Presented by Ronni Rosewicz

To learn the basics of Social Thinking

To learn practical strategies and common vocabulary to help your child be more socially smart.

This why we teach

social smarts

Ever feel like this?

http://www.youtube.com/watch?v=ZI7OSZdKrnE&feature=player_detailpage

Michelle says: “intervention for kids with poor social skills requires more than just teaching social skills. We need to teach kids to become more efficient “Social Thinkers” before we can expect them to produce better social skills.”

Ex. Eye contact vs. thinking eyes. http://www.youtube.com/watch?feature=player_detailpage&v=vUd8e9

Utuic

Socially inappropriate behavior occurs at all times during the day. The behaviors that occur are so unique to each person and situation, it is impossible to single out every skill to teach. Additionally, it teaches children, parents, and educators the same common vocabulary. Common vocabulary is the key to generalization. Social Thinking also helps to identify and change unexpected behaviors to more socially acceptable behaviors.

• I: initiation• L: listening w/eyes and brain• A: abstract/inferential meaning

• U: understanding perspective• G: gestalt/ getting the big picture

• H: humor

http://www.youtube.com/watch?feature=player_detailpage&v=-xeAFqCkJPw

How it to affects social interaction:

Does not ask others to play.Doesn’t ask “social wonder questions.”Will wait for others to ask them to join a group.Will not always greet people appropriately.

How it affects functioning in the classroom:

Does not ask for help or know how to ask for help.Sits and does nothing when others are doing something.In group work, may not participate or only know how to direct the others.Lack of appropriate initiation (blurting)

How it affects social interaction:

Does not infer social cues or decipher meaning from words/language.Makes wacky guesses vs. smart guesses about people.

How it affects classroom functioning:

Is limited in the ability to infer meaning from books, lectures or conversationLiteral in interpretation of all modes of communication. (black and white)

How does it affect social interaction:

Does not observe social cues.

Does not process the meaning of others’ messages.

May not think with eyes (poor eye contact)

How does it affect classroom functioning:

Does not easily process the meaning of unspoken messages.

Difficulty functioning in large groups. Often needs prompts and redirection.

How it affects social interaction:

Difficulty recognizing and incorporating other people’s perspectives to regulate social relationships.Hard time sharing space.

http://www.youtube.com/watch?feature=player_detailpage&v=E2yv7j0nbzA

How it affects classroom functioning:Difficulty regulating behaviors according to the needs of others.

Difficulty working in small or large groups.

Difficulty understanding the perspective of characters in books, which can affect comprehension.

1. I think about you, you think about me

2. I think about why you are near me, you think about why I am near you.

3. I think about what you are thinking of me. You think about what I am thinking about you.

4. I regulate or change my behavior to keep you thinking about me the way I want you to think about me. (you do the same about me)

How it affects social interaction:

Off topic remarks

Focuses on a single topic

Repetitive responses

How it affects classroom functioning:

Difficulty staying with the concept of group work and cooperative learning.

When writing can miss the main point.

Can attend to details, but misses the underlying concept of the assignment.

How it affects social interaction:May not understand if they are being laughed at or laughed at.

May have a great sense of humor, but miss the underlying meaning of humor.

How it affects classroom functioning:May produce inappropriate humor in the class at the wrong time.Might try engage others in their funny behavior. (silly tornado)

Expected Expected BehaviorsBehaviors

How They Make How They Make Others FeelOthers Feel

Natural Natural Consequences Consequences

You You ExperienceExperience

How You Feel How You Feel About About

YourselfYourself

They feel CALM and HAPPYand like to be with me.

I feel CALM and HAPPY, too.

Unexpected Unexpected BehaviorsBehaviors

How They Make How They Make Others FeelOthers Feel

Natural Natural Consequences Consequences

You You ExperienceExperience

How You Feel How You Feel About About

YourselfYourself

Expected and unexpected behaviors or red and blue thoughts.

Brain in group Whole body listening Thinking eyes Person with the plan- ask your students, “who has the plan?”

Boring moments- we all have them! Big problem vs. Little Problem Friend files WTC- whopping topic change Wacky guess

Social smarts School smarts Social Detective

All professional, paraprofessionals and parents need to work together to build a child’s social thinking.

This is the key to generalization.

Social thinking is not a discipline program, it is a tool to teach kids social skills.

http://www.socialthinking.com