four steps of communication and strategies for thinking socially 1
TRANSCRIPT
2Today’s Objective
To identify the four steps of communication, to develop common social vocabulary, and to provide effective steps that can be used within the classroom setting.
1. What are the stages of
social interaction?
2. What are the 4 steps of
communication?
3. What are some effective social skills strategies that I can use with my student(s)?
3Overview of the Day
Ice breaker activity
Define social skills and levels of play/interaction
What is the hidden curriculum?
Outline the four steps of communication
Introduce some social thinking vocabulary
Quiz Time
Assess need and identify deficit
Strategies for implementing social skill development
Your homework assignment
5Defining Social Skills
In small groups, what words would you use to describe an individual with strong social skills
How do you think they learned these skills?
Can “good” social skills be taught?
6Social Skills are… components of behavior that help an individual understand and adapt
across a variety of social settings (Steedly et al., 2011)
…the abilities necessary to get along with others and to create and maintain satisfying relationships (Kennedy-Moore, 2011)
…about being able to flexibly adjust our behavior to fit a particular situation and our personal needs and desires
…also defined as recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically (as cited in Steedly et al. 2011)
7Social Interactions: 6 levels of play As children develop, they move from individual to group play
Type of play varies day to day and situation to situation depending on how the child is feeling that day or what their preferences are that day.
Six Levels of Play
1. Unoccupied play: the child is relatively stationary and appears to be performing random movements with no apparent purpose. A relatively infrequent style of play.
2. Solitary play: the child is completely engrossed in playing and does not seem to notice other children.
8Social Interactions: 6 levels of play3. Onlooker play: child takes an interest in other children’s play but does not join
in. May ask questions or just talk to other children, but the main activity is simply to watch.
4. (2-3 years) Parallel play: the child mimics other children’s play but doesn’t actively engage with them. For example they may use the same toy.
5. Associative play: more interested in each other than the toys they are using. Develop friendships and preferences for playing with some and not others.
6. Cooperative play: some organization enters children’s play, for example the playing has some goal and/or rules and children often adopt roles and act as a group.
(Research by Mildred Parten in 1920s, Institute of Child Development, Minnesota)
9The Hidden Curriculum
A term used to describe a set of rules or guidelines that are assumed by the general population and not directly taught
They are social or subtle cues that we acquire through observation over time.
It enables us to read body language, understand idioms, slang words, humour etc.
It differs across genders, age groups, and cultures
(Smith-Myles & Simpson, 2001)
10Individuals with social communication challenges
Might lack the ability to intuitively interpret what others are thinking, saying, or intending
Aren’t able to regulate their own behaviour to other people’s thoughts or expectations. (example: Blurting out, volume/tone, staying on topic, laughing out of turn, being out of sync with the rest of the group)
Following the unwritten or hidden rules of the environment , even outside of active social interactions (example: stepping aside when someone gets on the elevator, sitting quietly in class while teacher talks even when you want to say something)
12How well did Garfield do in this first exercise of using his brain to think of others?
In groups, brainstorm ways he could begin to demonstrate that he is
actually thinking about Jon.
13Questions Garfield Should Ask Himself
1. Do I know what interests them?
2. Do I know what they are feeling with what I’m saying?
3. When they are talking, what am I doing to show them I’m interested?
144 Steps of Communication:
2. Using your EYES to make connections
Focus for a minute on her eyes.What is she thinking?
Feeling? Seeing?
15WHY IS EYE CONTACT SO IMPORTANT?
A. The direction of where our eyes and other peoples eyes are looking, shows us what everyone might be thinking about.
Example: Looking down at video game and saying, “I went cherry picking!” (Minecraft lingo)
B. It helps us figure out what people are feeling, thinking, and what they might be interested in.
Example: Someone keeps looking at the clock (Bored? Late? Waiting for something?)
164 Steps of Communication:
3. Using your BODY to make connectionsWhat does your body tell others?
A. Your body position shows us who you want to talk to or not talk to
B. Your movements tell us what you might do next (even unintentionally)
C. Your body language, gestures, and facial expression tell us how you might feel about a topic or people around you
18Class Activity
In pairs, create a skit without using words. Consider the direction of your body position,
body movements/gestures, and facial expressions. A few will be performed in front of
the class. The class will use clues to understand what the skit is about.
194 Steps of Communication:
4. Using your WORDS to make connectionsHow do we do this?
A. By talking about other people’s interests
B. By asking questions to find out their interests and make comments to show interest
C. By adding our own experience to other people’s experiences
D. By adjusting our language to fit with the conversation
20A Question for the Class
If we are to successfully connect with others through language what personal
qualities should we possess?
Write down your answers in your worksheet and share as a class.
21Ideas for Social Thinking Vocabulary
Expected Behaviour Unexpected Behaviour
Whole Body Listening
Is your body in the group?
Hidden rules that we must learn. Rules of
what is expected changes based on
where we are and who we are with
When we behave in a way that gives people
weird or uncomfortable thoughts about us
Using your BODY to show you are
connecting with the group
22Ideas for Social Thinking Vocabulary
Flexible Brain Whopping Topic Change
Thinking with your Eyes
Opposite of rigid brain where we follow the rules ALL the time instead of interpreting subtle different meanings in language or expression eg.
Humour or being ok with different points of view
When I interject in a conversation with a topic I
am interested in but one that isn’t being discussed
Am I using my eyes to figure out my environment and
what others might be thinking? I can use this information to adapt my
thinking, words, and behavior.
23Ideas for Social Thinking Vocabulary
Smart Guess
vs.
Wacky Guess
People Files Social Fake
When I guess what others are saying, is it
on topic or is it a random guess that does
not consider what we know or see?
How we relate to others based on what we know
of them
Showing interest in what other people are saying even when you are not
interested
24Quiz TimeWatch the following clip
What social thinking vocabulary words might you consider using with Sheldon to help him become
a better social thinker?
URL: https://www.youtube.com/watch?v=1meNHRlGEeM
25Steps in Supporting Social Skill DevelopmentStep 1: Assess
Checklist resources from:Scott Bellini- Building Social RelationshipsKathleen Ann Quill-Do-Watch-Listen-Say
Observe in natural settingAssess across settings (home, classroom, playground) and
times of dayIf possible, collect data from a variety of individuals (teachers,
support staff, parents)
26Step 2: Identify the Nature of their Deficit
Acquisition- lacks the knowledge • E.g.. Blurts out the answer in class because they do not know the rule is to raise your hand and wait for
the teacher to acknowledge you.• Use DIRECT instruction (model behavior, role-play, provide direct and positive feedback)
Performance- knows how but fails to do it consistently• E.g.. understands that they must raise hand to speak but sometimes blurts out in class. • Use VISUALS/PROMPTS and reinforcement to increase their performance
Motivational- knows how, but is not motivated• Correct student BEFORE they make an error and use contingency management
Discrimination - skill learned but has not figured out when to use it. • Needs to know WHEN and HOW to use the skill• Encourage rehearsing, practicing, and varying your reward
27Step 3: Implement
Skill Development: 4 Steps
1. Model and Rehearse
2. Coach and Practice
3. Reflect and Analyze
4. Maintain and Generalize
281. Model and Rehearse Through: Direct Instruction
Writing up scripts or social stories for the students to read Role modeling and using “real life situations” Videotaping appropriate models and discussing 4 areas of
communication afterwards Use social thinking vocabulary to discuss the rules of the
hidden curriculum Using IPad apps and playing with different facial expressions
292. Coach and Practice Practice every day in a variety of settings for short periods of
time Consider play groups or 1:1 structured play opportunities Always work towards fading adult prompt (i.e. hand under
hand, verbal, gestural, visual, in the room but maybe supporting another student)
Provide lots of praise and rewards Break and choice activity afterwards as it can be exhausting for
them Consider peer models or mentors
303. Reflect and Analyze
Review situations where learner misread a cueUse mind maps, behavior maps, or comic strips to
break down and make sense of the situationCreate a script for problem solvingReinforcements for hard work and solving a problemDo not overanalyze. The aim is to get them to think
about it and continue to motivate them to keep wanting to learn. Consider focusing on ONE aspect.
314. Maintain and Generalize
Communicate learner’s progress with parents, staff so that the skill may be generalized across situations
• Include:
a) Strategies used
b) Social thinking vocabulary learned
c) Hidden rules understood or working on
d) Always provide rewards for being able to problem solve effectively across situations
32Think of a Student or Try for Next Time
1. Think of a student
2. What social skill might you want them to work on? (4 steps of communication)
3. Consider their personality and interests, how might you introduce the social skill to be learned? (Model and Rehearse)
4. What social thinking vocabulary might be used to help the learner understand the hidden rules?
33References
Slide 4
Knox, G. Retrieved October 10 th, 2014, from http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Slide 6
Steedly, K.M., Schwartz, A., Levin, M.,& Luke, S.D. (2008). Social skills and academic achievement. Evidence for Education 3(2). Retrieved October1st , 2014, from
http://www.parentcenterhub.org/repository/social-skills/
Kennedy-Moore, E. (2011). Growing friendships: All about children’s social and emotional development. Psychology Today. Retrieved September 27th 2014, from
http://www.psychologytoday.com/blog/growing-friendships/201108/what-are-social-skills
Slide 7-8:
Dean, J. (2008). 6 types of play: how we learn to work together. Retrieved October 1 st, 2014 from
http://www.spring.org.uk/2008/07/6-types-of-play-how-we-learn-to-work.php
Child Development Institute: Forms of play. Retrieved, September 15 th, 2014, from http://childdevelopmentinfo.com/child-development/play-work-of-children/pl3 /
Slides 9-10:
Smyth-Miles, B. (2004). The Hidden Curriculum. Kansas: Autism Asperger Publishing Company. Retrieved September 15 th, 2014, from
https://www.erinoakkids.ca/ErinoakKids/media/EOK_Documents/Autism_Resources/Hidden-Curriculum.pdf
Smyth-Miles, B., & Simpson, R.L. (2001). Understanding the hidden curriculum: An essential social for children with autism and Asperger syndrome. Intervention in School and Clinic 35(5) 278-286. Retrieved Sept 20 th, 2014,
from http://isc.sagepub.com/content/36/5/279.short
Slides 11-23:
Garcia Winner, M. (2011). Social thinking worksheets for tweens and teens: Learning to read in between the social lines. Thinking Social Publishing: San Jose, California.
Slide 25:
Bellini, S. (2006). Building Social Relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Autism Asperger Publishing:
KS, USA.
Slides 28-31:
Adapted from Leslie Burgess Social Skills Instruction for students with ASD (June 2008). POPARD Workshop.