Social Thinking Across a Lifespan · Michelle Garcia Winner October 19, 2017 Fargo, North Dakota...
Transcript of Social Thinking Across a Lifespan · Michelle Garcia Winner October 19, 2017 Fargo, North Dakota...
MichelleGarciaWinner October19,2017Fargo,NorthDakota
Copyright2017ThinkSocialPublishing,Inc.AllRightsReserved.www.socialthinking.com 1
ExploringFoundationalConcepts,Frameworks&StrategiesMichelleGarciaWinner
M.A.,CCC–SLPwww.socialthinking.com
SocialThinkingAcrossaLifespan:
Treatmentdesignedforusewithstudentswhoselanguageandacademiclearningskillsarewithinnearnormalto
giftedrange.
Overthelast20plusyearswehavecreatedmanytreatment
frameworks,strategiesandassessmenttasksforusewithstudentsofallages,fromfour-years-oldandthrough
adulthood.
Wearenotsimplyasocialskillsapproach!
Weareusinglanguagetoexplainthesociallearningprocess,helpingindividualsimprovetheirsocial
competencies.
OurWorkProvidesStrategiestopeoplewithalltypesofdiagnosticlabelsand
thosewithoutdiagnosticlabels!
®ASDlevels1,2and3®Asperger’sSyndrome/PDD-NOS®SemanticPragmaticDisorder®NonverbalLearningDisorder(NLD)®Hyperlexia®Prader-Willi Syndrome®TourettesSyndrome…®SocialCommunicationDisorder®ADHD®OCD?....WheredoesBipolarfitin?....etc…
MichelleGarciaWinner October19,2017Fargo,NorthDakota
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WhatisSocialThinking?Theabilitytoconsiderthesituationandyourownandothersthoughts,emotions,beliefs,intentions,knowledge,etc.tohelpinterpretandrespondtotheinformationinyourmindandpossiblythroughyoursocialbehavioralinteractions.
Whatareconsideredgoodsocialskills?
Theabilitytoconsideryoursocialthinkingandthenadaptyourbehavioreffectivelybasedonthesituationandwhatyouknowaboutthepeopleinthesituationforthemtoreactandrespondtoyouinthemanneryouhadhoped.
Whydoweusesocialskills?
Toimpacthowwemakepeoplefeelwhichthenimpactshowtheyfeelaboutus.
Thereisadeepconnectionbetweensocialthinking,socialskillsandmanyaspectsoftheacademiccurriculum.
Considerthefollowingasrequiring“pointofview”and“narrative
language”,conceptsaddressedinacademicstandardsworldwide.
Asweexploreindividuals’learningstrengthsandweaknessesweneedtoavoidassumptionsbasedonapersons’IQandlanguageabilities.
MichelleGarciaWinner October19,2017Fargo,NorthDakota
Copyright2017ThinkSocialPublishing,Inc.AllRightsReserved.www.socialthinking.com 3
Ourteachingprocessfostersgrowthinmanyaspectsofsociallearningaboutone’sown
andothers’:• Socialattention• Socialinterpretation• SocialProblemSolvingandRelatedDecisionMaking
• SocialResponses
WatchthisyoutubeclipfromAmeriquest mortgage:
Firstyoumustattend,interpretmultipleperspectives,problemsolvewhat’shappeninginordertojoininthehumorousresponse
expectedfromthisclip.
Considerhowtheinformationinthatcliprelatesto:
•Leisuretime•Readingcomprehensionofliterature•Writtenexpression•Speakingandlistening•Groupworkthroughthepathwayofimagination
ThisisexplainedthroughSocialThinking’s
SocialCompetencyModel
Usinganiceberganalogy.Weeasilyonlyseethetopoftheiceberg.
SocialCompetencyModel
Copyright2017,ThinkSocialPublishing,Inc.
MichelleGarciaWinner October19,2017Fargo,NorthDakota
Copyright2017ThinkSocialPublishing,Inc.AllRightsReserved.www.socialthinking.com 4
WearefocusedonteachingSocialThinkingframeworksandstrategiesinordertohelpindividuals:
1. Sociallyattend2. Interpret(makemeaningofselfandothers)
3. Problemsolvetomakedecisions4. CreateSocialResponses
Therearemanytypesofsocialresponses:
•Language•Socialskills•Readingcomprehensionofliterature•Explainingoneselfusingnarrativelanguage•Groupwork•Classroommanagement•Writtenexpression,etc…
Wefocusontwochannelstoencouragethedevelopmentofsocialcompetencies:
• SocialInput(e.g.socialthinking):• theprocessthroughwhichpeoplegathersocialinformationaboutthesituationandwhattheyknowaboutthepeopleinordertomakemeaningoutoftheinformationtheyaregathering.
• SocialOutput(e.g.socialskills)•Theintellectualendeavortoexplainverbally,inwriting,througharttheirresponsetothesocialinput.
•Themannerinwhichtheyadapttheirsocialbehaviortohelpachievetheirpersonalsocialgoals.
SocialthinkingplaysaPROMINENTroleintheclassroomwhen:
• Eachparticipanthastointerprettheother(studentandteacher)accurately
• Studentsandteacherhavetosharespaceeffectively
• Studentsworktogetherinpeer-basedgroups• Studentshavetointerpretandrespond
appropriatelytothecurriculum
Erika’sTestScores:DoesshequalifyforanIEP?
•IQ•verbal“verysuperiorrange”(145)•Nonverbal“AverageRange”(105)
•Academicassessment:•Reading:105•Math:107•Writing:110
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SpeechandLanguageAssessmentComprehensiveAssessmentofSpokenLanguage(CASL)Non-literallanguage:112(79th %)Inferences:106(66th %)PragmaticJudgment:98(45th%)
TestofProblemSolving:57th %percentile
Pauseanddiscusstheinter-relationshipbetweenthedevelopmentofthesocialmindandtheacademictasksstudentsareexpectedtoknowhowtodowithminimalteacherguidance.
TheSocialThinkingMethodologyencouragesusalltoavoidmakingassumptionsaboutindividualsdescribedas
“smart”.
Socialattentionisattheheartofsocialinterpretation,
problemsolvingandrelatedresponses.
MichelleGarciaWinner October19,2017Fargo,NorthDakota
Copyright2017ThinkSocialPublishing,Inc.AllRightsReserved.www.socialthinking.com 6
Peoplesimplyneedtopayattentiontoeachothersocially.
Soundeasy?
Notsomuch!Especiallyfor
peoplewithsociallearningchallenges!
Manystudentswithsociallearningchallengeshaveweaksocialattention.
Theabilitytoobserveandattendtothedifferentsituationsandpeopleinasociallandscape,utilizingourpriorknowledgeandperspectivetakinginordertointerpretmeaning,whilealsofiguringouthoweachofusshouldrespond.
Peoplewithstrongsocialattentioncan’thelpbutattendtoitall.
Peoplewithobject-orientedattentionmayfocusonnon-socialaspectsofthesituation.
ThreeCoreElementsofSocialAttention
1.Situationalattention2.Perspectivetaking3.Socialself-awareness…whichcanleadtoconformity!
MichelleGarciaWinner October19,2017Fargo,NorthDakota
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Awarenesstothesituationandthepeopleinthesituationhelpstofigure
outtheHiddenRules
Thehiddenrulesguideustofigureoutwhatisexpectedandunexpected behaviorin
asituation.
Everysituationhashidden(unspoken)rules:Example- theclassroom!
1. Getreadyforclasstobegin2. Teachertalktime3. Classroomdiscussiontime4. Individualworktime5. Groupworktime6. Getreadyforrecesstime7. Recess,etc.
Allofthisrequiresindividualstomakesmartguesses
….asopposedtowackyguesses!
Wesharespaceandpossiblyinteractbasedonongoing
guesses/inferenceswemakeaboutpeopleinspecific
situations!
Weunderstandthatweeachaffectothersandtheaffectus!
Wecallit:TheSocialEmotionalChainReaction
Inanysituation_________________Expectedbehaviors
Unexpectedbehaviors
Howyoubehaveaffectshowpeople…
Feel&Think
Whichaffectshowtheyreact&respond
Whichaffectshowyoufeelyourself
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Thissociallearningprocessalsoencouragesthedevelopmentof:
• Socialawareness• Socialinterpretation• Socialself-awareness• Self-monitoringofself&others
SocialThinkingfocusesonteachingframeworkstohelpus
allorganizethesocialexperience.
Wealsoprovidealotofstrategies.
Ourteachingframeworksprovideanoverviewofthe
manymovingpartsinvolvedinsocialinterpretationsand
responses.
Forexample:TheFourStepsofFace-to-Face
Communication46
4StepsofFace-to-FaceCommunication
Thinking aboutwhereweareandwhoImaywanttotalkwith.
1.
Establishingaphysicalpresencetoshowintentiontocommunicate.
2.
Useeyestothinkaboutothers.3.
Language torelatetoothers.4.
Wealsodefineourteachingstrategieswithlanguagewhich
ispartofourSocialThinkingVocabulary
Weusethissamevocabularyacrossdifferentagegroups.
Languagehelpstodrivesocialattentiontothosewhomaynotbeassociallyalert!
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Hereareafewofourmanydifferenttreatmentstrategies….
Weactivelyteachhowtomakesenseofourstudent’ssocialattention,socialthinkingandandsocialskillswithinformal
assessmenttasks.
Wehavecreatedstrategiesthatconnecttoallthetreatment
frameworks.
Weteach,Thinkwithyoureyesand/orListenwithyoureyesinsteadof“Eye-Contact”
Thinkwithyoureyesisadynamicprocess….
“Eye-contact”isstaticandmakesanassumptionourstudentsknowwhattheyarelookingat!
Ourlanguageuseimpactshowourstudentslearn!
Avoidassumptionsthatourstudentshavealreadyfiguredthisallout!
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Quotefrom43yroldmaleclient“ObservingthesocialinteractionsofothersisveryhelpfultomeasIformulatehowtointeractmyself.AsIlearnnoteveryonewalkswiththeirheaddownavoidingeyecontactallofthetime.AsIlearnwhenandhowtosmile.AsIstudywhatmakesastrangerseemapproachable.Inshort,youhavetoknowtherulesofthegameinordertoplaythegame.”
Weworktohelpteachtheimplicitdemandsofthesocial
world,explicitly.
Lessononphysicalpresence:Isyourbodyinthegroup?
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Is your body out of the group?
IsyourbrainINthegroup?OrOUTofthegroup?
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Weteachindividualshowtheycanlearntokeepfiguringthisalloutiftheybecomesocial
detectives,spiesorpeoplelikeJamesBond!
Lessonsshiftwithage….
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6162
ForouryoungerormoreChallengedSocialThinkerswestartwithabasicTreatmentFramework:
Ihaveathoughtandafeeling&
Youhaveathoughtandafeeling
FiveCoreLessonsinVol1
1.ThinkingThoughtsandFeelingFeelings
2.GroupPlan3.Thinkingwithyoureyes4.BodyintheGroup5.WholeBodyListening
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BodyintheGroup
•StructuredActivity:Freeze!•Startmusicandhaveadanceparty!•PausethesongbrieflythroughoutandhavethechildrenFREEZE.
•Discussthephysicalpresenceofeveryone:• Isitstillagrouporaretherekidsallovertheroom?
•Whosebodyisstillinthegroup?•Whodancedout?
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MichelleGarciaWinner October19,2017Fargo,NorthDakota
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BodyintheGroup
Ifit'sone,makeittwoMakeitmeandyouIfit'stwo,makeitthreeYouandyouandmeIfit'sthree,makeitfourCausethreecoulduseonemoreIfit'sfour,makeitfiveBringthisgroupaliveEverybodyhasabodyKeepyourbodyinthegroup….
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Crooke,P.J.;Hendrix,R.E.&Rachman,J.Y.(2008)BriefReport:MeasuringtheEffectivenessof
TeachingSocialThinkingtoChildrenwithAspergerSyndrome(AS)andHighFunctioningAutism(HFA).JournalofAutismandDevelopmentalDisorders,
(38)3.
Whataboutourstudent’sanxiety?
Allthisinformationisprettystressfultoprocessandrespondtowhenyourbraindoesn’tmakeiteasyforyouto
learn!
Howdowehelpstudentsengageinsocialemotionallearningwithanxiety?
Dotheyknowtheyhaveanxiety?
LessonadaptedfromDr.DanSiegel’sMindsight approach
Upstairs- Downstairsinthebrain(Siegel)
•Upstairs isthebrain’scontrolcenter
•Downstairs arethebrain’sauto-functions
MichelleGarciaWinner October19,2017Fargo,NorthDakota
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….andinspiredbyPixar’smovie:InsideOut
wetooklemonsandmadelemonade
Freearticleonourwebsite-5TeachingIdeas
ConnectedtoPixar'sMovieInsideOut
Rileyisthe11yearoldprotagonistinthefilm
Mystudentswereasked–Isshecontrollingherbrainorisherbraincontrollingher?
Astheylearnedabouttheupstairs-downstairsconcepttheywereencouragedtoexplorethattheupstairsprovidesthestrategiestohelpcontrolwhateverisshowingupdownstairs
Theywerethenaskedtocreatetheirownnamesfortheircontrolcenterandtheirauto-pilotfunctioningin
theirbrain
“PresidentialSuite”versus
“Robots”
Earlierintheschoolyearoneoftheboyswasreallystrugglinginhisclasses.Hecouldnotexplaintheproblemsbut
hewasdoodlingonhistests,etc.
Iaskedhimtotrydrawingapictureofhowwhathisbrainwasthinkingaboutashesatinhisclasses.•Hedrewapictureofhimselfonarocketshipintospace.Hedidn’tthinkhewentintospacewhenhewasstressed,hejustwenttherealot!
•Oncehelearnedaboutupstairs-downstairs,hethenstartingtoreferringtohistripstospaceasthebeingcausedbytherobotsinhisbrain.
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DeconstructingspacetravelandtherobotsWethendevelopedapresidentialsuiteofwayshecouldworkonkeepinghisbrainfocusedduringhomework,duringtestsandinclass.Strategiesrelatedto:
•Trackingproductivity•Beingawarethereisvalueinclassroomdiscussion
•Talkingtotheteacherwhenhenoticeshecan’tfocusduringatest
Upstairs– Downstairs:MindsightplusSocialThinking
Upstairs“CommandCenter”
Downstairs“robots”
Usestrategiestocontrolthedownstairs
Asyouexplorestrategieswithstudents,empowerthemto
usetheir“commandcenter”
(upstairspartoftheirbrain).
Wehavemanyfreearticlesonourwebsite.
Wehavealsodevelopedasystemforexploringthe
differenttypesoftreatmentneedsofourclientsbasedontheleveloftheirsocialmind.
SocialThinking’sSocialCommunicationProfile
Givenourglobalreach,weareabouttolaunch
eLearningfromourwebsite:www.socialthinking.com
Pleasejoinournewslettertolearnmoreaboutthemanytrainingmoduleswewillprovide.Wehopetobeginsharing
thisinformationbyearly2018.
MichelleGarciaWinner October19,2017Fargo,NorthDakota
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Social Learning for a Lifetime of Well-Being