This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
This is a powerpoint, I created, with help from a Developmental Specialist named Becky Parker (M. Ed.) who is in the Early Childhood Education/Early Childhood Special Education Program at BYU-Idaho. It talks about the causes and some helpful tips for parents, teachers, and specialists who may work with these amazing people who suffer from Sensory Disorders.
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This Power Point presentation shares the importance of smooth transitions in the classroom. In addition, the presentation outlines effective strategies for smooth transitions. More importantly, the Power Point presentation shares the importance of promoting independence during transitions.
Effective communication in Early YearsSammy Fugler
This presentation provides an overview for Rainbow Nursery staff of how to communicate effectively with their key children, and all the children at the nursery. It relates to EYFS and best practice in early years.
This is a powerpoint, I created, with help from a Developmental Specialist named Becky Parker (M. Ed.) who is in the Early Childhood Education/Early Childhood Special Education Program at BYU-Idaho. It talks about the causes and some helpful tips for parents, teachers, and specialists who may work with these amazing people who suffer from Sensory Disorders.
This is a PowerPoint Presentation that discusses how play is the most important process through which young children learn. Although toys are fun, they are also tools that can help children learn about themselves and the world around them.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
A generic social story to help a child understand the social notion of competition and process the feelings of losing and winning.
Easy to personalize by adding a child's name and pictures of special interests to the pages.
This social story by Cassie Papademetriou, a kinesiology/pre- health professions major at Temple University, explains some of the rules of playing at the playground.
“I think my Mac has a virus”…now what? When a Windows PC gets infected there are established diagnostic procedures to uncover and analyze the malware. Not so, on OS X. This talk will discuss OS X-specific tools and techniques that can uncover infections as well as secrets of Mac malware. So come watch as malware is dissected and learn how new tools can lead to proficient OS X malware analysis!
Looking for ways to modify your storytimes to better serve children with disabilities? This presentation can help you by giving ideas about setting the scene, organizing your storytimes, and giving positive reinforcement.
CHAPTER 4Building an Anti‑Bias Education Program Clarifying andWilheminaRossi174
CHAPTER 4
Building an Anti‑Bias Education Program: Clarifying and Brave Conversations with Children
Everything teachers do—setting up the learning environment; planning the curriculum; observing, assessing, and thinking about individual children; and so much more—rests upon establishing strong, caring, and trusting relationships with children and families. Without such relationships with their teachers, children find it hard to open up, to learn, to grow, to feel safe. These relationships are built onSeeing each individual child as a member of a unique family with many, often complex, social identities that shape their learning and ways of beingRespecting each child’s individual way of learning and being rather than imposing an expected behaviorKnowing how children learn to think and how they are, and are not yet, able to discern what is happening around themUnderstanding that children are in the process of learning at all times and that it takes many experiences before they master an idea or a behaviorListening carefully to each child to understand how each is making sense of experiences and/or behavior
An essential element in building strong relationships is your willingness to engage in conversations that support children’s sense of self, that let them know they are safe and honored exactly as who they are. Children live in a world that sends multiple, stereotype‑laden messages about their comparative value, their right to be visible, and how they are expected to behave based on their economic class, ethnicity, gender, abilities, racial identity, and religion. These overt and covert messages affect their own sense of self‑worth and how they think about people who are different. Avoiding conversations about identity and fairness is a disservice to children who are developmentally dependent upon adults to help them make sense of the complex and contradictory societal messages they receive.
When programs do not demonstrate respect for and acknowledgement of human diversity, children and families cannot feel truly seen or honored. When a teacher avoids directly addressing comments or behaviors that can hurt another child, no child feels safe. Keeping silent not only does not help children, it actively hurts them. Learning how to break this silence, how to talk about anti‑bias issues with clarity, courage, and caring, is an essential skill not only in the world of early childhood education but in the world at large. This chapter explores ways to build trusting relationships with children by directly talking about identity, diversity, injustice, and activism, which correspond to the four goals of ABE.The Hurtful Power of Silence
It is hoped that children will turn to their trusted adults when they are confused or are hurt by their experiences. But to do so, children need a vocabulary to describe what they are thinking. Too often, adults ignore children’s attempts to understand how people can be different from one another and yet the same. A Whit ...
CHAPTER 4Building an Anti‑Bias Education Program Clarifying and
Social Stories Power Point
1. Social Stories
Incorporating
Social Stories
into
Pretend Play
2. What is a Social Story ?
Individualized short stories
Help a child interpret information/situations
Help a child to plan the steps of an activity
4. Social Stories can be used
with….
Everyone!
Most commonly used with Children with Autism.
Also beneficial for children with social disabilities,
bilingual students, typically developing students,
students needing PT/OT, students with a speech
delay, children with ADHD/ADD, children with OCD,
adults with autism, etc.
5. Theory of Mind
Impairment in perspective/social understanding (hard time seeing things from
any other perspective than their own and difficulty in certain social situations)
Have difficulty with understanding another person's beliefs, thoughts, point of
view.
Difficulty determining the intentions of others and how their behavior affects
others
Social situations are unpredictable which can lead to withdrawl and isolation
from social situations
Also known as mind blindness
Simon Baron-Cohen, Alan M. Leslie and Uta Frith, in 1985, published
research that suggested that children with autism do not employ a theory of
mind
According to Leslie, theory of mind plays a role in the deficits children with
autism have with childhood pretend play because it effects their capacity to
mentally represent thoughts, beliefs, and desires, regardless of whether or not
the circumstances involved are real.
6. Benefits
Describes social cues
Improves social skills and prepares the child/adult for new social
situations
Breaks down a challenging social situation into steps
Helps a child to understand rules and routines and become familiar
with the situation
Breaks down a pretend play activity to outline the steps in
performing the activity through text and pictures
Increases appropriate responding
Increases social understanding
Provides the child with the self-esteem and confidence to participate
in an activity.
Prompts socially appropriate behavior
Presents information in a clear, concise, and consistent manner with
accurate and structured information on what is happening
7. When To Use Social
Stories
The ways in which social stories can be
used is endless. A creative teacher
can use them to teach just about
anything.
8. Examples Of Social Story
Topics
Brushing teeth Putting away laundry
Washing hands Making a sandwich
Playing with a friend Going to a birthday party
Taking turns Getting your period
Sharing a toy Getting dressed
Greeting friends Dating
Joining a social activity Going to the movies
Joining a conversation Sitting appropriately
Pretend Play Playing soccer (or another sport)
Playing board games Being polite
Preparing for a sleepover Manners
Going to the supermarket Doing homework
Preparing for a trip Understanding emotions
Going on an airplane Saying sorry
Taking a bus Keeping hands to yourself
Expressing frustration Walking appropriately
Asking for a break Eating at the table
Using the bathroom Watching TV
Going to the doctor Standing too close
Playing with a sibling Using deodorant
What to do when someone pushes you Tying shoes
Eye contact Cleaning my room
waiting my turn Picking my nose
Interrupting Brushing my teeth
Figures of speech Taking a bath
Asking questions Getting a haircut
Calling out Saying I Love you
Voice control Lying
Respect
9. Types of Social Stories
Books
Read the story and discuss/act out
Interactive
Perform actions and complete certain
tasks in the story, while reading, in
order to learn a skill
10. Creating Social Stories
Decide your audience/type of learner
What Skill(s) would you like to address
What Sentence structure do you want to use
How will you evaluate its effectiveness/fade
it out
12. Sentence Structure
Descriptive Sentences objective, most frequently
used (WHAT)
Perspective sentences statements that describe
something from someone else's viewpoint (WHY)
Cooperative sentences describe how another person
will help the student
Directive sentences help the reader to identify a
suggested/appropriate response or choice in a particular
situation (PROMPTS THE BEHAVIOR)
Affirmative sentences express a commonly shared
opinion
Control sentences are statements written by the
student to identify personal strategies for handling a
situation
13. Fading out
It is important to fade out a social story gradually as
the child becomes knowledgeable in the skill area
Decreases prompt dependency
In addition the social story should be used across
many situations/people in order for the child to
generalize the skills taught in the story to other
people/situations
14. I Love to Pretend!
Social Stories
By Ellen Viola Thalhamer III
15. About the books:
“I’m a Daddy” and “Let’s Play Doctor” are social story
books that were created in order to teach children
with autism how to pretend play. For children who
are learning to pretend play and socially interact
with their peers, these books will be helpful in
guiding them through the motions of pretending to
be a daddy or a doctor. For those parents/teachers
who focus on generalization, and receptive and
expressive language, real life pictures associated
with the stories have been added to the back of the
books.
16. Book Information:
Website: www.ILovetoPretend.com
Email: ILovetoPretend@hotmail.com
17. References
Baron-Cohen S, Leslie AM, Frith U (1985).
"Does the autistic child have a 'theory of mind'?" (PDF). Cognition 21 (1): 37–46. doi:
10.1016/0010-0277(85)90022-8. PMID 2934210. http://ruccs.rutgers.edu/~aleslie/Baron-
Cohen%20Leslie%20&%20Frith%201985.pdf. Retrieved 2008-02-16.
Leslie, A. M. (1991). Theory of mind impairment in autism. In A. Whiten, Ed., Natural
theories of mind: Evolution, development, and simulation of everyday mind reading.
Cambridge, MA: Basil Blackwell.
Thalhamer III, Ellen Viola. I Love to Pretend! I’m a Daddy. Bloomington, Indiana: Author
House, 2010.
Thalhamer III, Ellen Viola. I Love to Pretend! Let’s Play Doctor. Bloomington, Indiana:
Author House, 2010.
The Gray Center. (unknown). Carol Gray. Retrieved October 12, 2010, from The Gray
Center for Social Learning and Understanding: http://thegraycenter.org/ssocial-
stories/carol-gray
Wikimedia Foundation, Inc. (2010, September 27). Social Stories. Retrieved October 12,
2010, from Wikipedia The free Encyclopedia: http://en.wikipedia.org/wiki/social_studies
Wallin, Jason. (2004). Social Studies. Retrieved October 12, 2010, from Polyxo.com
Teaching Children with Autism: http://www.polyxo.com/socialstories/
Editor's Notes
Baron-Cohen S, Leslie AM, Frith U (1985). "Does the autistic child have a 'theory of mind'?" (PDF). Cognition 21 (1): 37–46. doi : 10.1016/0010-0277(85)90022-8 . PMID 2934210 . http://ruccs.rutgers.edu/~aleslie/Baron-Cohen%20Leslie%20&%20Frith%201985.pdf . Retrieved 2008-02-16. Leslie, A. M. (1991). Theory of mind impairment in autism. In A. Whiten, Ed., Natural theories of mind: Evolution, development, and simulation of everyday mind reading. Cambridge, MA: Basil Blackwell.