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Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 1
HelloHello There!There!
Social ThinkingSocial Thinking®® StrategiesStrategiesfor understandingfor understanding WHYWHY wewe
use Social Skillsuse Social SkillsFor individuals with social learning issuesFor individuals with social learning issues
Pamela Crooke, PhD, CCCPamela Crooke, PhD, CCC--SLPSLPSocial Thinking San Jose, CASocial Thinking San Jose, CA
…Now Shoo!…Now Shoo!
Today is a very BROAD overview of a coupleToday is a very BROAD overview of a coupleof key ideas related to Social Thinking (muchof key ideas related to Social Thinking (much
more info available)more info available)
Related DiagnosesRelated Diagnoses
ASD
High Functioning Autism (HFA)
PDD-NOS
Asperger Syndrome
Semantic Pragmatic Disorder
Nonverbal Learning Disorder (NLD)
Hyperlexia
Tourettes Syndrome….Fragile X….
ADHD + OCD = Asperger Syndrome?
Where does Bipolar fit in?
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 2
What is Social Thinking?What is Social Thinking?
The ability to consider your own andothers thoughts, emotions, beliefs,intentions, knowledge, etc. to helpinterpret and respond to theinformation in your mind andpossibly through your socialbehavioral interactions.
So, it’s the ability to adapt yourbehavior effectively based on thesituation and what you know aboutthe people in the situation for themto react and respond to you in themanner you had hoped.
Social Thinking to figure out whichSocial Thinking to figure out whichsocial skills are needed in the situation?social skills are needed in the situation?
NOT always nice or polite butthat’s often what we teach
• Students and teacher have to share spaceeffectively. (often when NOT communicating)
• Each participant has to interpret the other(student and teacher) accurately.
• Students work together in peer basedgroups.
• Students have to interpret and respondappropriately to the curriculum.
• Think for a moment about why all respond
right now. Why not shout out yourthoughts?
Social Thinking Plays a PROMINENT role inSocial Thinking Plays a PROMINENT role inthe classroom when:the classroom when:
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 3
Social Thinking =Social Thinking =Cognitive Behavioral ApproachCognitive Behavioral Approach
Lessons within social thinking teachindividuals to think through a conceptprior to the behavior (SKILL) being taught
Thinking through the “why” behindusing related social skills
Cognitive Behavioral TherapyCognitive Behavioral Therapy
Cognitive behavior affects activity
Cognitive activity may be monitored andaltered.
Desired behavior change may be affectedthrough cognitive change
Dobson, K. & Dozois, D. (2001) Historical and philosophicalbases of the cognitive-behavioral therapies. In K.Dobson (Ed.) Handbook of Cognitive BehavioralTherapies (pp.3-39). New York, NY: The Guilford Press.
Social Thinking (in a nutshell)Social Thinking (in a nutshell)• I have thoughts and so do you
• I have “thoughts” different than you - sometimes
• You can have “good/normal/ok” or“uncomfortable/weird” thoughts about me basedon my behavior (i.e., what I say or do) – RELATEDto Feelings
The reverse is also true
• If I am able to read your intentions and plan,then I will know how to respond.
• I can use my thoughts to imagine and wonderand connect to others’ thinking
• This all relates to social as well as Academics
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 4
DO WE TEACH THE “THINKING”DO WE TEACH THE “THINKING”UNDERLYING THE SKILLUNDERLYING THE SKILL
ORORDO WE TEACH THE SOCIAL “SKILL”DO WE TEACH THE SOCIAL “SKILL”
ORORBOTH?BOTH?
By the time our students are approachingadulthood, they have had hundreds of IEPgoals, objectives, behavior plans, rewards,punishments, reinforcers, stars, nags, grades,etc…
CONSIDER FOR ACONSIDER FOR AMOMENT….MOMENT….
- with the intention of increasing,decreasing, improving, introducing,practicing some kind of skill orbehavior
Tried to decrease, increase, improve,learn, do, stop, participate, or…..
Were you successful? Why not?
WHAT WAS THE LASTWHAT WAS THE LASTBEHAVIOR YOUBEHAVIOR YOU
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 5
The middle part of your brain is quite interestedin seeking things that it finds pleasurable. Alsoreferred to as the “I want” part of the brain.
When changing habits, behaviors, etc….When changing habits, behaviors, etc….
This part of your brain has a bit of adisagreement with the front part of the brainthat tells us to “cool it” and stay on target.
WHAT DO WE KNOW ABOUTWHAT DO WE KNOW ABOUTTHE BRAIN AND BEHAVIORTHE BRAIN AND BEHAVIOR
CHANGE?CHANGE?
Time 2012 (McGonigal, 2012)
What does this mean for those IEP goals?
Or the New Years resolutions?
Or how I approach teaching behavior change?
THE PHRASE “JUST DO IT” ISTHE PHRASE “JUST DO IT” ISA LITTLE MORE COMPLEXA LITTLE MORE COMPLEX
FOR MOST OF USFOR MOST OF US
GOAL OF TREATMENT/Education:GOAL OF TREATMENT/Education:
• To use each person’s strengths(concrete learning) to teachincreasingly abstract ideas, nomatter the age.
• The goal is not to make thedisability go away, but to createmore ways to use their abilities.
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 6
Teaching Social Thinking is different fromTeaching Social Thinking is different from
teaching social skillsteaching social skills
Thinking with your eyesversus Eye-Contact
Daniel: Didn’t know thateye balls showed gazeconnection
ILAUGH ModelILAUGH Model
This is designed to help you have aframework for organizing your ownunderstanding of where our kids mightstruggle
Not ALL kids have issues in every area
Not every kid with social learningproblems has an issue in each area – infact, some may have strengths.
So, don’t actively treat all areas of theILAUGH
I LAUGHI LAUGH
I = InitiatingL = Listening with eyes and brainA = Abstracting and InferencingU = Understanding perspectiveG = Getting the Big Picture (gestalt)H = Humor and Human Relationships
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 7
Remodeled ILAUGH model of Social ThinkingRemodeled ILAUGH model of Social Thinking
PerspectiveTaking
&
Getting theMain Idea
Central Coherence
Humor & HumanRelations
Abstract-Inferential
Theory of Mind
ExecutiveFunctioning
Listening with Eyesand Brain
Initiation
JointAttention
Research Supports these2 key pieces but hard tosort these 2 out
Difficulty withthese…
Leads toproblems here
EBP and/or PBE?EBP and/or PBE?
Evidence BasedPracticesPractices which haveseveral researchstudies proving thetreatment approachis effective for aspecific population.
Practice Based on theEvidence
Treatment approach thatis developed from awealth of research studiesdemonstrating keyconcepts which should beaddressed for a specificpopulation.
These studies can bedevelopmentally basedand/or related toconcepts orcharacteristics importantto a specific special needspopulation.
Social Radar SystemSocial Radar System
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 8
Social ThinkingSocial Thinking --Social Communication ProfileSocial Communication Profile
Significantly Challenged Social Communicator (SCSC)Very, very limited in their knowledge of other
people’s perspective. Require highly structuredenvironment to facilitate social interaction.
Emerging Social Communicator(ESC):Understand people have different thoughts if they
think long and hard about it.
Nuance Challenged Social Communicator (NCSC)Quick at understanding that people have different
thoughts but slow in determining how to figurethem out.
Resistant Social Communicator (RSC)Argues and insists they are right!
Social Thinking –
Social Learning Tree totounderstand developing aunderstand developing a
treatment pathwaytreatment pathway
Social Learning Tree:Social Learning Tree:
Core social learning roots:
•joint attention
•executive functioning
•central coherence
•Theory of Mind
•Language
•Cognition
•Sensory Integration
•……….make up the social learning rootsystem
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 9
Imagine the trunk of a treeImagine the trunk of a tree
The ILAUGH Model-Remodeled createsthe trunk of the social learning tree.
The stronger and taller it grows the morecapacity for the development of thebranches and leaves.
TRUNK = ILAUGH
Imagine the branchesImagine the branches
The branches create the diverse sociallearning capacity:
•Reading comprehension
•Playground play
•Working as part of a group
•Having conversations
•Cooperating
•Written Expression, etc..
Imagine the leavesImagine the leavesmost treatment and therapy is in the leaves!)most treatment and therapy is in the leaves!)
•The leaves of the social learning treeare the details related to the branches.If the leaves are on the branch ofplayground play, the leaves involve:
• Taking turns
• Being a good sport
• Being friendly, etc..
• Or Reading comprehension might be abranch
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 10
ILAUGH
Inferencing feelingsUnderstanding the story
Making predictions aboutevents and understanding whythey happen
Summarizing the eventsaccording to the main idea
How do we know what to Work onHow do we know what to Work onTeaching?Teaching?
We are constantly assessing our student’score social learning knowledge and learningcapacity.
We need to get out of theleaves and into the roots
and trunk. If you treat theroots, then there will be
an impact on readingcomprehension and other
branches
But rememberBut remember
3. anxiety! Sayinghi is only the start
1. hidden rule: Wedon’t over-greet
2. Nuance:-ex. Portugal-ex. Teens
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 11
Four Steps of CommunicationFour Steps of Communication
Thinking about the person you arenear or talking to
Establishing Physical Presence
Thinking with your eyes
Using language to relate to others
1. Thinking About The Others1. Thinking About The Others
• Recognize they have thoughtsand emotions .
• Recognize that there are differentopinions that have to benegotiated.
• Recognize they have hiddenintent in their verbal/non-verbalmessages.
2. Get Close Enough To Communicate:2. Get Close Enough To Communicate:Physical PresencePhysical Presence
The basics of physical presence:
The “one arm rule”
The nuance of physical presence- Shifts in posture, hips, shoulders, head
What happens when a 3rd person enters a group?
Why wont anyone let me talk in a meeting?
Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 12
3. Eyes Have Thoughts3. Eyes Have Thoughts
Do not assume a person has goodability to use their eyes to sociallyobserve.
There is a difference between scienceoriented visual thinking and socialvisual thinking.
4. Language4. Language
To review: language unfolds only after:
1. A person is centered in who they arecommunicating with = think
2. Physical presence
3. Thinking with their eyes
4. Language between others “basically”consists of Questions and Comments
FaceFace--toto--face communicationface communicationnever starts withnever starts with wordswords
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Pamela Crooke, PhD Help Group 2012
Copyright©2012Think Social Publishing, Inc.www.socialthinking.com 13
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