You will find out what Social Thinking is, what Theory of Mind (ToM) is, and how they are related. You will learn what skills must be in place so ToM can develop. You will also will be able to list and describe various social communicators, and select appropriate therapeutic interventions.
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
Nature of Cognitive Psychology & Current Trends
According to Neisser(1967), Cognitive Psychology is the branch of psychology concerned with how people acquire, store, transform, use and communicate information.
Cognitive Psychology deals with our mental life; what goes inside our heads when we perceive, attend, remember, think, categorize, reason, decide, and so forth.
George Kelly - Personal Construct Theory- Princy HannahPRINCYHANNAHA
Personal construct theory or personal construct psychology is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory is concerned with the psychological reasons for actions.
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
A short presentation that provides an overview of the Myers Brigg Type Indicator (MBTI). Concepts covered are theory, administration, reliability and validity. References are cited.
Originally Eysenck characterized an individual's personality on two scales. Introversion - extraversion and stable - unstable. A person may thus be
Introverted and Stable,
Introverted and Unstable,
Extraverted and Stable or
Extraverted and Unstable.
The scale, stable - unstable, measures an increasing level of neuroticism. Eysenck's term "neuroticism" does not mean that the persons actually have neurosis, only that they are more inclined to get one.
They are continuous scales, so one can of course also score in the middle, for example, only 50% unstable and only 50% introverted. Later in his career he added Psychoticism.
Nature of Cognitive Psychology & Current Trends
According to Neisser(1967), Cognitive Psychology is the branch of psychology concerned with how people acquire, store, transform, use and communicate information.
Cognitive Psychology deals with our mental life; what goes inside our heads when we perceive, attend, remember, think, categorize, reason, decide, and so forth.
George Kelly - Personal Construct Theory- Princy HannahPRINCYHANNAHA
Personal construct theory or personal construct psychology is a theory of personality and cognition developed by the American psychologist George Kelly in the 1950s. The theory is concerned with the psychological reasons for actions.
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
A short presentation that provides an overview of the Myers Brigg Type Indicator (MBTI). Concepts covered are theory, administration, reliability and validity. References are cited.
Theorie of mind - Theory of mind - Brain Developmentwolfgang
Neurons create your brain
linear and nonlinear communication
create your life - think twice!
Brain Development - Early childhood
Creativity, Empathie & Cognition
Metacognition and Theory of Mind.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
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Contact us:
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***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
October 29, 2014, Revised Handouts for Neurodiversity in the Classroom WorkshopThomas Armstrong
This is an expanded and revised set of handouts that I used October 29, 2014 in Winnipeg, Manitoba in a full-day workshop sponsored by Jack Hirose & Associates entitled: Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Learning Disabilities Succeed in School and Life
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
Ethical Considerations for Culturally and Linguistically Diverse Populations ...Bilinguistics
Successfully navigate contentious situations when confronted with an ethical dilemma. Learn about the origin of ethics, how professions address ethical issues, and dissect intriguing case studies supplied by speech pathologists.
Have you ever had an ethical question or dilemma arise? Or do you work with clients who speak a language other than English and have concerns about how ethical the services are that they receive? In this presentation we consider the ASHA Code of Ethics, its relation to multicultural populations, and numerous case studies of SLPs in the field.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Identify Appropriate Articulation Targets for Second-Language LearnersBilinguistics
Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.
Breaking Into the Classroom: Speech Service Delivery in the SchoolsBilinguistics
Learn how to break into the classroom and contribute significantly to the literacy and academic achievement of students with communication disorders.
Approximately 70% of speech-language pathologists use a pull-out model (ASHA, 2012). However, we are missing crucial opportunities to improve our relationships with teachers, have our therapy map directly over academic goals, and reduce our therapy planning by using the content and materials that teachers are developing each week. Break into your school’s classrooms and reap these rewards.
Language Intervention for School-age Children with Down SyndromeBilinguistics
Down Syndrome has unique cognitive, sensory, and physiological characteristics. Learn how to use a multi-modal approach to improve the intervention you give to children with Down Syndrome.
Appropriate, successful intervention can be provided for children with Down syndrome by understanding how the disorder impacts communication. This course includes a review of language development in individuals with Down syndrome, a discussion of evidence-based treatment methods, and a modified elementary level lesson plan to demonstrate successful intervention.
An Easier Referral Process : Improved Data, Collaboration, and ReferralsBilinguistics
Reduce the time you spend on the referral process and simultaneously improve your referrals and your relationship with teachers.
Successful speech referral processes can be quickly and easily implemented. This research-based case study profiles how to 1) achieve successful referrals while 2) reducing workload and 3) improving professional relationships. This presentation explains the step-by-step process that made this transition possible and profiles free online referral documents to begin immediately.
Phonological Development in Spanish-English Bilingual ChildrenBilinguistics
Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
Turn Your Ideas into Products and Move the Field Forward Bilinguistics
Speech-language pathologists frequently create and re-create materials to meet their clients’ needs. We showcase both successful speech product creations and failures to help SLPs turn their efforts and expertise into valuable products. We share ways to explore needs of the field, implement a project plan, and get your product to the market.
Overcoming Behavioral Roadblocks in Speech-Language InterventionBilinguistics
Challenging behaviors can impede progress in speech therapy. We will discuss the evaluation of behaviors that impact communication development and provide research-based intervention strategies to guide speech-language pathologists in developing effective treatment plans. We will include case studies of clinical interventions that improve communication in children with behavioral needs.
Effective Educational Strategies That Take Poverty into ConsiderationBilinguistics
From an educational standpoint, it is imperative to understand the behavioral and academic outcomes of those living in low-socioeconomic environments. Participants will gain effective strategies to use as educators and walk away energized and ready to tackle the new school year. This session will provide current statistical information based on Texas to improve how we serve children living in poverty.
Connections Between Bilingualism, Cognition, and Academic AchievementBilinguistics
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Is There an App for That? – Modifying iPad Applications for Diverse PopulationsBilinguistics
iPads are changing the way we provide therapy. We will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
This course will focus exclusively on iPad apps and will not include information on other similar or related apps for other tablets.
The iPad was introduced in 2010. It has been integrated into every sphere of our world and is changing the way speech-language pathologists provide therapy. The Ipad has the potential to increase motivation, learning, and meaningful communication outcomes for the children we serve. In this presentation, we will discuss the advantages and challenges of using iPads in therapy, explore methods for modifying iPad applications for culturally and linguistically diverse children, and use case studies to demonstrate effective modification techniques.
Technology plays a prominent role in society and is changing how information is shared and acquired. Research shows that using computer technology during speech therapy sessions motivates and engages children (Cochran, 2005). Additionally, children with special needs demonstrate interest in the animation, sound output, physical accessibility, and predictability involved in using computer technology (Cochran, 2005). As a result, children who use computer technology in therapy demonstrate fewer behaviors that detract from therapy’s effectiveness and subsequently retain more of what they have learned (Cochran, 2002).
Research on sociocultural theory indicates that effective therapy depends on knowledgeable mentors providing children with tools to mediate learning from their experiences within their zone of proximal development. Eventually, the children will internalize the tools provided to mediate their own experiences (Westby & Atencio, 2002). Because computer technology is changing the way children experience the world, some speech-language pathologists are creating such mediated learning experiences through iPad applications with promising results.
Slideshare are these errors due to language influenceBilinguistics
Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners.
Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012).
Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
The Kids Are the Easy Part. I Have to Work with Other Professionals, Too?!Bilinguistics
You’re a communication expert. Why is it often so challenging to communicate productively with colleagues and parents? Because you’re human, and effective communication, like any other acquired skill, must be explicitly learned. We will identify strategies to foster colleague interactions and discuss simple skills to resolve adversarial situations. Join us as we discuss proven and productive relationship-building approaches that help communication-savvy individuals collaborate more effectively with others.
Here is a great review of fluency for SLPs. It includes information regarding assessment and treatment, as well as consideration when working with bilingual students who have fluency disorders.
Cultural and language Considerations for Working with InterpretersBilinguistics
Identify cultural issues when working with students and families from other cultures. Understand procedures for working and collaborating with interpreters during family interactions, speech and language assessment, and treatment. Finally learn to provide interpreters with appropriate vocabulary and scripts in Spanish that are culturally sensitive to explain the ARD/IEP paperwork and processes to parents.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Bilingual Evaluations: Writing the FIE report for Bilingual StudentsBilinguistics
The cultural diversity of our caseloads is growing exponentially. Correctly identifying children with speech and language disorders is made easier by understanding how to use 1) the referral process, 2) the interview process, 3) formal assessment, 4) alternative assessment, and 5) reporting procedures to reduce our work and create truly rich data to confidently diagnose a child.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Social Thinking & Theory of Mind: Putting it all together
1.
2. Objectives
• What is Social Thinking?
• What is Theory of Mind (ToM)?
• How are the 2 related?
• What skills must be in place so ToM can
develop?
• List and describe various social communicators
• Select appropriate therapeutic interventions
3. Social Thinking
• Considering the perspective of others even if
alone
• Related social skills: Changing our behavior
depending on what information we have about a
situation
(Garcia Winner, 2012)
4. Social Thinking & Theory of Mind
• Theory of mind (ToM) is one facet of Social
Thinking
• Later we will discuss therapy techniques to teach
ToM & social thinking skills
• Discuss the development of ToM so Social
Thinking skills can improve
5. Theory of Mind:Background
• Social Thinking
▫ Theory of Mind
-Located in temporoparietal junction
-Need functioning mirror neurons
-Those on autism spectrum
have “broken” mirror neurons
(Westby, 2012)
7. ToM Definition
• 3 Levels
▫ First Order: Knowing what someone else is
thinking
A believes X (Ex. Tim is going to eat the last cookie.)
In the early elementary years, what SLPs frequently
target
The ability to “think with your eyes”
(Westby, 2012)
8. ToM Definition: Second Order
• Second Order
▫ Predicting what one person thinks another person
thinks.
▫ 3 people involved.
A believes that B believes X.
Ex. I think that Tim believes that Mark will eat the
last cookie.
(Westby, 2012)
9. ToM Definition: Third Order
• Ex. He knows that they think he will lie.
▫ 3 or more people involved.
(Westby, 2012)
10. Social Thinking Framework:ILAUGH
• Acronym for the pieces of communication and
problem solving
• I=Initiation
• L=Listening with eyes and brain
• Abstracting and Referencing (“I hear you’re in the
choir.” “No, I’m in your house!)
• U=Understanding Perspective
▫ Theory of Mind
• G=Getting the big picture (Conceptual thinking vs. a
focus on details)
• H=Humor and relationships
(Garcia Winner, 2011)
11. Development toward ToM
• Birth: Primary intersubjectivity
• 8 months: Secondary intersubjectivity
• 17 months: Symbolic/representational skills
▫ Pretend Play
▫ Awareness of Self
▫ Language
3 yrs: Narrative skills
4 yrs: Theory of Mind (1st Order)
6 yrs: Theory of Mind (2nd Order)
7+ yrs: Theory of Mind (3rd Order)
(Westby, 2012)
12. Primary Intersubjectivity
• Intersubjectivity- sharing feelings, thoughts,
perceptions, linguistic meanings
• Primary intersubjectivity- infants and caregivers
sharing feelings/emotions via gestures and
expressions
• Affect attunement- emotions are nonverbally
communicated between infants and caregivers via
the affective sharing device
• Affective sharing device related to mirror neurons;
they are faulty in individuals on autism spectrum
(Hirsh-Pasek, K., & Burchinal, M., 2006; Legerstee, M. (2005);
Westby, 2012; Zlatev, J., Racine, T.P., Sinha, C., & Itkonen, E., 2008; )
13. Mirror Neurons
• When watching another person, the same
neurons in my brain fire as the neurons in your
brain that allow you to feel happiness, anger, etc.
Mirror neurons help us to “tune in” to other
people’s feelings (empathy).
• Ex. When a person sees a picture of a happy face,
the areas of the brain associated with “happy”
are activated.
(Westby, 2012)
16. Secondary Intersubjectivity
• Using other’s reactions as a reference point to
resolve how to respond to a particular situation.
Ex. Baby near a cliff and looks at mom to
determine what her response should be
• Determining your reaction’s affects on others
• By 8-12 months infants have both primary and
secondary subjectivity
(Westby, 2012)
17. Symbolic/Representational Skills:
Pretend Play
• Allowing one object to represent another
▫ Pretend play demonstrates that children have
symbolic/representational skills (17-19 months)
Ex. A block represents a cookie.
(Westby, 2012)
19. Symbolic/Representational Skills:
Language
• Joint attention
• Recognize intentionality in others by their
choice in words
• Delayed language development fewer
opportunities for interaction fewer
opportunities to learn about ToM
(Miller, 2006)
20. Development Toward ToM: Narrative
Skills
• Between 2-3 years of age typically developing child
can understand and tell short stories
• Episodic Memory (Memory for subjective
experiences throughout time) important
• “Ability to perceive the present moment as both
continuation of the past and as a precursor to the
future”
• Episodic memory enables predicting/inferencing
skills
(Tulving, E., 2005)
21. How do we help with the
aforementioned skills?
• Assess what type of social communicator the
child is
• Implement tx techniques for that type of social
communicator
• The speech therapist’s goal: Lay the
foundation for social communication skills
22. Treatment
• Based on functioning levels and NOT diagnostic
labels!
• How do we decide each students’ level?
• How do we decide what to treat?
• Discussing prognosis
23. Social Thinking- Social Communication
Scale
• Significantly Challenged Social Communicator
(SCSC)
• Challenged Social Communicator (CSC)
• Emerging Social Communicator (ESC)
• Nuance Challenged Social Communicator
(NCSC)
▫ Weak Interactive Social Communicator (WISC)
▫ Socially Anxious Social Communicator (SASC)
• Resistant Social Communicator (RSC)
• Neurotypical Social Communicator (NCS)
24. Caution from Michelle Garcia Winner:
• Student must be 8-9 years old to consider the
prognoses in the ST-SCP
• DO NOT prognosticate on younger children!
• “Research has yet to be done, but it appears that
students by 3rd grade are fairly locked into these
global functioning levels” (by 9 years old)
25. Severely Challenged Social
Communicator (SCSC)
• Severely impaired language development
• Not naturally attentive to others (but they like people)
• Weak sensory systems
• Communication primarily to get wants and needs met or
discuss perseverations
• Require very close assistance from adults
• Talent in certain areas
• Neurologically based language and cognitive challenges
• Very literal with severely weak auditory processing skills
• Low reading comprehension and written expression
• Social group wants to mentor this group
26. SCSC Assessment
• Joint attention- do they regard you?
▫ Basic turn taking, monitoring eyes and body WITHOUT verbal cues
(mastered by 9-12 mos)
• Basic functional communication:
▫ Requests for desired objects
• Can they say Yes and No? Comprehension and use of photos for
AAC
• Apply basic academic knowledge
▫ Can they locate objects related to what they are reading?—Factual
comprehension
• Basic language (first, then)
27. SCSC Treatment
• Joint attention!
• Functional communication of student’s wants
(PECS, AAC signs, verbal)
• Routine and structure crucial
• Academics should focus on FUNCTIONAL
outcomes
• Behavior self-regulation and sensory integration
• Programs should be vocationally based as early
as possible. Classroom work schedules (e.g.
TEACCH)
28. SCSC Prognosis
• Will improve communication and functional,
adaptive skills compared to themselves
• Will require some level of supervision across the
day, even as adults
• Cannot teach Social Thinking
29. Emerging Social Communicators (ESC)
• Usually mild-moderate language problems
• Early language development showed pronoun confusion
• Limited emotional vocabulary
• Aloof, poor self awareness
▫ E.g. Having to “hurry” for someone else; someone else tries
to read their intentions
• Weak attention span in a group, but like to be in a
structured, supportive group
• Slow to process different thoughts and understand
motive of others
• Limited stranger danger
• Anxiety about how the world words (e.g. what is coming
next) is more prevalent than social anxiety (how others
perceive them)
30. Emerging Social Communicators (ESC)
Cont.
• Poor inferencing and narrative language (impacts
reading comprehension and storytelling/written
language)
• Very literal, do not understand humor/sarcasm well
• Most have significant sensory issues (OT
assessment)
• Poor learners of social expectations (parents have to
teach everything outside of technical information
their brain learns easily)
• Peer group wants to be mentors
31. ESC Assessments
• Joint Attention/Perspective taking
▫ Follow eye gaze/thinking with eyes
▫ Block tower building- only put a block when I look
at you, and have to follow point to know where to
put it
▫ Go fish/card games- does he cheat in front of you?
32. ESC Assessment
• Language based perspective taking
▫ “Who knows what you had for breakfast?”
▫ Narrating a picture to someone who cannot see it
▫ Happe Strange stories
▫ Sally and Anne test (http://www.asperger-
advice.com/sally-and-anne.html)
▫ Wordless picture books
Just describing pictures or story cohesion? Emotional
inferencing?
▫ Reading comprehension/written expression
▫ Emotional regulation/mental health- triggers and
coping
33. Happe Strange Example:
• Ann’s mother has spent a long time cooking
Ann’s favorite meal; fish and chips. But when
she brings it to Ann, she is watching TV, and
doesn’t even look up, or say thank you.
• Ann’s mother is cross and says, “Well, that’s very
nice, isn’t it! That is what I call politeness!”
▫ Is it true what Ann’s mother says?
▫ Why does Ann’s mother say this?
34. ESC Treatment
• “A little of everything, but NOT all of one thing”
• Establishing predictable joint attention, individual and
group (functional ABA)
• Clear visual and environmental structure
• Core social skills prior to teaching social knowledge
• Relational development-relational play
• Introduce language based ToM concepts (think with
eyes, body, brain, Superflex, think/know, smart guess,
reading plans)
• Inferencing, sequencing, predicting, pronouns
• Headband game- have to describe the picture on my
head and I have to find it (providing sufficient info)
• Plan lessons to take years, not months
35.
36. ESC Treatment
• TEACCH
• Functional ABA
• Relatedness treatment: Floortime, RDI, play
ABA
• Integrated Play (Wolfberg)
• Speech Language Therapy
37. ESC Prognosis
• Likely can live with guided independence
opportunities to live and work independently
(usually after intensive training)
• Will likely need help with future critical thinking
tasks from a support person or family members
38. Weak Interactive Social
Communicators (WISC)
• Solid technical language skills, but not “normal”
language
• May have awareness of others but not at the deeper
intuitive analytical level
• May be able to discuss how others feel when they are
outside of a spontaneous interaction, but cannot
track/respond to another’s perspective while actively
interacting
• Perspective taking can be looked at as executive
functioning
• Have “invisible disability”
• Likely to have social anxiety and related depressions
• May likely be bullied or seen as the “suck up”
39. WISC Assessment
• Avoid assumptions!
• Peers think they are strange
• Self reports: understand they are being perceived
differently but don’t understand what they are doing
to cause it
• Pass most of our social language tests and other
social problem solving tests
• May have organizational issues
• May be comfortable sitting around a table with adult
• Observe in natural settings or ask specific questions
about socialization
40. WISC Assessment
• Language based perspective taking
• Double interview
• Dealing with different opinions
• Problem solving
• Written expression
• Rule out sensory integration issues
41. WISC Treatment
• Increase social perception and social thought,
before trying to enhance social skills
• Broaden definition of social thought
• Observe others to help define and determine
personal social preferences
• Understand their own emotions and emotional
responses to others
• Establish social awareness of why other people’s
perceptions exist (positive and negative)
▫ Behavior mapping
42. WISC Treatment
• Language use and interpretation
• Develop self-awareness, self-monitoring and self-
control social systems
• Teach 4 steps of communication and perspective
taking (socialthinking.com)
• Classroom participation in large and small group
• Emotional regulation, understanding, regulation,
coping
• Treatments for anxiety and depression w/social
thinking
• Non verbal cues of self and others –understanding
“nuance”
43. WISC Prognosis
• Best chance to live fully independent lives
• Given the “invisible disability,” they have more
chances of not making it
• Poor organizational skills and balancing life
• Few have safety nets and support systems
• Do not receive state or federal funding
44. Neurotypical Social Communicator
(NSC)
• Developmentally “on track” with social development
• May have receptive/expressive language
impairments, but social abilities are a strength
• May make social errors (not always being sensitive,
sticking foot in mouth), but that is “being human”
• Learn from their mistakes and become more socially
adept
• Some still may need counseling or a trusted
friend/family to get through life
45. Think Social!: A Social Thinking
Curriculum for School-Age Students
• Teaches how to “share space” with others effectively and
how to follow the unwritten social rules of the
environment
• 6 Sections
▫ Being Part of a Group and Recognizing Expectations
▫ Our Whole Body and Mind Help Us be Part of a Group
▫ Self-awareness of and Self-monitoring Our Behavior in a
Group
▫ Starting the Detective Agency: Learning More About
Observing Others
▫ The Super Detective Agency: Figuring Out What People
Mean by What They Say
▫ Adjusting our Participation and Language Based on What
Other People are Thinking, Imagining, or Wondering
46. Lesson Example
• Expected and Unexpected Behaviors in a Group
▫ Give students free time and videotape group
▫ Encourage students to join together in a group
▫ Clinician demonstrates unexpected behaviors while
introducing yourself to the group
▫ Ask students about your behavior
How did it make them feel?
What were you doing wrong?
Praise them for figuring out unexpected behaviors
Make a list on board of expected/unexpected behaviors
Talk about what students should do with eyes, hands,
head, legs, etc.
47. Think Social! A Social Thinking
Curriculum for School-Age Students
48. Behavior Mapping
• Choose a behavior (ex. Working in a small group)
• Explain expected/unexpected behaviors, how they
make others feel, consequences of behavior, and
how student will feel
• Use pictures and video modeling to discuss the
behaviors
• Provide parents with behavior maps related to target
behaviors
• Ex. Expected & Unexpected behaviors for Initiating
Play with Others (p.16)
51. You are A Social Detective!
• Comic book with 3 sections to teach:
▫ School Smarts/Social Smarts & Expected
Behavior-p.1
▫ Unexpected Behavior-p.18
▫ Being a Social Detective-p.32
▫ Emphasizes using our eyes, ears, and brains to
figure out what someone is going to do next
*Corresponds with Section 4 in the Social Thinking
book
53. Treatment: Superflex
• Strategies for teaching young children (approx 2nd-
5th grade) how to regulate their behaviors
• Develop “flexible thinking” strategies
• Provides a fun, motivating, and non-threatening way
for students to explore social thinking and increase
knowledge of social expectations and awareness of
their own behavior and how to modify behaviors
with Superflex strategies
• Team of “Unthinkables”
▫ Rock Brain, Glassman, Brain Eater, Body Snatcher, etc
▫ Now coming out with new Unthinkables
54. Treatment: Superflex
• 13 lessons
• Can be used with children K-5 and some up
• Also good for typically developing children
• Important to stress that the Unthinkables are
not “evil villains;” implies that if a child is
working on defeating one that there is
something wrong
55.
56. Social Thinking Website
• www.socialthinking.com
• Tons of information on the website!
• “What is Social Thinking” tab
▫ Core Facts and Theories
▫ Related Diagnoses
▫ Four Steps of Communication
▫ Four Steps of Perspective Taking
▫ Research
57. Thinking About You,
Thinking About Me
• Great resource for SLPs and
• professionals
• More info on:
▫ 4 Steps of Communication
▫ Perspective taking
▫ Establishing a Physical Presence
▫ Thinking with your eyes
▫ Using language- relationships, organization
▫ Social Behavior Mapping
▫ Social Thinking Assessment Protocol (informal
assessments)
58. Video Modeling
• A therapeutic technique used to demonstrate
targeted responses in a specific situation
through the use of videos.
• Can be used as a correction procedure (Sturmey,
2003)
• http://autismpdc.fpg.unc.edu/sites/autismpdc.f
pg.unc.edu/files/VideoModeling_Steps_0.pdf
59. Video Modeling, Cont.
• Basic video modeling- recording someone besides
the learner engaging in desired skill/behavior.
Viewed by the learner at a later time
• Video self-modeling- recording the learner
displaying target skill/behavior and showing later
• Point- of-view video modeling is when the target
behavior or skill is recorded from the perspective of
the learner.
• Video prompting involves breaking the behavior
skill into steps and recording each step with
incorporated pauses during which the learner may
attempt the step before viewing subsequent steps.