Transcription

1

2 Important Reminder: ASD is a neurologic, developmental disorder. It is BRAIN BASED including social differences.

3 Social Challenges are Brain-based! * Brain activity when shown faces or objects faces Red = faces Blue = things University of Wisconsin, 2004 NIMH Science Update July 19, 2012

4 What is the Social Scoop? The Social Scoop is our title for a process to explicitly teach social competencies through cognitive learning theory, within educational settings. It is based on the clinical work of Michelle Garcia Winner and it is rooted in Social Thinking. Social Scoop supplemental screening and guidance materials are available through the AIU, with thanks to Fox Chapel Area SD.

5 Who Needs the Social Scoop? individuals who have difficulty with the fluid dance of pragmatic language & social conventions. These are different kinds of learners, not good or bad, just different. They often know a lot of information about the world, but they do not know how to successfully function in it!

6 Who Needs the Social Scoop: At least 50% of individuals with ASD have normal to above normal IQ Students with other social challenges benefit Many will gain from social cognitive approaches, such as the social scoop

7 Social Differences - Perception 1. Recognizing what someone is thinking, feeling, or experiencing. Understanding that people have thoughts about each other. Changing our behavior based upon what someone else is thinking about us. Misinterpreting how someone feels can lead to social misunderstandings.

8 Perception Noticing, observing, recognizing what someone is experiencing (Theory of Mind, Baron-Cohen)

9 Social Differences - Comprehension 2. Gathering details to reveal the BIG picture; discovering overall meaning Directs attention to: what is important, what to pay attention to, and how to respond Helps to explain the reasons behind others actions, changes in routine/environment Understanding mysteries promotes calm, flexibility, cooperation

10 Comprehension gathering information & applying meaning to inform one s actions (Central Coherence Theory )

11 Social Differences Neuro-function 3. Executive functions contribute to social competence: Get started Plan next steps Inhibit actions Self-monitor, adjust behavior accordingly Shift focus, think flexibly Use working memory, learn from experience Generalize from practice to real life

12 Neurological Development of Fundamental Executable Skills

13 Why Do we Need Social Scoop in Schools?

14 Do you know this student? Confusion results from the lack of understanding of social behaviors that everybody knows The Concrete Thinker The Stalker Your example

15 What Can we Do? Skill-Based Programs: Directly teach social interaction skills Super Skills Navigating the Social World Social-Cognitive Programs: Guide students to select and utilize skills Think Social, PEERS, UCLA; SuperHeroes Social Skills,

16 What Resources can we use? Thinking About You, Thinking About Me and Think Social! Garcia-Winner, Designed for individuals with basic communication skills. Targeted groups: high functioning autism spectrum disorder, Tourette s Syndrome, non-verbal LD, others with social cognition challenges.

17 How do we Start? Begin with Social Skills Assessment: Sample Social Skill Screening Tools: Social Responsiveness Scale Constantino & Gruber Profile of Social Differences Coucouvanis Autism Social Skill Profile Bellini Dynamic Assessment Winner Social Scoop Screening Tool AIU3

18 Social Goals Write Develop at least powerful 1 powerful social social goals: goal: Supports: Supports: 1. How do we Start? Social Skill Goal Creation Share One! 1. Accept changes in routine/schedule Add? to schedule Fade? over 6 weeks 2. Self-monitor response to disappointment 3. Show interest in communication partner through relevant questioning Develop checklist of acceptable actions, practice daily Create Power Card / reminder to keep in pocket

19 Foundational Concepts 1. Whole Body Listening in Me and You 2. I Can Think About You, While You Think About Me 3. Demonstrating Expected vs. Unexpected Behavior 4. Measuring and Responding to Big and Little problems 5. Being a Flexible Thinker!

20 1. Whole Body Listening Communication and listening skills: Listen with your ears, eyes, body & brain! Discover what s wrong, and what would make it right.

21 Whole Body Listening includes: Group Behaviors How do we show that you are listening? Using our eyes, ears, bodies and brains! Asking questions Responding to questions Sustaining conversations Be a Social Detective, Garcia-Winner, Cooke

22 Using Whole Body Listening Teach through Fun, Live Activities. Living it is Believing! The Power Game (Acting Antics, Cindy Schneider)

23 2. Thinking about YOU Thinker People like it when you show them that you are interested! Cool Things to Say to My Friends: Mystery Person Guess my Actions

24 Lights, Camera, Acting Antics Theatrical approach to teaching social understanding Addresses difficulties with: Conceptual learning Inferential learning Social language learning Perspective taking practice Let s try it! Bamboozle Acting Antics, Cindy Schneider

25 3. Expected / Unexpected Behaviors The Social Review: An examination of a social error Helps to determine the cause Gives evidence of the extent of damage Helps to generate prevention for future

26 Expected & Unexpected Behaviors: Social Behavior Mapping, Michelle Garcia Winner

27 Expected Unexpected Expected behavior How it makes others feel What happened How you feel about yourself Unexpected behavior How it makes others feel What happened How you feel about yourself Told Jim that I don t want to talk right now. Told Jim to shut up and leave me alone sad Principal office mad

28 4. Managing Problems & Response Measure the size of your problem: Rate your response:

29 Practice Activity!! Failed a test

30 Emotional Regulation Strategies Scales Concrete display of an abstract state Easy to grasp, familiar format Proactive approach!! Go-To Person Place

31 Sample Scales Action Rating My Scale I Can Try 5 Thunderstorm Use Quiet Wild Spot Mad 4 Pouring Rain Deep breathing 3 Showers Ask for a Wiggly break 2 Sprinkles Ask for So So help Calm 1 Rainbow Awesome A 5 is Against the Law! Social Boundaries Straight Up! Kari Dunn Buron

32 Develop your own Scale! Rating Looks Like Feels Like I can try

33 5. Be a Flexible Thinker! Learning to be flexible in play and leisure The Rule about Rules! Finding the Fun Joke of the Day! - What s funny about that

34 Visual Supports Can Help Reminders Rules Instructions Schedules Note: Build in FLEXIBILITY Mystery period Question mark

35 Stories can Teach Flexibility Sometimes people get confused. When I feel confused I can Social Stories, Gray Comic Strip Conversations, Gray Social Skills Picture Book, Baker

36 Joke-O-Meter What s funny about that? What should you do if a dog tries to eat your book? Take the words right out of his mouth!

37 Using Video Video Review often used in sports to identify errors and make corrections Video Modeling watch individuals engaged in target behavior to effect behavior change Video Self Modeling watch YOURSELF engaged in target behavior seeing is believing! Video modeling samples overview&list=uupcn7f0qf49ji44vycx-xxw

38 Take away Messages! Social challenges are brain-based! Choose a resource designed for individuals with social cognitive challenges. Address essential instructional elements: Assessment, goal selection, strategy selection, implementation, analysis of progress Teach critical skills: Whole body listening, social review, expected group behavior, thinking about others, size of the problem Social Scoop must be learned in 3 dimensions

39 A Few Resources Thinking About You Thinking About Me, and Think Social! Garcia Winner Building Social Relationships Scott Bellini Peer Support Strategies Erik Carter Acting Antics Cindy Schneider Social Success Workbook for Teens Cooper, Widdows Autism Spectrum Disorder Lubetsky, Handen, McGonigle Exploring Feelings Tony Attwood When my Worries get too Big Kari Dunn Buron