Healthy Relationships Build Strong Learners The importance of social emotional engagement

Transcription

1 Healthy Relationships Build Strong Learners The importance of social emotional engagement Keynote Address Social Emotional Engagement - Knowledge and Skills Emily Rubin, MS, CCC-SLP, Director Educational Outreach Program Marcus Autism Center

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3 Falling in love with the social world

4 The Social Brain

5 Seeking out social connections with words

6 Language Regions

7 Succeeding in a range of social settings

8 Executive Functioning

9 Brain architecture The role of genetics & the interpersonal environment Unique risks and resilience factors may create barriers during this learning curve Children with genetic differences such as autism may show limited neural sensitivity to social stimuli and tend not to orient toward social stimuli. The caregiving environment and other developmental differences also significantly contribute to differences in social and emotional neurodevelopment.

10 Risk and resilience factors in the developing brain impact this learning curve

11 Risk and resilience factors in the developing brain impact this learning curve

12 We can create risk or resilience

13 We can create risk or resilience

14 Unique neurological differences in social competence Neuroscience highlights that children with autism have differences in the process of orienting toward social stimuli and, ultimately, understanding the thoughts of others.

15 Unique neurological differences in social competence As children with differences in these areas mature and brain architecture is formed, neuroimaging has shown that children with with specific social and emotional learning differences (such as autism) tend to process social stimuli in regions typically used to process images and sounds that are non-social. This makes predictions of actions, intentions, and emotions more inefficient and intellectualized.

16 The neurology of social engagement Child with both interpersonal and genetic advantages for social engagement Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57,

17 The neurology of social engagement Child with autism or related social emotional learning difference Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57,

18 The neurology of social engagement Story about Kyle

19 The Why of Social Emotional Engagement Engagement & Relationships = Learning Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4

20 How the science of neurodevelopment guides our priorities We are brain architects! Social Orienting attending and responding Social Liking increased initiations and active seeking Social Maintaining reputation management or fitting in oxytocin, opioids, and dopamine oxytocin, opioids, and dopamine Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4

21 Our Goal Social Engagement! 3 elements of active engagement

22 Our Goal Social Engagement! Focus on the three i 3

23 Our Goal Social Engagement!

24 When did we see our students climb this ladder? Our Goal Social Engagement!

25 When does positive engagement occur? A. When we ENGAGE them in many ways & we get the emotional hook

26 When does positive engagement occur? B. When we provide ACCESS by providing information in different ways

27 When does positive engagement occur? C. When we allow students to EXPRESS in many ways and show what they know

28 The What of Fostering Engagement A Universal Design for Learning Getting the emotional hook in classroom lessons Fostering students abilities to show what they know! Fostering deeper comprehension in classroom lessons

29 Social Emotional Engagement - Knowledge and Skills (SEE-KS) SEE-KS ensures that we have the strategies that are universal regardless of developmental level Engagement Before Words Spontaneous nonverbal communication Emerging language Combining peoples names, verbs, and nouns to share intentions Conversational Building selfefficacy and social conventions

30 Social Emotional Engagement - Knowledge and Skills (SEE-KS) SEE-KS ensures that we have the strategies that are universal regardless of developmental level The SEE-KS Quick Reference

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32 Fostering Social Emotional Engagement Getting the emotional hook Investment

33 with hands-on materials, messy play and exploration with different textures (e.g., art, building, cooking, etc.) Before words A. Foster engagement

34 Emerging Language A. Foster engagement by pairing academic concepts with imaginative play and hands-on materials I am making a triangle pizza.

35 Conversational Language A. Foster engagement by embedding academic concepts into hands-on, projects that stimulate an interest in learning Crime Scene Investigation Who assassinated Abraham Lincoln?

36 by embedding academic concepts into hands-on, projects that stimulate an interest in learning Conversational Language A. Foster engagement

37 Fostering deeper comprehension Independence Fostering Social Emotional Engagement

38 Before words B. Provide information in multiple ways by pairing directions with objects of reference.

39 Emerging language B. Provide information in multiple ways by pairing concepts with experiential learning and imaginative play.

40 Conversational language B. Provide information in multiple ways by illustrating academic concepts with engaging role play.

41 Fostering Social Emotional Engagement Fostering an ability to show what they know! Initiation

42 Before Words C. Encourage expression with hands-on temptations to encourage spontaneous communication.

43 Emerging Language C. Encourage expression by providing visuals for what to say, when to talk, and how to engage.

44 Conversational Language C. Encourage expression by providing tools that enable students to independently talk through the steps of a task and.

45 Conversational Language C. Encourage expression talk with one another about the lesson.

46 In summary, we can help create learning environments to Increase investment by fostering engagement in multiple ways. Increase independence by providing information in multiple ways. Increase initiation by fostering multiple means of action and expression.

47 References Belfield, et al. (2015, Feb.). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education. Teachers College, Columbia University Accessed via: Jones, D., Greenberg, M. & Crowley, M (2015, July). Early social-emotional functioning and public health. American Journal of Public Health. Meyer, A., Rose, D., & Gordon, D. (2013). Universal Design for Learning; Theory and Practice. CAST Professional Publishing ( Wakefield, MA.

48 References Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment & Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing. Rubin, E., Townsend, J. & Vittori, L. (2015). Social Emotional Engagement Knowledge and Skills ( Sparapani, et al. (2015, Oct,). Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, DOI /s

49 To learn more To learn more about the Educational Outreach Program at the Marcus Autism Center and Social Emotional Engagement (SEE-KS), contact: To access materials: