1. Presented by Ronni Rosewicz

2.  To learn the basics of Social Thinking  To learn practical strategies and common vocabulary to help your child be more socially smart.

3. T his why we teach social smarts  Ever feel like this? Ever feel like this?

4.  http://www.youtube.com/watch?v=ZI7OSZdKrnE&feature=player_detailpage http://www.youtube.com/watch?v=ZI7OSZdKrnE&feature=player_detailpage  Michelle says: “intervention for kids with poor social skills requires more than just teaching social skills. We need to teach kids to become more efficient “Social Thinkers” before we can expect them to produce better social skills.”  Ex. Eye contact vs. thinking eyes.  http://www.youtube.com/watch?feature=player_detailpage&v=vUd8e9Utuic http://www.youtube.com/watch?feature=player_detailpage&v=vUd8e9Utuic

5. Socially inappropriate behavior occurs at all times during the day. The behaviors that occur are so unique to each person and situation, it is impossible to single out every skill to teach. Additionally, it teaches children, parents, and educators the same common vocabulary. Common vocabulary is the key to generalization. Social Thinking also helps to identify and change unexpected behaviors to more socially acceptable behaviors.

7. I: initiation L: listening w/eyes and brain A: abstract/inferential meaning U: understanding perspective G: gestalt/ getting the big picture H: humor

8. http://www.youtube.com /watch?feature=player_d etailpage&v=- xeAFqCkJPw How it to affects social interaction:  Does not ask others to play.  Doesn’t ask “social wonder questions.”  Will wait for others to ask them to join a group.  Will not always greet people appropriately. How it affects functioning in the classroom:  Does not ask for help or know how to ask for help.  Sits and does nothing when others are doing something.  In group work, may not participate or only know how to direct the others.  Lack of appropriate initiation (blurting)

9. How it affects social interaction:  Does not infer social cues or decipher meaning from words/language.  Makes wacky guesses vs. smart guesses about people. How it affects classroom functioning:  Is limited in the ability to infer meaning from books, lectures or conversation  Literal in interpretation of all modes of communication. (black and white)

10. How does it affect social interaction:  Does not observe social cues.  Does not process the meaning of others’ messages.  May not think with eyes (poor eye contact) How does it affect classroom functioning:  Does not easily process the meaning of unspoken messages.  Difficulty functioning in large groups. Often needs prompts and redirection.

11. How it affects social interaction:  Difficulty recognizing and incorporating other people’s perspectives to regulate social relationships.  Hard time sharing space. http://www.youtube.com/wat ch?feature=player_detailpage &v=E2yv7j0nbzA How it affects classroom functioning:  Difficulty regulating behaviors according to the needs of others.  Difficulty working in small or large groups.  Difficulty understanding the perspective of characters in books, which can affect comprehension.

12.  1. I think about you, you think about me  2. I think about why you are near me, you think about why I am near you.  3. I think about what you are thinking of me. You think about what I am thinking about you.  4. I regulate or change my behavior to keep you thinking about me the way I want you to think about me. (you do the same about me)

13. How it affects social interaction:  Off topic remarks  Focuses on a single topic  Repetitive responses How it affects classroom functioning:  Difficulty staying with the concept of group work and cooperative learning.  When writing can miss the main point.  Can attend to details, but misses the underlying concept of the assignment.

14. How it affects social interaction:  May not understand if they are being laughed at or laughed at.  May have a great sense of humor, but miss the underlying meaning of humor. How it affects classroom functioning:  May produce inappropriate humor in the class at the wrong time.  Might try engage others in their funny behavior. (silly tornado)

15.  Social thinking helps kids understand that our thoughts cause our feelings and BEHAVIORS- not people, situations, or events. By changing the way kids THINK we can improve their lives and our teaching day!  This technique will provide you with LANGUAGE and VOCABULARY that you can use with your children to help them monitor and change their own behavior as a preventative step.

16.  Social Cognition=Social Thinking or being socially smart  Executive Functions- the little voice in our heads that tells us what to do and how to do it, how to behave in a group  Perspective Taking- considering the thoughts and feelings of others, how they think about the same situation and how they will react to what I do

17.  Requires knowledge and use of social rules.  We can teach kids social skills, such as greetings & eye contact, but if they don’t realize that others have thoughts about the way they use or don’t use the skill, we won’t see generalization.  Am I being socially smart? (social smarts is the smarts that we use whenever we are around other people)

18.  Expected & Unexpected Behaviors (RED/BLUE)  You can change my feelings or thoughts  By observing others I can do what they do in a social setting  Think with your eyes  Listen with your whole body

21. Expected Behaviors How They Make Others Feel Natural Consequences You Experience How You Feel About Yourself

23. They feel CALM and HAPPY and like to be with me. I feel CALM and HAPPY, too.

25. Unexpected Behaviors How They Make Others Feel Natural Consequences You Experience How You Feel About Yourself

30.  I will teach a 30 minute lesson where I will define “SOCIAL THINKING”, the vocabulary- expected and unexpected behavior, and the use of blue and red thoughts. Once the students have learned this vocabulary, you will be able to use it in different ways that fit your teaching and management style. Remember, this is not a discipline program, it is a way to teach kids to be socially smart.

31.  Expected and unexpected behaviors or red and blue thoughts.  Brain in group  Whole body listening  Thinking eyes  Person with the plan- ask your students, “who has the plan?”  Boring moments- we all have them!  Big problem vs. Little Problem  Friend files  WTC- whopping topic change  Wacky guess

32.  Social smarts  School smarts  Social Detective

35.  Turning body and eyes away from group  Announcing you are bored  Sleeping or looking like you are sleeping  Talking about topics that are unrelated  Reading books  Eyes and body toward speaker  Keep comments focused on topic  Whole body listening  Keep negative thoughts to yourself  Participate by raising your hand

36.  All professional, paraprofessionals and parents need to work together to build a child’s social thinking.  This is the key to generalization.  Social thinking is not a discipline program, it is a tool to teach kids social skills.

37.  http://www.socialthinking.com http://www.socialthinking.com

38. The End It’s finally over!! Thanks for not showing your “Boring moments!”