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Benefits of Social Skills
- 1. T R I S H C L E M M E R Emotion and Social Interactions
- 4. FMRI Brain Scan Person with Autism VS Neruo – Typical Brain identifying emotions
- 6. Hello Jonny!
- 7. Resources to used to teach emotions relating to social skills Social Story ZEEBU Playtime with Zeebu
- 9. Social skills lesson on conversation and staying ‘in the group’
- 10. Slide 2: Boardmaker (2015) retrieved at http://www.mayer-johnson.com/boardmaker-software/?gclid=CNehpfqs2LoCFW3NOgod1RgAoQ Discovery Education, . Close up of Girl Showing Mad Emotion. [Image]. Available from http://www.discoveryeducation.com/ Discovery Education, . Wide Shot of Mad Girl with Hands on Hips. [Image]. Available from http://www.discoveryeducation.com/ Discovery Education, . Close up of Sad Girl. [Image]. Available from http://www.discoveryeducation.com/ Slide 3: Golden, Phillipe (2008) The Neuroscience of Emotions [image] presented at Google http://www.youtube.com/watch?v=tShDYA3NFVs&NR=1 Discovery Education, . Close up of Woman's Smile. [Image]. Available from http://www.discoveryeducation.com/ Discovery Education, . Wide Shot of Boy Thinking While Sitting. [Image]. Available from http://www.discoveryeducation.com/ PERSONALLY TAKEN PHOTOGRAPH: Clemmer, Trish. “Social story in the group” 2014 power point Slide 4: Semrud-Clikeman, Margaret, PhD (N.D.) Research in Brain Function and Learning T he importance of matching instruction to a child's maturity level [image] retrieved from: http://www.apa.org/education/k12/brain-function.aspx Michigan State University Slide 5 and 6: Boardmaker (2015) retrieved at http://www.mayer-johnson.com/boardmaker-software/?gclid=CNehpfqs2LoCFW3NOgod1RgAoQ ChildMinding Shop (N.D.) Emotions Poster retrieved from: http://www.thechildmindingshop.co.uk/emotions-poster-7038-p.asp Slide 7: Thought bubble productions (2008) Play time with Zeebu http://www.playtimewithzeebu.com PERSONALLY TAKEN PHOTOGRAPH: Clemmer, Trish. “Social story in the group” 2014 power point Smith Micro Software, Inc.(2015). Sock Puppets(Version 1.77) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/sock- puppets/id394504903?mt=8 Slide 8: Pearson (2008) Clinical Evaluation of Language Fundamentals retrieved from: http://images.pearsonassessments.com/images/tmrs/tmrs_rg/CELF_4_Tech_Report.pdf?WT.mc_id=TMRS_CELF_4_Technical_Report Slide 9: PERSONALLY TAKEN PHOTOGRAPH: Clemmer, Trish. “Social Skills Conversations” 2014 jpeg Resources Used
Editor's Notes
- Slide 2: As human being as all have emotions and feelings. For the most part, we all do well expressing and handling our feelings. To us Neruo typical people these emotions are easy to distinguish and cross cultural boundaries.
- Slide 3: Interpreting emotions and relating to people socially go hand in hand with neuro-typical people. People can look, think clearly about the emotion and distinguish it with ease. The neurons and signal move quickly through the brain from the visual part to the speech part so that they do not say inappropriate things or “unexpected things” as Michelle Garcia Winner states. Neuro-Typical people interact well socially and know what to say at the right time. What does this mean for people on the autism spectrum?
- Slide 4: Studies show that people with Autism have many more neurons that all try to communicate at once. I imagine this as traffic jam in the head. The emotion signals and speech signal take longer to travel or sometimes may just go away before they reach the destination. This creates socially awkward or unexpected situations. For example: someone could be crying and a child with autism could look and completely ignore them.
- Slide 5: How do people with autism learn what is expected and how to handle their emotions? Pragmatic language is something that needs to be taught.
- Slide 6: As an Autistic support teacher, the speech pathologist and I teach out students these pragmatic skills through social skills lessons. We teach children to look at the person, think about them, and then identify emotions step by step.
- Slide 7: The speech pathologist and I use technology everyday to do this. We write social stories using power point to help children identify their own emotions as well as other emotions and to teach them how to handle them “expected”. We use a wonderful interactive website with Zeebu an imaginary monkey to identify feelings. We also use an Ipad app called sock puppets to create and role play social situations that have happened during their week.
- Slide 8: How do we decide what should be taught and what is already known? A diagnostic is done by the speech pathologist using the CLEF (Clinical Evaluation of Language Fundamentals) as well as a rating scale completed by the parents and teachers. Once the evaluation is complete there are clear indicators of what should be known and what the student actually knows. From there the autism support teacher and speech pathologist develop a social skills goal as well as a generalization goal for the students to transfer skills into real life situations.
- Slide 9: After over two years with my students, I see the benefits social skills and generalizing them to real conversations, including my lower language student who said the other day “so and so is upset” independently. All of these things can be taught!