SlideShare a Scribd company logo
1 of 75
Download to read offline
The Skills Students Need to be
Successful in College and the
Workforce:
Executive Function
Social Cognition
Age-Expected Independence
Ryan Wexelblatt, MSS, LSW
Skills for College
www.socialef.com
What led me to create this presentation?
Hearing very similar stories over the years.
Looking at the data and research for the student
population I work with post high school.
A desire to educate parents and professional
colleagues as to why I believe these three areas are
essential to the transition process.
And I like an audience….
I hope you’ll take from this presentation
1. An understanding of the terms:
• Social-cognitive skills
• Executive Function skills
• Age-expected independence
as they pertain to the skills that all students need to be
successful in college, post-secondary education and the
workforce.
2. One strategy to teach in each of these areas.
The diagnostic profiles of the students and young
adults I work with:
• ADHD
• Asperger’s Syndrome
• Higher-independence ASD (Full use of functional
language)
• Learning challenges that effect social and
executive function skill development
How Life Looks for Our Students Until Graduation
The Day After High School Graduation
“One of the great myths many
parents buy into is that school
performance predicts
performance in adult life.
It does not.”
-Dr. Ned Hallowell
What can “pulling the rug out” mean in the
context of college, post-secondary education or
employment:
•Higher drop-out rates
•Lower graduation rates
•Propensity for social isolation/Significant challenges with
navigating new social situations and making friends
•Significantly lower employment rates (underemployment
and unemployment)
Upon graduation, students who received a
tremendous amount of support both within and
outside of school may be left with:
•Under-developed frontal lobe functions (executive function skills)
•Difficulty with self-advocacy and problem solving skills
•Over-dependency on parents or caregivers
•Difficulty forming new social relationships (friendships, dating)
•Frustration that they can not independently perform tasks that their
same-age peers or people younger than them can perform
Once students graduate from high school
and transition into college/post-secondary
education:
•Parents can not speak with Educators (FERPA)
•No IEPs
•Students are fully responsible for their educational success.
•There is no more “team” accountability.
Students who enter the workforce may have supports but the
decision to employ someone falls solely on the employer.
Executive
Function Skills
Age-expected
Independence
Social-
cognitive
Skills
We need to consider three overlapping areas that students
need support in developing if they’re going to be successful
in the transition process:
Think about all the skills you need to manage your day
Personal: Waking up, going to bed on time, bathing, picking out what
to wear
Time-spacing: Knowing when to leave for work, how much time you
have in between stopping at the market before you have to get
home.
Task transition: shifting from typing an email to going into a
meeting, ending your phone conversation so you can re-focus on
work.
Self-monitoring: Changing your tone of voice if you feel yourself
starting to get annoyed with your boss.
Executive Function skills allow you to:
• Manage time
• Pay attention
• Switch focus
• Plan and organize
• Use situational intelligence
• Do things based on your prior
experiences
• “Bounce back” after an emotional
upset
Executive function skills aren’t usually fully
developed until age 23-26
30% developmental delay in the acquisition
of executive function skills
Executive Function Developmental Delay
instead of ADHD
How executive function skill challenges “look”:
1.Inability to “feel” time as a concrete concept.
2. Difficulty utilizing non-verbal working memory
(Pre-imagining skills)
3. Initiating and shifting tasks
4. Lack of situational awareness
5. Poor Self-monitoring skills (metacognition)
Key Strategies to Help Develop
Executive Function Skills:
1. Teaching the concept of time as something
tangible that can be felt.
2. Drawing on past experiences/knowledge to
plan/execute tasks in the present
(pre-imagining/future thinking skills)
3. Developing Situational Awareness
(Gestalt Processing)
Remember these?
Digital clocks can not teach the passage of time because
there’s no physical/spatial movement.
Analog clocks can teach the concept of time as they
illustrate unit volume.
Seeing time as a visual and physical
concept:
Formula for figuring out how long an
assignment will take:
1. Count the number of tasks (ex: 3 paragraph question answers, 20 math
problems, etc.)
2. Assign a 1,2 or 3 point value for each task
1=Little time
2=Medium amount of time
3=A lot of time
3. Add up the point value
Answer=How long the assignment will take
Always round up to the nearest 5 or 10
Account for other variables (snack break, etc.)
Activity: Lets figure out how long it will take to do
this math worksheet:
14 Problems
Assign a “2” to this sheet since
it will take a medium amount of
time.
Multiply “2” times “14”
This worksheet should take 28
minutes.
We round it up to 30 minutes
We shade in the clock with a dry erase marker to
give us a visual representation of how long the
assignment will take.
Remember to account for:
• Setting up
• Breaks
• Putting things away things where they’re
supposed to go
Non-verbal working memory is the
precursor to (verbal) working memory
Non-verbal working memory includes:
pre-imagining skills/recalling past experiences to
enable task initiation.
“If I need to do this, then I need to
execute this task”
If I’m going to the drive-in movie then I need snacks, etc..
Let’s Do An Activity
Take out a piece of paper and
draw a picture of what a 3
page book report would look
like including the cover.
Did you think about what it would look like
when it was finished before you started
drawing?
Strategy to improve non-verbal working memory
Use visual, declarative language:
•What would you look like if you were ready for school?
•Visualize will the book report look like when it’s finished, draw it out
first with every page you need.
• Picture the things you need to bring to swimming and put
them in your bag.
• Imagine what your room looks like when it’s clean, it should
look like the picture in your head.
Why lists don’t work for many students
with executive function challenges:
What does ready for bed look like? How is the same
but different as ready for school?
7:10 AM
What is situational awareness
(gestalt processing)?
The ability to take various pieces of
information together and understand them
as a concept rather than disconnected,
specific details.
Whole Parts Details
Details Parts Whole
What this picture look like to someone who has
difficulty with gestalt processing?
• Someone is working in that office because the light is
on.
• Windows 7 is old, its up to Windows 10 now.
• My sister has Nivea in the bathroom.
What’s going on? Explain in:
Whole: Classroom
Parts: Students are allowed to work together
Details: They are using calculators
By Sarah Ward, SLP of Cognitive Connections.
A strategy to teach situational awareness
Activity: STOP and READ the room
Space:_____________________
Time: ______________________
Objects: ____________________
People:_____________________
"A child’s EQ (Emotional Quotient) is
not always equal to their IQ
(Intellectual Quotient)."
-Leah Kuypers
Creator of Zones of Regulation curriculum
Social skills are not a scripted set of
pro-social behaviors.
They are the application of social
information that occurs when we are
sharing space with others and want to
ensure that we keep them thinking
about us in a positive manner.
Common misconceptions of social skills development:
• Students “pick up” social skills from being around
neurotypical peers.
• Academically successful kids will just improve their social
skills naturally because they’re smart.
• Social skills need to be taught in a social skills group.
• All social learning challenges have a behavioral function.
Reality of social skills development:
• Improving social cognitive skills is a very slow process.
• It requires much more than teaching “surface skills”
• If kids could improve social skills by being around neurotypical
peers then no one would present with social learning challenges.
• Social learning challenges are a learning issue, not a
mental health issue.
• Maturity helps but doesn’t solve all social learning challenges
The framework I use to teach social cognitive skills:
Michelle Garcia Winner’s ILAUGH Model of Social Cognition®:
• Perspective taking ability
• Initiation
• Gestalt Processing
• Listening/Thinking with eyes and brain
• Abstract and inferential Language
• Humor and human Relatedness
Individuals have various social learning profiles. Their
ability to decode social information can be placed on a
“social radar system”
The two foundational social cognitive
skills to teach:
1. Learn to think with our eyes to decode
social information (thinking with eyes)
2. Understand other’s thoughts, feelings,
intentions (perspective taking)
How to teach “thinking with your eyes”
Use photographs from magazines or books or examples from
TV/movies where you can see the eye-gaze direction of the
people. Ask them to make a “smart guess” on what the
person is thinking about based on their eyes.
Why perspective taking ability is the most
important social cognitive skill to develop:
Being able to understand other people’s thoughts, feelings
and intentions is essential for success in relationships.
Perspective taking skills allows us to adjust what we do or say
in order to keep people thinking about us positively.
In order to be able to work in a group, collaborate, etc. we
need to have relatively good perspective taking ability.
The ability to form social relationships is a better
predictor of future success than grades, tests
scores, IQ scores, etc..
Strategies to teach perspective taking skills
Share your thought process out loud and ask what you (or someone else
might be thinking and feeling):
“I’m having uncomfortable thoughts right now because you’re picking
your nose.”
“What I’m thinking right now is that I hope you’ll stop talking about
anime soon and ask me a question about what I like to do because
you’ve been talking about anime for 10 minutes and I haven’t said
anything.”
“What kind of thoughts do you think Austin is having about you now that
you yelled at him? How do you feel that he’s having those thoughts
about you?
Social Behavior Maps in the Social Thinking books are a great way to teach
Context is everything when we teach social!
Teaching independence skills the right way bolsters
self-esteem, confidence, and the willingness to try
new things.
http://autismdigest.com/tips-for-teaching-essential-independence-skills/
Doing things for someone that they can learn to do
on their own inhibits their development of
executive function skills.
Ages 12 & 13
Personal Chores:
-Take care of personal hygiene, personal belongings and homework.
-Doing laundry independently
-Set the alarm clock.
-Maintains personal items.
-Change bed sheets.
-Keep the rooms tidy.
Family Chores:
-Change the light bulbs.
-Dust, vacuums, clean bathrooms and do dishes.
-Mow the lawn with supervision.
Ages 14 & 15
Personal Chores:
-Responsible for all personal chores in ages 12 & 13.
-Responsible for library cards and books.
Family Chores:
-Do yard work as needed.
-Make a grocery list.
-Help wash windows.
-Responsible to earn money for spending.
PROCESS TO LEARNING INDEPENDENT TASKS
1 You watch me
2. You help me
3. I help you
4. You do it with my supervision
5. You teach me
*Resistance can be expected from individuals who have anxiety around
learning new tasks or who aren’t used to having responsibilities.
Watch the video together then go through the “Process to
Learning Independent Tasks” in the previous slide.
Executive Function Skills, Social Cognitive
Skills and Age-Expected Independence Skills
are interconnected.
It’s never too early to start teaching these skills and
it’s never too late-you can learn at any age.
Most people can’t learn when they’re frustrated. It’s
OK to take a break but don’t abandon the teaching
process as a result of the person’s frustration.
Don’t “brush off” these areas by thinking there’s more
important things to learn, or you’ll get to them
eventually.
• Work with ages 11-adults
• Based in Philadelphia
• In person sessions only
• Social Cognitive Skills
• Executive Function Skills
• Education (Safety, relationship/sexuality/puberty education)
• Private practice provider
• Work with college students on their campus
• Provider through the PA Bureau of Autism Adult Autism
Waiver
• Provider through the ODP Person/Family Directed Support
Waiver
www.facebook.com/SkillsforCollege
https://www.linkedin.com/in/ryanwexelblatt
Ryan Wexelblatt, MSS, LSW
centerforsocialef@gmail.com
484-278-1088
Skills for College
Soon to be:
The Center for Social and Executive Function Skills
www.socialef.com
@ryanwexelblatt
Resources
Social Cognition and Emotional Regulation
Social Thinking®: www.socialthinking.com
Zones of Regulation by Leah Kuypers www.zonesofregulation.com
The Incredible 5 Point Scale by Kari Dunn Buron: www.5pointscale.com
Executive Function Skills
www. CognitiveConnections.com Sarah Ward and Kristen Jacobsen
www.smartbutscatteredkids.com Drs. Peg Dawson and Richard Guare
Age-expected Independence
http://bahnandassociates.com/Article_Loftin_ASDIndependence.pdf
(comprehensive behavioral approach)
http://life.familyeducation.com/slideshow/independence/71434.html
Resources continued..
Behavioral Resources
Collaborative and Proactive Solutions (formally
called Collaborative Problem Solving)
http://www.cpsconnection.com/
Jessica Minahan’s The Behavior Code
http://jessicaminahan.com/
Thank You
I appreciate you being here!

More Related Content

What's hot

Creativity and problem solving
Creativity and problem solvingCreativity and problem solving
Creativity and problem solvingPon Rajesh Kumar
 
Cowen presentersnotes
Cowen presentersnotesCowen presentersnotes
Cowen presentersnotesacowen
 
Cmc assessment for classroom management - prefinal
Cmc   assessment for classroom management - prefinalCmc   assessment for classroom management - prefinal
Cmc assessment for classroom management - prefinalasma1990
 
Cmc assessment for classroom management - prefinal
Cmc   assessment for classroom management - prefinalCmc   assessment for classroom management - prefinal
Cmc assessment for classroom management - prefinalikram Ait dra
 
Cooperative Learning in the Classroom
Cooperative Learning in the ClassroomCooperative Learning in the Classroom
Cooperative Learning in the ClassroomJill A. Aguilar
 
Reflective Practice Handout
Reflective Practice HandoutReflective Practice Handout
Reflective Practice HandoutClaire Sewell
 
Question Thinking
Question ThinkingQuestion Thinking
Question ThinkingKori
 
The Neural Basis for Creativity
The Neural Basis for CreativityThe Neural Basis for Creativity
The Neural Basis for CreativityPlanning-ness
 
Integrating Life Skills into English Class
Integrating Life Skills into English ClassIntegrating Life Skills into English Class
Integrating Life Skills into English Classm nagaRAJU
 
Creative Thinking (Convergent and Divergent thinking)
Creative Thinking (Convergent and Divergent thinking)Creative Thinking (Convergent and Divergent thinking)
Creative Thinking (Convergent and Divergent thinking)Prinson Rodrigues
 
Thinking presentation
Thinking presentationThinking presentation
Thinking presentationmvainio
 
Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomCritical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomDivya Samvit Rajagopalan
 
Mathematics Anxiety - Dila
Mathematics Anxiety - DilaMathematics Anxiety - Dila
Mathematics Anxiety - DilaAdilah Yahaya
 
From novice to expert: A critical evaluation of direct instruction
From novice to expert: A critical evaluation of direct instructionFrom novice to expert: A critical evaluation of direct instruction
From novice to expert: A critical evaluation of direct instructionChristian Bokhove
 
Effective Teaching profession for children
Effective Teaching profession for childrenEffective Teaching profession for children
Effective Teaching profession for childrenVS E
 

What's hot (18)

Creativity and problem solving
Creativity and problem solvingCreativity and problem solving
Creativity and problem solving
 
Cowen presentersnotes
Cowen presentersnotesCowen presentersnotes
Cowen presentersnotes
 
Cmc assessment for classroom management - prefinal
Cmc   assessment for classroom management - prefinalCmc   assessment for classroom management - prefinal
Cmc assessment for classroom management - prefinal
 
Cmc assessment for classroom management - prefinal
Cmc   assessment for classroom management - prefinalCmc   assessment for classroom management - prefinal
Cmc assessment for classroom management - prefinal
 
Cooperative Learning in the Classroom
Cooperative Learning in the ClassroomCooperative Learning in the Classroom
Cooperative Learning in the Classroom
 
Reflective Practice Handout
Reflective Practice HandoutReflective Practice Handout
Reflective Practice Handout
 
Making the grade 2013
Making the grade 2013 Making the grade 2013
Making the grade 2013
 
Question Thinking
Question ThinkingQuestion Thinking
Question Thinking
 
Mis in commerce
Mis in commerceMis in commerce
Mis in commerce
 
The Neural Basis for Creativity
The Neural Basis for CreativityThe Neural Basis for Creativity
The Neural Basis for Creativity
 
Integrating Life Skills into English Class
Integrating Life Skills into English ClassIntegrating Life Skills into English Class
Integrating Life Skills into English Class
 
Creative Thinking (Convergent and Divergent thinking)
Creative Thinking (Convergent and Divergent thinking)Creative Thinking (Convergent and Divergent thinking)
Creative Thinking (Convergent and Divergent thinking)
 
Thinking presentation
Thinking presentationThinking presentation
Thinking presentation
 
Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomCritical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern Classroom
 
Mathematics Anxiety - Dila
Mathematics Anxiety - DilaMathematics Anxiety - Dila
Mathematics Anxiety - Dila
 
Math Anxiety
Math AnxietyMath Anxiety
Math Anxiety
 
From novice to expert: A critical evaluation of direct instruction
From novice to expert: A critical evaluation of direct instructionFrom novice to expert: A critical evaluation of direct instruction
From novice to expert: A critical evaluation of direct instruction
 
Effective Teaching profession for children
Effective Teaching profession for childrenEffective Teaching profession for children
Effective Teaching profession for children
 

Similar to Ryan wexelblatt Transition Conference presentation 2015

2013- A Pathway to Success for Students who Present with Social Skill Needs
2013- A Pathway to Success for Students who Present with Social Skill Needs2013- A Pathway to Success for Students who Present with Social Skill Needs
2013- A Pathway to Success for Students who Present with Social Skill NeedsRyan Wexelblatt, LCSW
 
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...Ryan Wexelblatt, LCSW
 
Executive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum DisordersExecutive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum DisordersRyan Wexelblatt, LCSW
 
Executive function presentation_03-04-13_315 2 (1)
Executive function presentation_03-04-13_315 2 (1)Executive function presentation_03-04-13_315 2 (1)
Executive function presentation_03-04-13_315 2 (1)Leslie Hafner Stevenson
 
2020 bc session 6
2020 bc session 62020 bc session 6
2020 bc session 6Beth Carey
 
2020 bc session 6
2020 bc session 62020 bc session 6
2020 bc session 6Beth Carey
 
Active learning(jigsaw method)1 merged
Active learning(jigsaw method)1   mergedActive learning(jigsaw method)1   merged
Active learning(jigsaw method)1 mergedshaziazamir1
 
Coaches Meeting Powerpoint 11.11.14
Coaches Meeting Powerpoint 11.11.14Coaches Meeting Powerpoint 11.11.14
Coaches Meeting Powerpoint 11.11.14nca1
 
Visual Schedules and Other Supports in an Early Childhood Special Education C...
Visual Schedules and Other Supports in an Early Childhood Special Education C...Visual Schedules and Other Supports in an Early Childhood Special Education C...
Visual Schedules and Other Supports in an Early Childhood Special Education C...ConsiderateClassroom
 
Lifespan Psychology Lecture 3.2
Lifespan Psychology   Lecture 3.2Lifespan Psychology   Lecture 3.2
Lifespan Psychology Lecture 3.2kclancy
 
Autism Coaches Meeting Powerpoint 11.11.14
Autism Coaches Meeting Powerpoint 11.11.14Autism Coaches Meeting Powerpoint 11.11.14
Autism Coaches Meeting Powerpoint 11.11.14nca1
 
ESL Pathways Curriculum: Background and Key Components
ESL Pathways Curriculum: Background and Key ComponentsESL Pathways Curriculum: Background and Key Components
ESL Pathways Curriculum: Background and Key ComponentsCarrie Leggatt
 
Mathematics at roxy
Mathematics at roxyMathematics at roxy
Mathematics at roxymattonz
 
ESLR Presentation
ESLR PresentationESLR Presentation
ESLR PresentationJon Zurfluh
 
Teaching and leaning in the
Teaching and leaning in theTeaching and leaning in the
Teaching and leaning in theFran Toomey
 

Similar to Ryan wexelblatt Transition Conference presentation 2015 (20)

2013- A Pathway to Success for Students who Present with Social Skill Needs
2013- A Pathway to Success for Students who Present with Social Skill Needs2013- A Pathway to Success for Students who Present with Social Skill Needs
2013- A Pathway to Success for Students who Present with Social Skill Needs
 
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...
Ryan Wexelblatt CCIU Presentation on Center for Social and Executive Function...
 
Executive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum DisordersExecutive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum Disorders
 
Executive function presentation_03-04-13_315 2 (1)
Executive function presentation_03-04-13_315 2 (1)Executive function presentation_03-04-13_315 2 (1)
Executive function presentation_03-04-13_315 2 (1)
 
2020 bc session 6
2020 bc session 62020 bc session 6
2020 bc session 6
 
2020 bc session 6
2020 bc session 62020 bc session 6
2020 bc session 6
 
Active learning(jigsaw method)1 merged
Active learning(jigsaw method)1   mergedActive learning(jigsaw method)1   merged
Active learning(jigsaw method)1 merged
 
Coaches Meeting Powerpoint 11.11.14
Coaches Meeting Powerpoint 11.11.14Coaches Meeting Powerpoint 11.11.14
Coaches Meeting Powerpoint 11.11.14
 
Visual Schedules and Other Supports in an Early Childhood Special Education C...
Visual Schedules and Other Supports in an Early Childhood Special Education C...Visual Schedules and Other Supports in an Early Childhood Special Education C...
Visual Schedules and Other Supports in an Early Childhood Special Education C...
 
Lifespan Psychology Lecture 3.2
Lifespan Psychology   Lecture 3.2Lifespan Psychology   Lecture 3.2
Lifespan Psychology Lecture 3.2
 
Autism Coaches Meeting Powerpoint 11.11.14
Autism Coaches Meeting Powerpoint 11.11.14Autism Coaches Meeting Powerpoint 11.11.14
Autism Coaches Meeting Powerpoint 11.11.14
 
Course review.docx
Course review.docxCourse review.docx
Course review.docx
 
Social competencies
Social competenciesSocial competencies
Social competencies
 
Understanding by Design
Understanding by DesignUnderstanding by Design
Understanding by Design
 
ESL Pathways Curriculum: Background and Key Components
ESL Pathways Curriculum: Background and Key ComponentsESL Pathways Curriculum: Background and Key Components
ESL Pathways Curriculum: Background and Key Components
 
Mathematics at roxy
Mathematics at roxyMathematics at roxy
Mathematics at roxy
 
111
111111
111
 
111
111111
111
 
ESLR Presentation
ESLR PresentationESLR Presentation
ESLR Presentation
 
Teaching and leaning in the
Teaching and leaning in theTeaching and leaning in the
Teaching and leaning in the
 

More from Ryan Wexelblatt, LCSW

Summer Trip Camp - Ryan Wexelblatt, LCSW -Director
Summer Trip Camp - Ryan Wexelblatt, LCSW -DirectorSummer Trip Camp - Ryan Wexelblatt, LCSW -Director
Summer Trip Camp - Ryan Wexelblatt, LCSW -DirectorRyan Wexelblatt, LCSW
 
Grade 3/4 How to Hang Out Program - Ryan Wexelblatt
Grade 3/4 How to Hang Out Program - Ryan WexelblattGrade 3/4 How to Hang Out Program - Ryan Wexelblatt
Grade 3/4 How to Hang Out Program - Ryan WexelblattRyan Wexelblatt, LCSW
 
Middle School How to Hang Out Program - Ryan Wexelblatt
Middle School How to Hang Out Program - Ryan WexelblattMiddle School How to Hang Out Program - Ryan Wexelblatt
Middle School How to Hang Out Program - Ryan WexelblattRyan Wexelblatt, LCSW
 
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan Wexelblatt
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan WexelblattRide the Wave Counseling Middle School How to Hang Out Program - Ryan Wexelblatt
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan WexelblattRyan Wexelblatt, LCSW
 
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...Ryan Wexelblatt, LCSW
 
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and Mentor
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and MentorRyan Wexelblatt LSW, CAS Strategic Advisor, Consultant and Mentor
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and MentorRyan Wexelblatt, LCSW
 
5th grade Guy Stuff Program-Center for ADHD
5th grade Guy Stuff Program-Center for ADHD5th grade Guy Stuff Program-Center for ADHD
5th grade Guy Stuff Program-Center for ADHDRyan Wexelblatt, LCSW
 
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17Ryan Wexelblatt, LCSW
 
Guy Talk Program at Center for Social in Narberth, PA
Guy Talk Program at Center for Social in Narberth, PAGuy Talk Program at Center for Social in Narberth, PA
Guy Talk Program at Center for Social in Narberth, PARyan Wexelblatt, LCSW
 
Executive Function Travel Program August 2016 at Center for Social
Executive Function Travel Program August 2016 at Center for SocialExecutive Function Travel Program August 2016 at Center for Social
Executive Function Travel Program August 2016 at Center for SocialRyan Wexelblatt, LCSW
 
Guy Talk Program Princeton Program Flyer
Guy Talk Program Princeton Program FlyerGuy Talk Program Princeton Program Flyer
Guy Talk Program Princeton Program FlyerRyan Wexelblatt, LCSW
 
Boys need connection with other boys
Boys need connection with other boysBoys need connection with other boys
Boys need connection with other boysRyan Wexelblatt, LCSW
 
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016Ryan Wexelblatt, LCSW
 
Hormones and Hygiene Presentation at Social Village 1.9.16
Hormones and Hygiene Presentation at Social Village 1.9.16Hormones and Hygiene Presentation at Social Village 1.9.16
Hormones and Hygiene Presentation at Social Village 1.9.16Ryan Wexelblatt, LCSW
 
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech Language
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech LanguageRyan Wexelblatt January 9th 2016 Presentation at Princeton Speech Language
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech LanguageRyan Wexelblatt, LCSW
 
The economic value of social and emotional learning
The economic value of social and emotional learningThe economic value of social and emotional learning
The economic value of social and emotional learningRyan Wexelblatt, LCSW
 
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015Ryan Wexelblatt, LCSW
 
Ross Greene Presentation Thursday November 12 North Brunswick, NJ
Ross Greene Presentation Thursday November 12 North Brunswick, NJRoss Greene Presentation Thursday November 12 North Brunswick, NJ
Ross Greene Presentation Thursday November 12 North Brunswick, NJRyan Wexelblatt, LCSW
 

More from Ryan Wexelblatt, LCSW (20)

Summer Trip Camp - Ryan Wexelblatt, LCSW -Director
Summer Trip Camp - Ryan Wexelblatt, LCSW -DirectorSummer Trip Camp - Ryan Wexelblatt, LCSW -Director
Summer Trip Camp - Ryan Wexelblatt, LCSW -Director
 
Grade 3/4 How to Hang Out Program - Ryan Wexelblatt
Grade 3/4 How to Hang Out Program - Ryan WexelblattGrade 3/4 How to Hang Out Program - Ryan Wexelblatt
Grade 3/4 How to Hang Out Program - Ryan Wexelblatt
 
Middle School How to Hang Out Program - Ryan Wexelblatt
Middle School How to Hang Out Program - Ryan WexelblattMiddle School How to Hang Out Program - Ryan Wexelblatt
Middle School How to Hang Out Program - Ryan Wexelblatt
 
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan Wexelblatt
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan WexelblattRide the Wave Counseling Middle School How to Hang Out Program - Ryan Wexelblatt
Ride the Wave Counseling Middle School How to Hang Out Program - Ryan Wexelblatt
 
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...
Teaching Guys to Communicate Like Guys (not sounding like you walked out of a...
 
Guy Stuff by Ryan Wexelblatt, LCSW
Guy Stuff by Ryan Wexelblatt, LCSWGuy Stuff by Ryan Wexelblatt, LCSW
Guy Stuff by Ryan Wexelblatt, LCSW
 
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and Mentor
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and MentorRyan Wexelblatt LSW, CAS Strategic Advisor, Consultant and Mentor
Ryan Wexelblatt LSW, CAS Strategic Advisor, Consultant and Mentor
 
5th grade Guy Stuff Program-Center for ADHD
5th grade Guy Stuff Program-Center for ADHD5th grade Guy Stuff Program-Center for ADHD
5th grade Guy Stuff Program-Center for ADHD
 
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17
Ryan Wexelblatt-CHADD Elkins Park Presentation 6.6.17
 
Guy Talk Program at Center for Social in Narberth, PA
Guy Talk Program at Center for Social in Narberth, PAGuy Talk Program at Center for Social in Narberth, PA
Guy Talk Program at Center for Social in Narberth, PA
 
Executive Function Travel Program August 2016 at Center for Social
Executive Function Travel Program August 2016 at Center for SocialExecutive Function Travel Program August 2016 at Center for Social
Executive Function Travel Program August 2016 at Center for Social
 
How to Hang Out program flyer
How to Hang Out program flyerHow to Hang Out program flyer
How to Hang Out program flyer
 
Guy Talk Program Princeton Program Flyer
Guy Talk Program Princeton Program FlyerGuy Talk Program Princeton Program Flyer
Guy Talk Program Princeton Program Flyer
 
Boys need connection with other boys
Boys need connection with other boysBoys need connection with other boys
Boys need connection with other boys
 
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016
Ryan Wexelblatt Presentations at Gwynedd Mercy Autism Conference 2016
 
Hormones and Hygiene Presentation at Social Village 1.9.16
Hormones and Hygiene Presentation at Social Village 1.9.16Hormones and Hygiene Presentation at Social Village 1.9.16
Hormones and Hygiene Presentation at Social Village 1.9.16
 
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech Language
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech LanguageRyan Wexelblatt January 9th 2016 Presentation at Princeton Speech Language
Ryan Wexelblatt January 9th 2016 Presentation at Princeton Speech Language
 
The economic value of social and emotional learning
The economic value of social and emotional learningThe economic value of social and emotional learning
The economic value of social and emotional learning
 
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015
Zones of Regulation author Leah Kuypers- King of Prussia, PA Nov 6, 2015
 
Ross Greene Presentation Thursday November 12 North Brunswick, NJ
Ross Greene Presentation Thursday November 12 North Brunswick, NJRoss Greene Presentation Thursday November 12 North Brunswick, NJ
Ross Greene Presentation Thursday November 12 North Brunswick, NJ
 

Recently uploaded

ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfVanessa Camilleri
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQuiz Club NITW
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptxmary850239
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDhatriParmar
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4JOYLYNSAMANIEGO
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1GloryAnnCastre1
 
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Association for Project Management
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6Vanessa Camilleri
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Celine George
 
CHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxCHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxAneriPatwari
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Developmentchesterberbo7
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 

Recently uploaded (20)

ICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdfICS2208 Lecture6 Notes for SL spaces.pdf
ICS2208 Lecture6 Notes for SL spaces.pdf
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
 
Paradigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTAParadigm shift in nursing research by RS MEHTA
Paradigm shift in nursing research by RS MEHTA
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1
 
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6ICS 2208 Lecture Slide Notes for Topic 6
ICS 2208 Lecture Slide Notes for Topic 6
 
Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17Tree View Decoration Attribute in the Odoo 17
Tree View Decoration Attribute in the Odoo 17
 
CHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxCHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptx
 
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of EngineeringFaculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Development
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"Mattingly "AI & Prompt Design: Large Language Models"
Mattingly "AI & Prompt Design: Large Language Models"
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 

Ryan wexelblatt Transition Conference presentation 2015

  • 1. The Skills Students Need to be Successful in College and the Workforce: Executive Function Social Cognition Age-Expected Independence Ryan Wexelblatt, MSS, LSW Skills for College www.socialef.com
  • 2. What led me to create this presentation? Hearing very similar stories over the years. Looking at the data and research for the student population I work with post high school. A desire to educate parents and professional colleagues as to why I believe these three areas are essential to the transition process. And I like an audience….
  • 3. I hope you’ll take from this presentation 1. An understanding of the terms: • Social-cognitive skills • Executive Function skills • Age-expected independence as they pertain to the skills that all students need to be successful in college, post-secondary education and the workforce. 2. One strategy to teach in each of these areas.
  • 4. The diagnostic profiles of the students and young adults I work with: • ADHD • Asperger’s Syndrome • Higher-independence ASD (Full use of functional language) • Learning challenges that effect social and executive function skill development
  • 5. How Life Looks for Our Students Until Graduation
  • 6. The Day After High School Graduation
  • 7. “One of the great myths many parents buy into is that school performance predicts performance in adult life. It does not.” -Dr. Ned Hallowell
  • 8. What can “pulling the rug out” mean in the context of college, post-secondary education or employment: •Higher drop-out rates •Lower graduation rates •Propensity for social isolation/Significant challenges with navigating new social situations and making friends •Significantly lower employment rates (underemployment and unemployment)
  • 9. Upon graduation, students who received a tremendous amount of support both within and outside of school may be left with: •Under-developed frontal lobe functions (executive function skills) •Difficulty with self-advocacy and problem solving skills •Over-dependency on parents or caregivers •Difficulty forming new social relationships (friendships, dating) •Frustration that they can not independently perform tasks that their same-age peers or people younger than them can perform
  • 10. Once students graduate from high school and transition into college/post-secondary education: •Parents can not speak with Educators (FERPA) •No IEPs •Students are fully responsible for their educational success. •There is no more “team” accountability. Students who enter the workforce may have supports but the decision to employ someone falls solely on the employer.
  • 11. Executive Function Skills Age-expected Independence Social- cognitive Skills We need to consider three overlapping areas that students need support in developing if they’re going to be successful in the transition process:
  • 12.
  • 13. Think about all the skills you need to manage your day Personal: Waking up, going to bed on time, bathing, picking out what to wear Time-spacing: Knowing when to leave for work, how much time you have in between stopping at the market before you have to get home. Task transition: shifting from typing an email to going into a meeting, ending your phone conversation so you can re-focus on work. Self-monitoring: Changing your tone of voice if you feel yourself starting to get annoyed with your boss.
  • 14. Executive Function skills allow you to: • Manage time • Pay attention • Switch focus • Plan and organize • Use situational intelligence • Do things based on your prior experiences • “Bounce back” after an emotional upset
  • 15. Executive function skills aren’t usually fully developed until age 23-26 30% developmental delay in the acquisition of executive function skills Executive Function Developmental Delay instead of ADHD
  • 16. How executive function skill challenges “look”: 1.Inability to “feel” time as a concrete concept. 2. Difficulty utilizing non-verbal working memory (Pre-imagining skills) 3. Initiating and shifting tasks 4. Lack of situational awareness 5. Poor Self-monitoring skills (metacognition)
  • 17. Key Strategies to Help Develop Executive Function Skills: 1. Teaching the concept of time as something tangible that can be felt. 2. Drawing on past experiences/knowledge to plan/execute tasks in the present (pre-imagining/future thinking skills) 3. Developing Situational Awareness (Gestalt Processing)
  • 18. Remember these? Digital clocks can not teach the passage of time because there’s no physical/spatial movement. Analog clocks can teach the concept of time as they illustrate unit volume.
  • 19. Seeing time as a visual and physical concept:
  • 20. Formula for figuring out how long an assignment will take: 1. Count the number of tasks (ex: 3 paragraph question answers, 20 math problems, etc.) 2. Assign a 1,2 or 3 point value for each task 1=Little time 2=Medium amount of time 3=A lot of time 3. Add up the point value Answer=How long the assignment will take Always round up to the nearest 5 or 10 Account for other variables (snack break, etc.)
  • 21. Activity: Lets figure out how long it will take to do this math worksheet: 14 Problems Assign a “2” to this sheet since it will take a medium amount of time. Multiply “2” times “14” This worksheet should take 28 minutes. We round it up to 30 minutes
  • 22. We shade in the clock with a dry erase marker to give us a visual representation of how long the assignment will take. Remember to account for: • Setting up • Breaks • Putting things away things where they’re supposed to go
  • 23. Non-verbal working memory is the precursor to (verbal) working memory Non-verbal working memory includes: pre-imagining skills/recalling past experiences to enable task initiation. “If I need to do this, then I need to execute this task”
  • 24. If I’m going to the drive-in movie then I need snacks, etc..
  • 25. Let’s Do An Activity Take out a piece of paper and draw a picture of what a 3 page book report would look like including the cover.
  • 26. Did you think about what it would look like when it was finished before you started drawing?
  • 27. Strategy to improve non-verbal working memory Use visual, declarative language: •What would you look like if you were ready for school? •Visualize will the book report look like when it’s finished, draw it out first with every page you need. • Picture the things you need to bring to swimming and put them in your bag. • Imagine what your room looks like when it’s clean, it should look like the picture in your head.
  • 28. Why lists don’t work for many students with executive function challenges:
  • 29. What does ready for bed look like? How is the same but different as ready for school?
  • 31. What is situational awareness (gestalt processing)? The ability to take various pieces of information together and understand them as a concept rather than disconnected, specific details. Whole Parts Details Details Parts Whole
  • 32.
  • 33. What this picture look like to someone who has difficulty with gestalt processing? • Someone is working in that office because the light is on. • Windows 7 is old, its up to Windows 10 now. • My sister has Nivea in the bathroom.
  • 34. What’s going on? Explain in: Whole: Classroom Parts: Students are allowed to work together Details: They are using calculators
  • 35. By Sarah Ward, SLP of Cognitive Connections. A strategy to teach situational awareness
  • 36.
  • 37. Activity: STOP and READ the room Space:_____________________ Time: ______________________ Objects: ____________________ People:_____________________
  • 38. "A child’s EQ (Emotional Quotient) is not always equal to their IQ (Intellectual Quotient)." -Leah Kuypers Creator of Zones of Regulation curriculum
  • 39.
  • 40. Social skills are not a scripted set of pro-social behaviors. They are the application of social information that occurs when we are sharing space with others and want to ensure that we keep them thinking about us in a positive manner.
  • 41. Common misconceptions of social skills development: • Students “pick up” social skills from being around neurotypical peers. • Academically successful kids will just improve their social skills naturally because they’re smart. • Social skills need to be taught in a social skills group. • All social learning challenges have a behavioral function.
  • 42. Reality of social skills development: • Improving social cognitive skills is a very slow process. • It requires much more than teaching “surface skills” • If kids could improve social skills by being around neurotypical peers then no one would present with social learning challenges. • Social learning challenges are a learning issue, not a mental health issue. • Maturity helps but doesn’t solve all social learning challenges
  • 43. The framework I use to teach social cognitive skills: Michelle Garcia Winner’s ILAUGH Model of Social Cognition®: • Perspective taking ability • Initiation • Gestalt Processing • Listening/Thinking with eyes and brain • Abstract and inferential Language • Humor and human Relatedness
  • 44. Individuals have various social learning profiles. Their ability to decode social information can be placed on a “social radar system”
  • 45. The two foundational social cognitive skills to teach: 1. Learn to think with our eyes to decode social information (thinking with eyes) 2. Understand other’s thoughts, feelings, intentions (perspective taking)
  • 46.
  • 47. How to teach “thinking with your eyes” Use photographs from magazines or books or examples from TV/movies where you can see the eye-gaze direction of the people. Ask them to make a “smart guess” on what the person is thinking about based on their eyes.
  • 48. Why perspective taking ability is the most important social cognitive skill to develop: Being able to understand other people’s thoughts, feelings and intentions is essential for success in relationships. Perspective taking skills allows us to adjust what we do or say in order to keep people thinking about us positively. In order to be able to work in a group, collaborate, etc. we need to have relatively good perspective taking ability. The ability to form social relationships is a better predictor of future success than grades, tests scores, IQ scores, etc..
  • 49.
  • 50. Strategies to teach perspective taking skills Share your thought process out loud and ask what you (or someone else might be thinking and feeling): “I’m having uncomfortable thoughts right now because you’re picking your nose.” “What I’m thinking right now is that I hope you’ll stop talking about anime soon and ask me a question about what I like to do because you’ve been talking about anime for 10 minutes and I haven’t said anything.” “What kind of thoughts do you think Austin is having about you now that you yelled at him? How do you feel that he’s having those thoughts about you? Social Behavior Maps in the Social Thinking books are a great way to teach
  • 51.
  • 52. Context is everything when we teach social!
  • 53.
  • 54.
  • 55.
  • 56.
  • 57.
  • 58. Teaching independence skills the right way bolsters self-esteem, confidence, and the willingness to try new things. http://autismdigest.com/tips-for-teaching-essential-independence-skills/ Doing things for someone that they can learn to do on their own inhibits their development of executive function skills.
  • 59. Ages 12 & 13 Personal Chores: -Take care of personal hygiene, personal belongings and homework. -Doing laundry independently -Set the alarm clock. -Maintains personal items. -Change bed sheets. -Keep the rooms tidy. Family Chores: -Change the light bulbs. -Dust, vacuums, clean bathrooms and do dishes. -Mow the lawn with supervision. Ages 14 & 15 Personal Chores: -Responsible for all personal chores in ages 12 & 13. -Responsible for library cards and books. Family Chores: -Do yard work as needed. -Make a grocery list. -Help wash windows. -Responsible to earn money for spending.
  • 60.
  • 61. PROCESS TO LEARNING INDEPENDENT TASKS 1 You watch me 2. You help me 3. I help you 4. You do it with my supervision 5. You teach me *Resistance can be expected from individuals who have anxiety around learning new tasks or who aren’t used to having responsibilities.
  • 62. Watch the video together then go through the “Process to Learning Independent Tasks” in the previous slide.
  • 63.
  • 64. Executive Function Skills, Social Cognitive Skills and Age-Expected Independence Skills are interconnected. It’s never too early to start teaching these skills and it’s never too late-you can learn at any age. Most people can’t learn when they’re frustrated. It’s OK to take a break but don’t abandon the teaching process as a result of the person’s frustration. Don’t “brush off” these areas by thinking there’s more important things to learn, or you’ll get to them eventually.
  • 65. • Work with ages 11-adults • Based in Philadelphia • In person sessions only • Social Cognitive Skills • Executive Function Skills • Education (Safety, relationship/sexuality/puberty education) • Private practice provider • Work with college students on their campus • Provider through the PA Bureau of Autism Adult Autism Waiver • Provider through the ODP Person/Family Directed Support Waiver
  • 66. www.facebook.com/SkillsforCollege https://www.linkedin.com/in/ryanwexelblatt Ryan Wexelblatt, MSS, LSW centerforsocialef@gmail.com 484-278-1088 Skills for College Soon to be: The Center for Social and Executive Function Skills www.socialef.com @ryanwexelblatt
  • 67.
  • 68.
  • 69.
  • 70.
  • 71.
  • 72.
  • 73. Resources Social Cognition and Emotional Regulation Social Thinking®: www.socialthinking.com Zones of Regulation by Leah Kuypers www.zonesofregulation.com The Incredible 5 Point Scale by Kari Dunn Buron: www.5pointscale.com Executive Function Skills www. CognitiveConnections.com Sarah Ward and Kristen Jacobsen www.smartbutscatteredkids.com Drs. Peg Dawson and Richard Guare Age-expected Independence http://bahnandassociates.com/Article_Loftin_ASDIndependence.pdf (comprehensive behavioral approach) http://life.familyeducation.com/slideshow/independence/71434.html
  • 74. Resources continued.. Behavioral Resources Collaborative and Proactive Solutions (formally called Collaborative Problem Solving) http://www.cpsconnection.com/ Jessica Minahan’s The Behavior Code http://jessicaminahan.com/
  • 75. Thank You I appreciate you being here!