communication

Level 3: Requiring very substantial

support

Severe deficits in verbal and nonverbal SC skills cause severe impairments in functioning; very limited initiation of social

interactions and minimal response to social overtures from others.

Level 2: Requiring substantial support

Marked deficits in verbal and nonverbal SC skills; social impairments apparent even with supports in place; limited

initiation of social interactions and reduced or abnormal response to social overtures from others.

Level 1: Requiring support

Without supports in place, deficits in SC cause noticeable impairments. Has difficulty initiating social interactions and

demonstrates clear examples of atypical or unsuccessful responses to social overtures of others. May appear to have

decreased interest in social interactions.

Severity Level Restricted Interests & Repetitive Behaviors

Level 3: Requiring very substantial

support

Preoccupations, fixated rituals and/or RBS markedly interfere with functioning in all spheres. Marked distress when rituals or routines are interrupted; very difficult to redirect from

fixated interest or returns to it quickly.

Level 2: Requiring substantial support

RRBs and/or preoccupations or fixated interests appear frequently enough to be obvious to the casual observer and interfere with

functioning in a variety of contexts. Distress or frustration is apparent when RRB’s are interrupted; difficult to redirect from fixated interest.

Level 1: Requiring support

RRB’s cause significant interference with functioning in one or more contexts. Resists attempts by others to interrupt RRB’s or

to be redirected from fixated interest.

Social Communication DisorderA.Persistent difficulties in pragmatics or the

social uses of verbal and nonverbal communication in naturalistic contexts, which affects the development of social reciprocity and social relationships...

B.Persistent difficulties in the acquisition and use of spoken language, written language, and other modalities of language (e.g., sign language) for narrative, expository and conversational discourse...

C. Rule out Autism Spectrum Disorder.

D. Symptoms must be present in early childhood...

E. ...result in functional limitations in effective communication, social participation, academic achievement, or occupational performance, alone or in any combination.

• captures children who display difficulties in social communication (similarly to ASD) but not Restrictive and Repetitive Behavior

• previously described as Semantic-Pragmatic Disorder or Pragmatic Language Impairment

• similar to Social-Reciprocity Disorder (ICD-11)

• “No data are yet available about its reliability, validity and prevalence.” Lord & Jones 2012

Gillberg’s Criteria

Social impairment with extreme egocentricity

• inability to interact with peers

• poor appreciation of social cues

• inappropriate social and emotional responses

Limited interests and preoccupations

• more rote than meaning

• exclusive of other interests

• repetitive adherence

Repetitive routines or rituals

• imposed on self

• imposed on others

Speech and language peculiarities

• delayed early development possible

• superficially perfect expressive language

• odd prosody

• impaired comprehension especially with literal and implied meanings

Nonverbal communication problems

• limited use of gestures

• clumsy body language

• inappropriate facial expression

• difficulty with physical proximity

Motor clumsiness

• may not always be seen

http://www.tn.gov/education/student_support/eligibility/92707Autism.pdf

Autism• Autism means a developmental disability, which significantly affects verbal and nonverbal communication and

social interaction, generally evident before age three (3) that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experience. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an Emotional Disturbance, as defined in this section.

• The term of Autism also includes students who have been diagnosed with an Autism Spectrum Disorder such as Autism, Pervasive Developmental Disorder—Not Otherwise Specified (PDD-NOS) or Asperger’s Syndrome when the child’s educational performance is adversely affected. Additionally, it may also include a diagnosis of a Pervasive Developmental Disorder such as Rett's or Childhood Disintegrative Disorder. Autism may exist concurrently with other areas of disability.

• After age three (3), a child could be diagnosed as having Autism if the child manifests the above characteristics. Children with Autism demonstrate the following characteristics prior to age 3:

• (1) difficulty relating to others or interacting in a socially appropriate manner;• (2) absence, disorder, or delay in verbal and/or nonverbal communication; and• (3) one or more of the following:

• (a) insistence on sameness as evidenced by restricted play patterns, repetitive body movements, persistent or unusual preoccupations, and/or resistance to change;

• (b) unusual or inconsistent responses to sensory stimuli.

How do emotions impact social communication?

• happiness

• surprise

• fear

• sadness

• disgust

• anger

600

42

Emotions are a function of the central nervous system

That’s like all the trees in the Amazon

The brain has 100 billion nerve cells

Each nerve cell is connected to about 10,000 other nerve cells making the potential connections about 1000 trillion

That’s like all the leaves in the Amazon

Limbic System

• Responsible for showing, recognizing, controlling the body’s reaction to emotions

Do you get scared?

?

fear triggers immediate reactions

Emotions & Memory are Linked

• When remembering an emotional event, you recall not only what happened, but also how you felt – an emotional memory

• Both can be triggered by something you heard, saw or even smelt

• Scientists think that you store early emotional memories, even if you cannot remember what actually happened. These memories may still affect you as adults.

Why do we look at people?

• to see if we recognize them

• judge gender and age

• determine their mood

Can you identify:happy surprised fearful sad disgusted angry

But, do people with HFA have the same

ability to recognize facial expressions as NTs?

Diagnostic criteria recognize the presence of a clinically

significant difficulty with understanding, expressing, and

regulating emotions.

Comorbidity Exists

• 65% of adolescents with AS have an affective or mood disorder

• “For teenagers with Asperger’s syndrome, an additional mood disorder is the rule rather than the exception.” Atwood, T., (2007). The Complete Guide to Asperger's

Syndrome. Philadelphia: Jessica Kingsley Publishers (p. 129).

Most common comorbid disorders

• anxiety disorder Ghaziuddin, M. Wieder-Mikhail, W. and Ghaziuddin, N. (1998). Comorbidity of Asperger

Syndrome: a preliminary report. Journal of Intellectual Disability Research. 42: 279-283;Gillot, A. , Furniss, F. and Walter, A. (2001). Anxiety in high-functioning children with autism. Autism. 5: 277-286; Green, J., Gilchrest, A., Burton, D. and Cox, A. (2000). Social and psychiatric functioning adolescents with Asperger Syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders. 30: 279-293; Kim, J. Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger Suyndrome. Autism. 4: 117-132; Konstantareas, M. (2005) Anxiety and depression in children and adolescents with Asperger syndrome In K. Stoddart (ed) Children, Yourth and Adults with Asperger Syndrome: Integrating Multiple Perspectives. London: Jessica Kingsley Publishers; Russell, E. and Sofronoff, K. (2004). Anxiety and social worries in children with Asperger syndrome. Australian and New Zealand Journal of Psychiatry. 39: 633-638; Tantam, D. (2000). Psychological disorder in adolescents and adults with Asperger disorder. Autism. 4: 47-62; Tonge, B. Brereton, A., Gray, K, and Einfeld, S. (1999). Behavioral and emotional disturbance in high-functioning autism and Asperger Syndrome. Autism. 3: 117-130;

• obsessive compulsive disorder (OCD)

• post-traumatic stress disorder (PTSD)

• depression

• paranoia

Comorbid anxiety

• anxiety increases attempts at reducing the stress levels

• AS reduces flexibility and increases tunnel vision

• antisocial and noncompliant behavior often seen as controlling

• but it is an attempt at avoiding stress producing situations

• may increase reliance on restricted narrow range of interest

• reclusive behavior often used as an avoidance technique

• assures mistake will not be made since no attempt is made

• may self-medicate using alcohol or marijuana

• Obsessive Compulsive Disorder (OCD)

• restricted narrow range of interest often misdiagnosed as OCD

• AS individuals’ thought patterns differ from NTs McDougle, C. Kresch, L., Goodman, W. and Naylor, S. (1995). A case controlled study of repetitive thoughts and behavior in adults with autistic disorder and obsessive compulsive disorder. American Journal of Psychiatry. 152: 772-777.

• teasing

• bullying

• making a mistake

Common Anxiety Disorders

• Post-traumatic stress disorder (PTSD)

• attempt at avoiding incident or memory of such

• fear of bullying

• fear of harm from a bully

• these thoughts are difficult to block out

• school refusal

• selective mutism

• a severe form of anxiety

• often impacts girls more than boys

• anxiety increases the behaviors of:

• agitation (fight)

• avoidance (flight)

• inability to participate (freeze)

• social anxiety disorder

• often a function of the fear of making a mistake

• social confusion often leads to social ineffectiveness

• Common in AS Clarke, D., Baxter, M., Perry, D., and Prasher, V. (1999).

Affective and psychotic disorders in adults with autism: seven case reports. Autism. 3:149-164; Gillot, A. , Furniss, F. and Walter, A. (2001). Anxiety in high-functioning children with autism. Autism. 5: 277-286; Green, J., Gilchrest, A., Burton, D. and Cox, A. (2000). Social and psychiatric functioning adolescents with Asperger Syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders. 30: 2; Kim, J. Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger Suyndrome. Autism. 4: 117-132; Konstantareas, M. (2005) Anxiety and depression in children and adolescents with Asperger syndrome In K. Stoddart (ed) Children, Youth and Adults with Asperger Syndrome: Integrating Multiple Perspectives. London: Jessica Kingsley Publishers.

• may be as high as 1 in 3 children and adults Ghaziuddin, M. Wieder-Mikhail, W. and Ghaziuddin, N. (1998).

Comorbidity of Asperger Syndrome: a preliminary report. Journal of Intellectual Disability Research. 42: 279-283; Kim, J. Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger Syndrome. Autism. 4: 117-132; Tantam, D. (1988). Asperger's syndrome. Journal of Child Psychology and Psychiatry. 29: 245-253; Wing, L. (1981). Asperger's Syndrome: a clinical account. Psychological medicine. 11: 115-130.

Depression

depression often a function of reactive-depression

• poor self-esteem

• mental exhaustion

• feelings of loneliness

• being tormented

• being teased

• being bullied

• pessimistic view on life

• perfectionist outlook

• rapid, intense anger often triggered by trivial events

• emotional regulation often disrupted

• on a continuum they function 1-2-9-10

• often can’t think of alternate strategies to resolve situation

• but can in another environment

Anger

• property destruction often an attempt at removing unwanted feelings

• limited language of emotions

• not typical of NT peers

• aggression may function as a means of achieving solitude

• preemptive in nature

• be aware of externalized-agitated depression where one blames others for faults

• childhood depression and mania associated with bipolar disorder are often manifested as anger

So why is this a concern?

? Challenges are a function of:

• reduced social reasoning

• empathetic difficulty

• impaired conversational skills

• atypical learning style

• sensory processing deficits

...which predispose them to:

• stress

• anxiety

• frustration

• emotional exhaustion

Theory of Mind Deficits Central Coherence Deficits Executive Function Deficits Emotional Intelligence

Theory of Mind In a nutshell, it’s perspective taking

Borrowing from a movie... I’ve developed “The Zone”

“The Zone” is...

• a term used to describe what most people would expect to see in a given situation

• based on the idea that for any situation, a set of expectations has already been decided upon by a majority of individuals

Good social skills are seldom noticed

• we only pay attention to the “unusual” or “unexpected”

• Richard LaVoie calls this concept “Zero Order Skills”

• "skills that are only significant when they fail to exist"

When walking in a mall...

But then you see...

What do YOU do?

We’ve all been “Out of the Zone” at times

Ever been told your zipper is down?

But did you purposely

leave the house KNOWING it was down?

But say you’re on an Oprah show...

How do people see you?

Many people with AS are unaware how they are seen by others

?

Surprise! People DO think about you

What the?

odd • weird • rude • foolish • unusual

Terms used to describe these individuals

If your 1st impression is negative, how many consecutive interactions must be made

before one changes his opinion of you?

Face reading This guy’s face is hard to read

Can you decide how the person sitting next to you feels right now?

? Prosopagnosia Barton, J., et al. (2004) Are patients with social developmental disorders prosopagnosic? Perceptual heterogeneity in the Asperger and socio-emotional processing disorders. Brain. 127: 1706-1716; Duchaine, B, Nieminen-von Wendt, T., New, J. and Kulomaki, T. (2003). Disocciations of visual recognition in a genetic prosopanosic: evidence for separate developmental processes. Neurocase. 9:380-389; Kracke, I. (1994). Developmental prosopagnosia in Asperger syndrome: presentation and discussion of an individual case. Developmental Medicine and Child Neurology. 36: 873-876.Nieminen-von Wendt, T. (2004). On the origins and diagnosis of Asperger syndrome: a clinical neuroimaging and genetic study. Academic dissertation., Medical Faculty. University of Helsinki. Njiokikrjien, C, et al. (2001) Disordered recognition of facial identity and emotions in three Asperger type autists. European Journal of Child and Adolescent Psychiatry. 10: 79-90.

• can’t read the face of others

• may focus only on individual components of the face

• may not realize one expression has multiple meanings

Feelings

Can you decide how you feel right now?

?

Alexythymia Berthoz, S. and Hill, E (2005). The validity of using self-reports to assess emotion regulation abilities in adults with autism spectrum disorder. European Psychiatry. 20: 291-298; Nieminen-von Wendt, T. (2004). On teh origins and diagnosis of Asperger syndrome: a clinical neuroimaging and genetic study. Academic dissertation., Medical Faculty. University of Helsinki; Rastam, M., Gillberg, C., Gillberg, I. and Johansson, M. (1997). Alexithymia in anorexia nervosa: a controlled study using the 20-item Toronto Alexithymia Scale. Acta Psychiatrica Scandinavica. 95: 385-388; Tani, P. et al (2004). Asperger syndrome, alexityhmia and sleep. Neuropsychobiology. 49: 64-70.

• the inability to identify and describe feeling states

• can’t read emotions in others

• limited vocabulary to describe these states

• especially with subtle states

How can we help these individuals develop this skill that the rest of us

simply take for granted?

?

That’s where “The Zone” can help

The circle is “The Zone”

It represents what most people expect to see at

that moment in time.

The dot is the clientEver overdress for a party?

Embarrassing, right?Being “Out of the Zone”

is not where you want to be

Appropriate social skills require one to:

• realize a message comes in many forms

• identify when a message is being sent

• successfully decode the message

• produce an “action plan”

• implement the plan

• look for feedback to assess it’s “correctness”

• revise as necessary

But I don’t care!

Why is it important to care?

Individuals who recognized the need for improved social thinking

had higher salaries than those who didn’t recognize the need.

Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist supported employment service for high-ability adults with autism or Asperger syndrome. Autism 9: 533-549.

Those lacking social cognition had less positive employment

experiences and showed more preference for solitary activities.

Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of young men with Asperger syndrome: a brief report. Autism. 10: 403-414.

Outcome in AS was good in 27% of cases. However, 26% had a very

restricted life, with no occupation or activity and no friends. Why?

Poor awareness of social thinking.

Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007). Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study More than 5 Years after Original Diagnosis. Journal of Autism and Developmental Disorders.38: 72-85.

But I only want to talk about the things I like

...although some mammals do lay eggs. The duck billed, beaver tailed, otter-

footed platypus of Australia...

Do teachers want the same things out of their students

as their students want from their peers?

?

What’s important?

Teacher Viewpoint

turn taking

perspective taking

logical communication

clarification

Adolescent Viewpoint

nonverbal comprehension

perspective taking

vocal tone interpretation

What’s unimportant?Teacher Viewpoint

humor comprehension

slang usage

nonverbal comprehension

topic maintenance

Adolescent Viewpoint

eye contact

narrative

humor comprehension

topic maintenance

slang usage

How often do we communicate?

Yorkston, K., Eadie, T., Baylor, C., Deitz, J., Dudgeon, B., Miller, R., Amtmann, D. (2006) Developing a Scale of Communicative Participation. ASHA 2006 Annual Convention. Miami Beach.

• 80% of waking hours are spent communicating

Listening

Speaking

Reading

Writing

High

Low

• our brain’s design makes it sociable

• it is drawn into a brain-to-brain linkup whenever we engage with another person

• this linkage allows me to affect you and you to affect me

Neuroscience discovered...

Thank the amygdala

•Happiness •Surprise •Fear •Sadness •Disgust

Which of the 6 human feelings arouses the amygdala the most?

•Anger

What’s with the amygdala?

? The amygdala reads emotions

• elation in the tone of someone’s voice

• hint of anger around the eyes

• posture reflecting defeat

It then processes this information subliminally, beyond the reach of

conscious awareness

The amygdala instantly recognizes the emotion we see in others

• the stronger the emotion displayed, the more intense the amygdala’s reaction Whalen, P., Shin L., McInerney, S., Fischer, H., Wright, C.,Rauch, S. (2001). A functional MRI study of human amygdala responses to facial expressions of fear versus anger. 1: 70-83.

• when 2 people interact face-to-face, contagion spreads via multiple neural circuits within each person’s brain

How Important is Nonverbal Communication?

• 60-90% • 7% vocabulary, 55% body language, 38% vocal tone

• the human brain has multiple mirror neuron systems used to:

• mirror actions

• read intentions

• read emotions

Social skills depend on mirror neurons

How fast does our brain make a pro or con decision about another person?

1/20th of a second

“The Zone” helps with social awareness

Ever feel out of place?

You used mirror neurons to help you analyze the situation

Friends can help too

So can your eyes

So, use your eyes, your amygdala, and your mirror neurons to decide if

you are “In the Zone”

Because you don’t want to be “Out of the Zone” Other techniques to develop ToM

• Comic Strip Conversations

• Social Stories

• Barrier Games

• Behavioral Cause-Effect

• Peer Buddies

Problem

Is it fixed?

yes no

ToM Decision TreeDecision Tree

Does he havecognitiveflexibility?

Can he takeon the

perspectivesof others?

Does he haveimpaired

imaginativeplay?

Does he knowhis behavior

impactsothers?

Does he knowpeople thinkdifferently?

Does he thinkin Black and

White?

Does he havedeficient

inferentialreasoning?

Is he unawarethat his

delivery stylecan be

abrasive?

Is hedistractible?

Organizationaldifficulties?

Sequentialdifficulties?

Poor impulsecontrol?

Rigidthinking?

Perfectionist?

Doesn't learnfrom

mistakes?

Fails torealize a newapproach maybe needed?

Follows apredetermined

script

Fixates onspecial

interests?

Control freak?

Executive Functions

Executive Functions

• typical characteristics associated with AS: Eisenmajer, R. et al. (1995). Comparison of clinical symptoms in autism and Asperger's disorder. Journal of

the American Academy of Child and Adolescent Psychiatry. 35: 1523-1531; Nyden, A., Gillberg, C., Hjelmquist, E., and Heiman, M. (1999). Executive function/attention deficits in boys with Asperger syndrome, attention disorder and reading/writing disorder. Autism: 3: 213-228; Ozonoff, S., South, M. and Miller, J. (2000) DSM0IV defined Asperger syndrome: cognitive behavioral and early history differentiation from high-functioning autism. Autism. 4: 29-46; Pennington, B. and Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry Annual Research Review. 38: 51-87.

• disinhibited

• impulsive

It’s the amygdala! • research has determined structural and functional abnormalities exist Adolphs, R., Sears, L. and Piven, J. (2001). Abnormal processing of social information from faces in autism. Journal of Cognitive Neuroscience. 13: 232-240; Baron-Cohen, S., et al. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or High-Functioning Autism. Journal of Autism and Developmental Disorders. 29; 407-418l; Critchley, H., et al. (2000). The functional neuroanatomy of social behavior. Brain. 123: 2203-2212; Fine, C., Lumsden, J. and Blair, R. (2001) Dissociation between theory of mind and executive functions in a patient with early left amygdala damage. Brain Journal of Neurology. 124: 287-298;

• in AS it may not function properly

• individual can’t receive information as effectively as NT peers

• continues to escalate but can’t recognize the escalation until it is too late

• 4 major concerns:

• goal focus

• experiential learning

• relation

• flexibility of thought

EF Decision Tree

Decision Tree

Does he havegoal focus?

Does he havedifficulty

relating hisinformation to

topic?

Does he learnfrom

mistakes?

Is heinflexible?

Central Coherence

• details rule

• inability to outline

• inability to summarize

• inability to come to the point

Central Coherence

Decision Tree

Detail driven?Can't outline? Can'tsummarize? Rambles?

Emotional Intelligence

What is EQ?

• the ability to perceive, identify, and manage emotions on a personal and social level

How does AS impact EQ?

• reduced ability to adapt to new situations

• reduced coping skills

• negative impact on job skills

AS coping strategies• social regression• fear reaction• somatic complaints (hypchondriasis)• paranoid thoughts &/or feelings• depression• clowning to hide inefficiencies• poor self image• passive aggression to elicit anger• impulsivity

Factors Limiting the Ability to Recognize Emotional States

• excessive concrete reasoning• overuse of literal interpretation• limited analytic skills• limited flexibility• limited perspective taking• focusing on one aspect and not the whole

EQ impacts

• personal competence

• social competence

AS intervention must stress EQ

• social skill training does not make one socially savvy

• the how is not as important as the why

• simply knowing how to do something doesn’t mean knowing when or where to use it

• being aware of one’s EQ is critical

EQ Decision Tree: PersonalPersonal

CompetenceDecision Tree

Does he haveSelf-

Awareness?

Does he haveSelf-

Regulation?

Does he haveSelf-

Motivation?

Is he aware ofhis own

emotions?

Can heaccuratelyassess his

strengths andlimits?

Does he haveself-

confidence?

Does hemanage hisemotions

effectively?

is hetrustworthy?

Is heconscientious?

Is headaptable to

newsituations?

Is heinnovative?

Does he striveto meet or

excelexpectations?

Is hecommitted tothe group?

Does he takeinitiative?

Is heoptomistic?

EQ Decision Tree: SocialSocial

CompetenceDecision Tree

Is he sociallyaware?

Does he havesocial skills?

Does hedisplay

empathy?

Does heunderstandthe needs of

others?

Does heempowerothers?

Does herecognize the

benefits ofdiversity (E

pluribusunim?

Is he aware ofthe emotionalcurrents and

powerrelationships

within agroup?

Does heinfluence

othersappropriately?

Does he haveeffective

communicationskills?

Is he a goodleader?

Does herecognize,

initiate, andmaintain

change whennecessary?

Good conflictmanagement

skills?

Does henurture

relationships?

Does hecollaborate

andcooperate?

Is he a teamplayer?

Tools for Social-Pragmatic Communication

Consider the Following:• specific type of difficulties

• frequency of occurrence

• range of difficulties

• student’s self-awareness of deficit

• spontaneous use of compensatory strategies

• when successful communication strategies are used

Do standardized tools provide the necessary information to help us help

him succeed in social settings?

• Adolescent Pragmatics Screening Scale A. Brice, 1992

• Communicative Partner Profile L. Anderson-Wood and B. Smith, 2000

• Halliday’s Functions of Language J. Miller 1981

• Interaction Record L. Anderson-Wood and B. Smith, 2000

Social-Pragmatic Assessment

• Pragmatic Rating Scale L. Anderson-Wood and B. Smith, 2000

• Muir’s Informal Assessment for Social Communication N. Muir, P. Tanner, and J. France, 1992

• Prutting Pragmatic Protocol C. Prutting, 1983

• Dore’s Conversational Acts K. Stickler, 1987

• Tough’s Functions of Language J. Tough, 1977

• Fey’s Pragmatic Patterns M. Fey, 1986

Is he assertive in conversation?

Yes No

Is he responsive in conversation? Is he responsive in conversation?

NoYesNoYes

ActiveConversationalist

VerbalNoncommunicator

PassiveConversationalist

InactiveCommunicator

• Conversational Effectiveness Profile -Revised T. Kowalski, 2010

CEP-RConversational Effectiveness Profile - Revised

Name Address

SchoolExaminerSetting

Year Month DayDateBirth DateAge

Summary/Response Form

Interpretation of FindingsPercent

Appropriate

Percent Somewhat

Inappropri-ate

Percent Extremely

InappropriateSocial Interaction A. With whom does he/she interact? B. How does he/she interact? C. How does he/she participate with others?Social Communication A. How does he/she comprehend others? B. How does he/she respond to others? C. How does he/she communicate with others?Social-Emotional Regulation A. How does he/she recognize emotional state in him/herself? B. How does he/she recognize emotional states in others?

Copyright © 2009 Professional Communication Services, Inc.

Additional copies of this form may be purchased from: Professional Communication Services, Inc.1401-A Edgewater Dr., Orlando FL 32804

407-245-1026, Fax 407-245-1235, www.socialpragmatics.com

Social Pragmatic Success for Asperger Syndrome and Other Related Disorders

• Chap. 1: What to expect• Chap. 2: Why do they act that way?• Chap. 3: Using the CEP-R• Chap. 4: Writing goals• Chap. 5: 100 treatment techniques


Treatment


Timothy P. Kowalski


• nonverbal communication

• non-literal language

• speech prosody

• social-pragmatic communication

Communication Assessment

• Recommended nonverbal communication procedures:

• eye gaze

• gestures

• Recommended non-literal procedures:• metaphor

• irony

• absurdity

• humor

• Recommended speech prosody procedures:

• melody

• volume (loudness)

• stress

• pitch

• Recommended social-pragmatic communication procedures:

• turn-taking

• cues & prompts

• social-conversational rules

• conversational coherence

• reciprocity

For Kanner-style

• Verbal Behavior Milestones Assessment and Placement Program M. Sundberg

• Functional Communication Assessment J. Janzen

THE COMMON CORE STATE STANDARDS

(CCSS)

RATIONALE

• represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers

CRITERIA USED

• alignment with college and work expectations

• inclusion of rigorous content AND application of knowledge through high-order skills

• built upon strengths and lessons of current state standards

• consistent with top-performing countries to allow students to succeed in a global economy and society

• evidence and/or research-based

• Emphasis on collaborative groups requires intact social skills

• Emphasis on written output and citing evidence to justify statements rather than rely on opinions or personal feelings requires intact executive functions and central coherence

• Emphasis on effective speaking and listening skills requires executive functions, central coherence and social skills

POTENTIAL PROBLEMS

APPLICATION TO STUDENTS WITH DISABILITIES

How the standards are taught and assessed is of the utmost importance in reaching this population of students

INSTRUCTION MUST INCORPORATE SUPPORTS AND ACCOMMODATIONS

• supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004)

• an IEP which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards

• teachers/support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services

SUPPORTS AND SERVICES

• instructional supports for learning – based on the principles of Universal Design for Learning – which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression

• instructional accommodations – changes in materials or procedures – which do not change

• assistive technology devices and services to ensure access to the general education curriculum and the Common Core State Standards

ANCHOR STANDARDS

COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR

READING

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

KEY FEATURE: READING TEXT COMPLEXITY AND THE

GROWTH OF COMPREHENSION

The Reading Standards place equal emphasis on the sophistication of what students read and the skill with which they read. Students must show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ToM

DecisionTree

Does the studentneed help withclose reading?

Does the studentneed help with

inferring?

CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CC-EF

DecisionTree


rankingimportance?

Does the studentneed help withsummarizing?

CCSS.ELA-LITERACY.CCRA.R.3Analyze how and why individuals, events or ideas develop and interact over the course of a text. ToM-CC-EQ

DecisionTree


prediction?


monitoring?

CCSS.ELA-LITERACY.CCRA.R.4• Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. ToM-CC-EF

DecisionTree


unfamiliarvocabulary?


semantics?

CCSS.ELA-LITERACY.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. ToM-CC-EF-EQ

DecisionTree

Does the studentneed help withunderstanding

structure?


using structure tosupport meaning?

CCSS.ELA-LITERACY.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text. ToM-EQ

DecisionTree


understanding theconcept of point of

view?


using point of viewfor analysis of

content and style?

CCSS.ELA-LITERACY.CCRA.R.7

Integrate and evaluate content present in diverse media and formats, including visually and quantitatively, as well as in words.

DecisionTree


understanding howmedia influences

meaning?

Does the studentneed help withreading media?

CCSS.ELA-LITERACY.CCRA.R.8• Delineate and evaluate the argument and specific claims in a

text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. ToM-CC-EF-EQ

DecisionTree

Does the studentneed help withunderstanding

opinion vrs fact?


interpretingvalidity?


Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ToM-CC-EF-EQ

DecisionTree

Does the studentneed help withcomparing and

contrastinginformation?


relating 2 stories?

Read and comprehend complex literary and informational texts independently and proficiently. ToM-CC-EF-EQ


DecisionTree


reading grade levelmaterial?


expandingindependent

reading?


WRITING

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

KEY FEATURE: WRITING TEXT TYPES, RESPONDING TO READING, AND RESEARCH

The Standards acknowledge some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.

TEXT TYPES AND PURPOSES• CCSS.ELA-Literacy.CCRA.W.1- Write arguments to support

claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.W.2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.W3- Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details and well-structured event sequences. ToM-CC-EQ

PRODUCTION AND DISTRIBUTION OF WRITING

• CCSS.ELA-Literacy.CCRA.W.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task. CC

• CCSS.ELA-Literacy.CCRA.W.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.W.6- Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. ToM-CC-EQ

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

• CCSS.ELA-Literacy.CCRA.W.7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• CCSS.ELA-Literacy.CCRA.W.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.W.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. ToM-CC-EF-EQ

RANGE OF WRITING

• CCSS.ELA-Literacy.CCRA.W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ToM-CC-EF-EQ


SPEAKING & LISTENING

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

COMPREHENSION AND COLLABORATION

• CCSS.ELA-Literacy.CCRA.SL.1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively. ToM-CC-EQ

• CCSS.ELA-Literacy.CCRA.SL.2- Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.SL.3- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. ToM-EQ

PRESENTATION OF KNOWLEDGE AND IDEAS

• CCSS.ELA-Literacy.CCRA.SL.4- Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.SL.5- Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.CCRA.SL.6- Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. ToM-CC-EF-EQ


LANGUAGE

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

CONVENTIONS OF STANDARD ENGLISH

• CCSS.ELA-Literacy.CCRA.L.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• CCSS.ELA-Literacy.CCRA.L.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

VOCABULARY ACQUISITION AND USE

• CCSS.ELA-Literacy.CCRA.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ToM-CC

• CCSS.ELA-Literacy.CCRA.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.CCRA.L.6- Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

ENGLISH LANGUAGE ARTS STANDARDS

SPEAKING AND LISTENING STUDENTS ADVANCING THROUGH THE GRADES ARE EXPECTED TO MEET EACH YEAR’S

GRADE-SPECIFIC STANDARDS AND RETAIN OR FURTHER DEVELOP SKILLS AND UNDERSTANDINGS MASTERED IN PRECEDING GRADES.

KINDERGARTEN

COMPREHENSION & COLLABORATION

• CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CC-EF-EQ

•CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC-EQ

• CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. ToM-CC-EF

• CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. ToM-CC-EF

• CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. ToM-CC-EF-EQ


GRADE 1


• CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ToM-CC-EF

• CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. ToM-CC-EF

• CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation.

PRESENTATION OF KNOWLEDGE & IDEAS

GRADE 2


• CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

• CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of others.

•CCSS.ELA-Literacy.SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ToM-CC-EF


GRADE 3


• CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ToM-CC-EF-EQ

•CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. ToM-CC-EF-EQ

• CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. ToM-CC-EF-EQ


GRADE 4



• CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

•CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.

•CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

•CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

•CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

•CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

• CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


•CCSS.ELA-Literacy.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

GRADE 5



• CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

•CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

•CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

•CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

•CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

•CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

• CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

• CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.


GRADE 6


• CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

•CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

•CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

•CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

•CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

•CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.


• CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

• CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

GRADE 7



• CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

•CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

•CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

•CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

•CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

•CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


GRADE 8



• CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

•CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

•CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

•CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

•CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

•CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

• CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.


•CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

GRADE 9-10


• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

•CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

•CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

•CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

•CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

•CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


•CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

•CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

GRADE 11-12

• CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.


•CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

•CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

•CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

•CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

•CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

• CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


•CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

•CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

SOME HELPFUL TREATMENT TECHNIQUES

Some Helpful Treatment Techniques School Environment

Classroom Layout

• clearly define activities

• visual reminders of expectations

• adequate personal space

• organization of materials

• color coding

Sensory Needs

• wedge seats

• fluorescent lighting

• fidget items

Visual Supports

• schedules

• lists

• activity plans

• problem solving flow chart

• traffic signals

• stop signs

• Incredible 5 Point Scale

• social etiquette posters/cards

• comic strip conversations

• maps

• topic boxes

• Time Timer

• watch timer

• timelines

Organizational Strategy• 3-Step organizational strategy

• analyze

• strategize

• attack

• graphic organizers

• note taking modifications

• travel card

Strategies for Specific Issues

MotivationWhat do I do if the child does nothing because of unclear instructions?

• use nonverbal prompts

• use gestures

• give directions nonverbally

• use only important words

• clarify the desired response mode

What if the child has a processing delay?

• use visual reference when rephrasing

• give enough time for a response

• 30-60 seconds!!

What do I do if he perceives the task as too easy or hard?

• verbally acknowledge some tasks are easy while others are hard

• use reinforcers

• ask if the task is too easy or too difficult

• use contingency statements

Contingency Statements• Yes: 5 math problems THEN computer

• No: “How can you have your pudding if you don’t eat your peas?”

• pair with visuals to increase effectiveness

• be sure reinforcer is powerful

• be proactive - don’t wait for inappropriate behavior to occur first

Task Avoidance

Frustration builds if several difficult tasks are presented in sequence

• alternate difficult tasks with easy ones

• adapt the tasks by decreasing difficulty

• provide visual prompts

Hands over ears, eyes, etc.

• may be indicators of sensory elements

• offer a break

• offer a change of task

Anxiety increases if directions are repeated too many times or too loudly

• speak softly

• avoid repeated demands

• identify and respond to nonverbal signs of fatigue, frustration, and/or anxiety

Distraction

Poor scanning skills may contribute to disorganization

• describe objects as they are placed on the table

• use visual prompts to assist in transitioning between tasks

Object Perseveration

• use a toy schedule in specified play area

• use contingency statements

• use direct instruction for the use of the toy

• use a Time Timer

Transitioning• contingency statements

• schedules

• verbal warning

• Time Timer

• natural cues

• build routines by staggering groups and reducing wait times

Compliance• give choices• restate in simpler language• add visual cues to verbal directions• use motivators• get attention first, then give directions• accept approximations for desired response• use behavioral momentum

Generalization• teach multiple examples• have different staff lead same activity

on different days• use skill in different locations• use varied materials for same concept• vary vocabulary • coordinate with home• practice skills in daily routines ASAP

Motivation• reinforcer checklists• use materials of high interest• primary reinforcers• token economies• preferred activities• behavioral momentum• contingency statements

Learned Helplessness• use wait time

• use independent work stations

• fade prompts

• use visual schedules/directions

• praise appropriate performance

• teach appropriate requests for help

Elements of Social Behavior

Functional Relationships of Behavior

• all behavior occurs within a context of environmental events

• attention seeking

• obtaining a possession

• being left alone

• result will have an effect on the youth

2 Main Behavioral Concerns

• antecedent events

• consequent events

Antecedent Events

• the situation or conditions immediately preceding a behavior or performance of a skill

• critically important when attempting to change behavior

• examine the events immediately preceding a negative behavior

• recognizing antecedent events and choosing correct responses can be a major challenge for social skill-deficient youth

• be aware of ambiguity and how easily it can be misinterpreted

• shown to be a major precursor to aggressive acting out in some youth Patterson, 1982

• the outcomes that result after a particular behavior or skill has occurred

• 2 general types:

• reinforcing - strengthen the behavior

• punishing - weaken the behavior

Consequent Event• by consistently reinforcing positive

behaviors in the social environment, an increase in frequency over time will occur

• natural reinforcement will also occur

• others will accept him more often

Rage Cycle Myles and Southwick, 1999

Rage

Rum

blin

g

Teachable Moment

Teachable Moment

Recovery

Prevention Strategies

Rumbling Stage Myles and Southwick, 1999

Rum

blin

g


Typical Rumbling Stage Behaviors

• fidgeting

• swearing

• making noises

• ripping paper

• grimacing

• refusing to cooperate

• rapid movements

• tears tensing muscles

• name calling

• voice loudness alters

• verbal threats

• taping foot

Rumbling Stage Interventions• antiseptic bouncing

• proximity control

• signal interference

• touch control

• humor

• support from routine

• interest boosting

• redirecting

• cool zone

• acknowledging student’s difficulties

• walk - don’t talk

Effective Adult Behavior During Rumbling Stage

• remain calm

• use a quiet voice

• take deep breaths

• prevent power struggle

• re-evaluate student goals

• be flexible - the child cannot

Rage Stage Myles and Southwick, 1999

Rage


Adult Behaviors That Can Escalate a Crisis

• raising voice/yelling

• making assumptions

• preaching

• backing student into a corner

• saying “I’m the boss here”

• pleading or bribing

• insisting on having the last word

• bringing up unrelated events

• using tense body language

• generalizing by making remarks such as “You kids are all the same”

• using sarcasm

• attacking the student’s character

• making unsubstantiated accusations

• nagging

• holding a grudge

• acting superior

• throwing a temper tantrum

• using unwarranted physical force

• mimicking the child or youth

• drawing unrelated persons into the conflict

• making comparisons with other students

• insisting the adult is correct

• double standards - “Do what I say, not what I do.”

• commanding, demanding, dominating

• using insults, humiliation

Typical Rage Stage Behaviors• disinhibited

• acting impulsively

• emotional

• explosive

• destroying property

• self-injurious

• screaming

• bitng

• hitting

• kicking

• internalizing behavior

Rage Stage Interventions• protect

• student

• environment

• others

• don’t discipline

• remove audience

• don’t be confrontational

• follow a plan

• obtain assistance

• prompt to a cool zone

• use few words

• prevent a power struggle

• re-evaluate the student’s goals

• be flexible - the child cannot

• set a timer

Effective Adult Behavior During Rage Stage

• control “flight/fight” tendency

• remember that less is more

• remain calm and quiet

• do not take behaviors personally

• disengage emotionally

• be conscious of your nonverbal cues

• take deep breaths

Recovery Stage Myles and Southwick, 1999

Recovery


Recovery Stage Behaviors

• sleeping

• denial of rage behaviors

• withdrawal into fantasy

• apologizing

Recovery Stage Interventions• allow to sleep

• relaxation techniques

• do not refer to the rage behavior

• support with structure

• consider the child “fragile”

• plan instructional alternatives to provide alternatives to rage behavior

• do not make excessive demands

• determine appropriate option for child:

• redirect to successful activity or special interest

• provide space

• ensure that interventions are presented at or below the child’s functioning level

• check to see if student is ready to learn

• remain calm and quiet

• take time for yourself to regroup

Effective Adult Behavior During Recovery Stage

Social Strategies

Behavioral Approaches• Applied Behavior

Analysis• Early Start Denver

Model• Pivotal Response

Therapy• Discrete Trial

Instruction• Verbal Behavior

Approach

• Floor Time• Relationship

Development Intervention (RDI)

• TEACCH• SCERTS• Ziggurat Model• Picture Exchange

Communication System (PECS)

Milieu Teaching

• Prompt-free• Mand-model• Incidental teaching

Other Strategies• behavior modification

• direct instruction

• social narratives

• power cards

• acting lessons

• psycho-drama

• The “Zone”

• disability awareness discussions

• peer buddies

• hidden curriculum

• structured play

• social stories

• videotape social autopsy (good & bad)

• social autopsy

• be proactive

• teach perspective taking

• barrier games

• mind maps

• teach sharing of objects & friends

• teach negotiation

• language of emotions

• self-calming strategies

• Friend facts

• Friendship circles

• develop recognition of facial expressions via video clips

• model a student

• listen with your eyes

• friendship bubbles

• not all friends are close

Micah

Joe Sue

Betty

Tom

• focus on what’s relevant now and let bygones be bygones

• barrier games

• lunch bunch

Adaptations

Testing

• provide study guide with practice questions

• provide study guide that’s the actual test

• teach test taking skills

• skip the hard ones

Presentation of Material• repetition of directions

• individual assistance with directions

• interpretation of directions

• oral reading of directions

• simplification of material

• change in design of question

• word bank

• use visuals

• arrows

• boxes

• highlighting

• italicizing

• stop/go signs

Response Mode• use computer• oral responses• templates• hands-on learning• calculator• tape-recording responses• pointing

Time Requirements

• extended time (but not with procrastinators)

• scheduling tasks during student’s peak times

• frequent breaks

• assistance with time management

How to Infer

Take what you already

know

Apply it to what you

just learnedMake a guess

No problem. Try again!

Semantic Processing

Sentence from novelDefinition in context

Synonyms

Antonyms

Word familiesAmiable

Having or showing agreeable personal

qualities; pleasant; affable

friendly, sociable, good-natured, agreeable,

affable, cordial, kind, likeable, good-humored

unfriendly, disagreeable

amiably, amiability

“He waited in amiable silence while I sought to reinforce my position.

Text integration

What do I know about the topic before I read

the material?

What did I learn from the title, headings and

illustrations?What do I know about the topic before I read

the material?

What did I learn after I read the passage?

Zig Zags Simple summary

1

2

5

43 1. What happened in the beginning of the story?

5. What happened at the end of the story?

3. What happened in the middle of the story?

2. What happened between 1 and 3 of the story?

4. What happened between 3 and 5 of the story?

Now put them in the correct order.

The Zone Points of view

Who is the author/speaker?

How do you think HE feels

about the subject?

How do YOU feel about the subject?

Social Autopsy• go backwards in time

• you’ll know where the breakdown occurred

• ask him where he made his “oops”

• ask him what he should have done

1. last event2. just before that3. just before that4. just before that5. just before that6. just before that7. just before that

Bloom’s Taxonomy L. Anderson and D. Krathwohl, 2001

Cognitive Process DimensionRemember Understand Apply Analyze Evaluate Create

Know

ledge

Dim

ensio

n

Fact

ual

Conc

eptu

alPr

oced

ural

Met

a-Co

gnitiv

e

Remember Understand Apply Analyze Evaluate Create

Definition: the ability to retrieve relevant knowledge from long-term memory

Definition: the ability to construct meaning from messages

Definition: the ability to use a procedure

Definition: the ability to break info. into parts & determine relationship

Definition: the ability to make judgments based on criteria and standards

Definition: the ability to put elements together to form a whole, a new pattern, or structure

Requires the ability to: • Recognize • Identify • Recall • Retrieve

Requires the ability to: • Interpret • Give examples • Infer • Compare • Explain

Requires the ability to: • Execute • Implement

Requires the ability to: • Differentiate • Organize • Provide attribution

Requires the ability to: • Check • Critique

Requires the ability to: • Generate • Plan • Produce

AS impact: typically strong areas for students with AS

AS impact: 1. EF • flexibility • relevance 2. ToM 3. CC 4. EQ • self-awareness

AS impact: 1. Anxiety 2. EQ • self-awareness • self-regulation • self-motivation

AS impact: 1. EF • flexibility • relevance • goal focus 2. CC 3. EQ • self-regulation • social skills

AS impact: 1. EF • flexibility • relevance • goal focus 2. CC 3. ToM 4. EQ • self-motivation • social awareness • social skills

AS impact: 1. EF • flexibility • relevance • goal focus 2. CC 3. ToM 4. EQ • self-regulation • self-motivation • social awareness • social skills

Cognitive Process DimensionFactual Conceptual Procedural Meta-Cognitive

Definition: the information a student must know

Definition: the inter-relationships with which elements have to allow them to function together

Definition: the ability to know how to do something

Definition: the ability to know about cognition and the awareness and knowledge of one’s own cognition

Requires the ability to use: • Terminology • Details • Elements

Requires the ability to have: • Classify • Categorize • Use principles & generalizations • Use theories, models & structures

Requires the ability to have: • Subject specific skills • Subject specific techniques • Knowledge of when to use these skills

Requires the ability to: • Strategic knowledge • Knowledge of cognitive tasks • Self knowledge

AS impact: typically strong areas for students with AS

AS impact: 1. EF • flexibility • relevance • experiential learning • goal focus 2. ToM 3. CC 4. EQ • self-awareness

AS impact: 1. EF • flexibility • relevance • experiential learning • goal focus 2. ToM 3. CC 4. EQ • self-awareness • self-regulation • social-awareness • social-skills

AS impact: 1. EF • flexibility • relevance • experiential learning • goal focus 2. ToM 3. CC 4. EQ • self-awareness • self-regulation • self-motivation • social-awareness • social-skills

Knowledge Dimension

• Behavior impacts others

• Grice’s Maxims

• Quantity

• Quality

• Relation

• Manner

• 4 levels of behavior

• appropriate

• creepy, unusual, weird, strange...

• dangerous

• criminal

• see saw

• tool box

• repair strategy

• time line

• The Zone .

• Peer buddies

• TV and remote for Cognitive Behavior Therapy

• Achillies’ Heel

• How do you want people to think about you?

• good thoughts or bad?

• Friend Facts, Michelle Garcia Winner

• interpersonal distance

• arm’s length

• 2 floor tiles

• hoola hoop

My books


Treatment


Timothy P. Kowalski


Are you In The Zone?A Simple Technique to Help Someone with Social Difficulties


Asperger Syndromeexpla

ined

Illustrated by Laura S. Kowalski

Timothy P. Kowalski


Me, Myself, and You A Workbook for Children with Social Difficulties Understanding

Emotions A Guide for Adults


Thank you for attending. Check out my website at www.socialpragmatics.com for more information.

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