1. Middle School Autism Point Person Training March 20, 2013 Sabrina Beaudry & Pam Leonard

2.  Focused on assessment with emphasis on the core theories of executive functioning, central coherence, & perspective taking  Talked about looking at ASD from the framework of social cognition  Looked at goal writing as a process and one that the overriding need is deficits in the area of social cognition

3.  Review Homework  Look at 2 models that give us a conceptual framework to help us plan for teaching social thinking AND regulation needs  Look at some instructional planning guides  Look at some resources for direct teaching of social thinking and regulation

4.  Either bring a goal that is based on social cognition that has been presented and accepted at an IEP meeting OR  Be able to describe how you have used your knowledge of social cognition to help a team prioritize needs or shift their thinking about a student

5.  Was it difficult?  What was hard about it?  Do you think you’re ready to help others think this way?

6.  We think about interventions/ how to teach to those goals.  We start planning how to schedule teaching.

7. Our Goal As Educators? What do we teach?  We provide readiness skills for successful post secondary education.  We provide readiness skills for successful community participation.  We provide readiness skills for successful relationships.  We provide readiness skills for successful employment. Contribute to fostering independent, successful, happy adults

8.  We will focus on teaching those students that fit the profile of “high functioning”…  They have social needs  They have regulation needs  They have average/ above average intelligence  They have the cognitive ability to be academically on target, but struggle.

9. Social Thinking Deficit or a Social Cognitive Deficit

10.  Term created by Michelle Garcia Winner in late 1990’s.  To move beyond simply teaching social skills  To focus on how social cognition and emotional processing contribute to a social skills conceptual framework  To provide a language & cognitive based learning approach for those with strengths in language and cognition  Strength based interventions  Social Communication Learning Challenges, BUT, solid cognitive & language skills

11. Social Communication Learning Styles (The Social Thinking-Social Communication Profile. A Practice-Informed Theory, Michelle Garcia Winner, Pamela Crooke, & Stephanie Madrigal. January 2011)

12.  Our thoughts and emotions are strongly connected. How we think affects how we feel and how we behave affects how others think and feel.  We think about people all the time, even when we have no plans to interact with them. We adjust our own behavior based on what we think the people around us are thinking.  We “think with our eyes” to figure out other people’s thoughts, intentions, emotions.  When people learn how to think differently and flexibly they can think anywhere. Source: Winner, M.G. (2007) Thinking About You, Thinking About Me. Think Social Publications, San Jose, Ca. www.socialthinking.com

13.  Teaching to realize other people have a different frame of mind.  Teaching to learn how to figure out what other people are thinking and feeling.  Teaching to use this knowledge to adjust your own social behaviors to fit the social situation, so that other people view you favorably.

14. 1. I LAUGH Model- Michelle Garcia Winner 2. Social Cognitive Model Processes- Social Skills Tools for Teachers, Mary E. Brady, James S. Leffert, Laurie J. Hudson, Gary N. Siperstein- Center for Social Development & Education, University of Massachusetts Boston  Tools for Teachers Tools for Teachers

15. ILAUGH Model:  A way to explain range of social cognitive processing patterns that are typically weak in people with social communication learning challenges.  Based on theories reported in literature to be critical for those with social issues: Theory of Mind Central Coherence Executive Functioning

16.  I= Initiation  L= Listening with your eyes & brain  A= Abstracting and Inferencing  U= Understanding perspective  G= Getting the big picture, Gestalt thinking  H= Humor and Human Relationships

17. 1. Social Cognitive Model Processes:  Theoretical approach  Includes 6 underlying social cognitive processes  We use these processes to adjust social behavior successfully 2. Social Thinking Skills:  Skills used to perform the processes 3. Background Knowledge & Emotional State:  We use background social knowledge to think about social situations  Our emotional state influences how well we think about social situations

18. 1. Noticing Social Cues 2. Interpreting Social Cues 3. Social Problem Solving- Setting Goals 4. Social Problem Solving- Generating strategies 5. Social Problem Solving- Choosing Strategies 6. Review Outcome/ Evaluation

19. RESOURCES INIATITON LISTENING WITH EYES AND EARS ABSTRACT AND INFERENTIAL THINKING UNDERSTAND PERSPECTIVE GET THE BIG PICTURE (GESTALT) HUMOR Inside Out: What Makes a Person With Social Cognitive Deficits Tick? Michelle Garcia Winner Introduce Asking for Help/Task Analysis p. 39 p.39- “Doing that Talking Thang!” wksht Watching video clips- describe/disc uss facial expressions, behaviors, idiomatic language p.79 Introduce concept of “First Impressions ” p. 91 Introduce Identifyin g problems p.135 Think Social Initiating Topics: Exploring Ways to Start a Conversation Activity p.278 Introduce “thinking with your eyes” Activity p.68 Introduce body language vs. spoken language. Activity p. 153-154 Exploring Thoughts and Feelings of Others: Unshared Experience s Activity p. 282 Listening with our whole body p.60

20. RESOURCES Noticing Social Cues Interpreting Social Cues Social Problem Solving Goals Social Problem Solving Strategy Generation Evaluating and selecting Strategy Review Outcome Think Social Figuring out what People Mean Activity p. 153 “Good thoughts vs. weird thoughts” concept. p.94 Problem Solving: Little Problem or Big Problem? Activity p.44 Self- evaluation /Evaluatio n of peers Watching video activity p.100 Begin self awareness /evaluatio n of body in/out of group Activity p. 82 Inside Out Introduce Identifyin g problems p.135 Worksheets! Introduce: Learning About Out Own Behavior p. 3

21.  ILAUGH Model  Social Behavior Mapping  Sticker Strategies  Socially Curious, Curiously Social  5 Point Scale  Zones of Regulation

22.  Guides high-functioning, but socially struggling adolescents and young adults through the nuances of social behavior... Students read it themselves and discover the key elements of thinking socially -- what fits for them, what doesn't.

23.  For students to read on their own. Through this anime-based graphic teaching book, tweens and teens will be inspired to explore how social decision making and problem solving impact their own ability to feel good about themselves, while also exploring how their behaviors (expected and unexpected) impact others. This product provides direct instruction and guidance to our students and their teachers by explaining visually, with words and with strategy codes how to decipher social situations and related social emotional responses. This book has received very positive reviews from teens and professionals. It's target audience is 5th grade through high school students.  Social Fortune or Social Fate Social Fortune or Social Fate

24.  Inside Out: What Makes a Person with Social Cognitive Deficits Tick?  Introduces the ILAUGH model

25. CharacterBody LanguageFacial ExpressionsEnvironmentWhat are they doing?What are they thinking? Smalls Running fast Tripping Wide eyes Mouth open Loud noises coming from where the ball landed Running away from the loud noise after getting the ball Scared Benny “L”: LISTENING WITH YOUR EYES: RECIPE FOR POSITIVE SOCIAL INTERACTIONS: Look at body language Look at facial expressions Look at environment- what is going on around you

26. I L A U G H Social Behavior For Interviewing

27. Context 1: School Cafeteria/ Or Lunch Environment I L A Context 2: Fast Food Restaurant I L A Starting to put ILAUGH to Work!

28. ILAUGH “P”=Perspective Taking—Think About What Others will Think of You! FIRST IMPRESSIONS: When we first meet other people, they have their first thoughts about us. We want them to have GOOD first thoughts. We want to give a GOOD FIRST IMPRESSION. The Way We Look Hygiene Hair Teeth Body odor Body cleanliness/clean clothes What you wear The Way We Act Body Language Eye contact Body position Physical closeness to other people Tone of voice Voice volume Speed of talking How we handle situations (handling our thoughts/using our zones) What We Say Greetings/Introductions Use of sarcasm Examples of ILAUGH activities:

29.  One of the most successful tools of Social Thinking®, Social Behavior Mapping offers cognitive behavior strategy to teach individuals about the specific relationship between behaviors, others' perspectives, others' actions (consequences) and the student's own emotions about those around him or her. Intended for 3rd-12th grade students, this strategy is most effective for students with solid language skills.

30. Working in a Small Group

31. Expected Behaviors you ProduceHow They Make Others FeelConsequences You ExperienceHow You Feel About Yourself  Contribute to the group by figuring out the discussion topic.  Go with the flow of the group-some conversation may not relate to the project. About 25% of the time, students enjoy friendly non-work talk.  Monitor your talking so others can contribute equally.  If you don’t like someone’s ideas, keep this in your head. Possibly suggest another idea without making the person feel bad about their idea.  Keep your body in the group.  Eyes tracking conversation, body turned to person talking.  If you are bored, keep it in your head (others might be bored too).  Work politely with other members of the group even if you don’t like them.  Calm  Productive  Included  Confident  Connected  Group members work well together.  You and the group make progress on the work.  Group members feel comfortable sharing their ideas.  Group members want to work together again.  You have a final product that reflects all persons’ ideas working together.  Productive  Relaxed  Prepared  Calm  Connected Expected Behavior When Working in a Small Group

32. Unexpected Behaviors you ProduceHow They Make Others FeelConsequences You ExperienceHow You Feel About Yourself  Doing nothing.  Being the “rule police” and keeping everyone constantly on task.  Dominating the conversation with your ideas.  Telling others their ideas are bad/stupid and you don’t like them.  Getting up and wandering around the room.  Turning your body away from the group, looking around the room.  Telling the group members you don’t want to work with them.  Announcing you are bored.  Annoyed  Frustrated  Bored  Angry  Hurt  Others will think you are bossy, or a know-it- all.  They will not want to work with you next time.  They might tell you your ideas are bad and be rude to you.  They will think you don’t want to work with the group.  The students don’t think you’re cool.  Anxious  Frustrated  Left out  Sad  Unsuccessful Unexpected Behavior When Working in a Small Group

33.  Sticker Strategies reinforces social and behavioral problem solving and self-reliance in students - all in format that the student carries throughout the day, enabling him or her to choose strategies and powerful reminders for specific situations. The result is fewer breakdowns and classroom disruptions.

34. Homework Homework 2 Homework 3

35.  5 Point Scale website 5 Point Scale website  Anxiety Curve Anxiety Curve

36. ..\..\..\Zones & 5 point scales\petals_scale.pdf

37.  The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. The Zones curriculum provides strategies to teach students to become more aware of, and independent in, controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts. By addressing underlying deficits in emotional and sensory regulation, executive functions, and social cognition, the curriculum is designed to help move students towards independent regulation. The Zones of Regulation incorporates Social Thinking® (www.socialthinking.com) concepts and numerous visuals to help students identify their feelings/level of alertness, understand how their behavior impacts those around them, and learn what tools they can use to regulate to a more expected state.(www.socialthinking.com)  Zones website (http://www.zonesofregulation.com/blog.html) Zones website

38. Zones Chart & Data sheet

39.  Academics or direct instruction in social thinking?  Academics or direct instruction in regulation skills?  Full academic load or smaller with emphasis on independence?  Full academic load or smaller with emphasis on organization?

40. Are we instructing to areas of greatest need?