S.C.A.E.P.

Social Competence And Enhancement Programme

Sandy BurbachSpecialist Speech and Language Therapist

Shapwick School, Somerset, TA7 9NJ01458 210384

sandyburbach@gmail.com

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RATIONALE

The key features of the SCAEP programme are an attempt (in progress!) to design a multidisciplinary intervention which serves three purposes:

• 1) Taking students back through the sensory building blocks of basic social communication concepts and shared attention to key sensory characteristics;

• 2) The development of sensory and language correlates (shared code) needed to describe

participants’ experiences of (mis)communication and to develop verbal problem- solving strategies, resilience, emotional intelligence and an understanding of chain reactions;

• 3) The development of Internal Language for self- regulation, comparison, prediction, inference and extrapolation.

• 4) The core language and sensory building blocks to understand analogy and metaphor, allowing students to compare how a situation appears to them and someone else, and improving our students` potential use of talking therapies e.g. CBT, family therapy etc.

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SOCIAL COMPETENCE• Is a LONG TERM GOAL.• As a result of continuous learning processes through all stages

of life.• Measured as an individual`s ability to adapt their own

responses and actions to achieve the best possible outcome in any social context.

• Individual competence varies across contexts. • Dependent on INTRAPERSONAL and EXTRAPERSONAL factors.

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PERSONAL IDENTITYAPPROPRIATE APPEARANCEACQUISITION OF SOCIAL SKILLSCONFIDENCEEXPRESSION OF FEELINGSSELF- ESTEEMGOOD AND BAD RELATIONSHIPSDEALING WITH CONFLICT IN RELATIONSHIPSBEING ASSERTIVEBODY LANGUAGEPERSONAL SPACEGOOD AND BAD TOUCH Angelou, 2000;

4 COMPONENTS TO A GOOD RELATIONSHIP 1. MOTIVATION2. SELF- CONFIDENCE3. SOCIAL SKILLS4. OPPORTUNITY Ritchie, 1989

Firth and Rapley, 1990

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DEVELOPING RELATIONSHIPS

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Social Communication Disorder “streams of origin “

DYSLEXIA DEVELOPMENTAL COORDINATION DISORDER

ASD

ADHD / ADD

DEVELOPMENTAL VERBALDYSPRAXIA

LANGUAGE DISORDER

BIPOLARDISORDER

ATTACHMENT DISORDEREMOTIONAL

DIFFICULTIES

SCHIZOPHRENIA

NON- VERBAL LEARNING DIFFICULTIES

SENSORYINTEGRATIONDISORDERS

Burbach, 2011Burbach 16/06/2012

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INTRAPERSONAL FACTORSSensory and Cognitive :• Nature of the PERCEPTUAL EXPERIENCE.• CONSISTENT experience of SENSORY- MOTOR GESTALTS (sets) to

create identifiable concepts.• CATEGORISATION of gestalts into sources; like/ unlike;

related/unrelated.

Development of: • INTERNAL LANGUAGE to encode sensory experiences as cognitive

constructs.• Adequate WORKING MEMORY.• Ability to RECATEGORISE previous experiences in terms of new

contextual cues.• VISUALISATION / IMAGING.• Ability to adapt or discard previously- learned responses as required

(COGNITIVE SHIFT).

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INTRAPERSONAL FACTORSLinguistic:• CATEGORISATION processes e.g. Same/ different; self/ not self• INTERNAL LANGUAGE.• Understanding of relationships between concepts

(SEMANTICS) as carried in grammatical forms (SYNTAX).• Receptive and expressive VOCABULARY for ACTIONS and

FEELINGS.• CONGRUENCY of expressed and/or received information.• COMMUNICATIVE INTENT• Verbal and non-verbal REASONING • KNOWING and USING the socially appropriate “script” and

SOCIAL CODES.• Understanding ANALOGY and METAPHOR.

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INTRAPERSONAL FACTORS

Emotional :CATEGORISATION of EXTERNAL and INTERNAL perceptual experiences

in terms of generation of feeling (sensation) and feeling (emotion), resulting in:

• Trust and attachment;• Impulse control;• “Filters “ created by beliefs and thinking styles;• Motivation;• Optimism and resilience;• Recognition and management of own feelings;• Recognition and understanding feelings of others;• Self- efficacy : Awareness of power to manage own sense of self,

feelings and health effectively;• Empathy.Burbach 16/06/2012

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INTERPERSONAL FACTORS

• (Own/Partners`) adherence to expected social rules.

• beliefs and thinking styles.

• awareness of, and ability to compensate for, communication difficulties.

• Physical environment.• Emotional environment

• Shared interest• Clarity of messages.• Complexity of messages.• Congruency of messages.• Rate of communication.• Number of participants.• Balance of authority.• Balance of dominance.• Mutual respect.

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STOCK INGREDIENTS

• Categorisation Processes

• 6 circles

• Proprioception

• Congruent information processing

• Sensory Memory

• Internal Language and SEE/SAY/DO triangle

• Working Memory

• Visualisation

• Role of Selective Processing (sensory/cognitive/

emotional)

• Reflective Language

• Sensory Empathy and Emotional Empathy

• Feelings and beliefs

• Figurative Language

• Metaphor

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PROPRIO - CEPTION TOUCH VISION

HEARING SMELL TASTE

Six Sensory Modes

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ProprioceptionAfter Gallagher and Meltzoff ; 1996

BODY SENSE

(SCHEMA)

BODY MAP

(IMAGE)PROPRIOCEPTIVE INFORMATION(PI)

+ PROPRIOCEPTIVE AWARENESS (PA)

Proprioceptive Awareness2 – fold function

2 Felt Experience of where all the parts of

my body are Body Awareness

1 Non-conscious, physiological .

Updates body with respect to its posture and movement

Simultaneous CROSS- MODALITY communication between VISION & PI + PA

and sensory & motor aspects of BEHAVIOR Burbach 16/06/2012

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CATEGORISATION

KEY CONCEPT (1)

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CATEGORISATION (1)Sensory

• SELF ... NOT SELF INSIDE SELF... OUTSIDE SELF

Sensory/ Linguistic / emerging Emotional Schemas• Words for Feelings - ACTION- SENSATIONS - 5 SENSES sensations - EMOTION- SENSATION - Hierarchies of intensity• FEELING (sensory/ emotional) IN CONTEXTS

Sensory/ Linguistic/ Emerging Emotional- Social Schemas• LIKE/ DISLIKE WANT/REJECT SEEK/ AVOID• SAME/ NOT THE SAME/ SIMILAR

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CATEGORISATION (2)• Linguistic/ Social – Emotional• SEMANTIC groups e.g food and characteristic features• Recognition of “edges” of groups• Subclasses e.g hot and cold• VOCABULARY for actions; relations between concepts; feelings• INTERGROUP reclassification e.g. antelope (animal) as prey/venison

(food)

• SOCIAL groups- identifying features• KEY FEATURES : Appearance, actions, words. • VOCABULARY for actions; relations between concepts; feelings• SOCIAL groups and “belonging” – characteristic feature

identification• INTERGROUP reclassification e.g. self as friend + grandson• SOCIAL codes and “keeping in the group” rules

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CATEGORISATION (3)

• Field Boundaries in Play/ Social Space• Physical / Sensory ( 6 senses + space)• Group identifying Features (mine/ not mine)• RULES of play + RULES of engagement• Cheating ; tactics; a cheat ; cheats

• Field Boundaries in the Classroom• Operating rules requiring sensory processing• Operating rules requiring Communication congruency and

coherence• Operating rules requiring a working knowledge of meaning

relations

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Categorising Example “BITTER”Auditory Discrimination

“bitter” : “bitten”

Semantic FieldsTASTE BODY PARTS ANIMALS PEOPLE FOOD

6 CIRCLESPROPRIOCEPTION/ SPACES EYE CONTACT

FACIAL EXPRESSION BODY LANGUAGE WORDS VOICE TUNE

SENSORY- MOTOR EMPATHY Mirroring, same/ different, Prediction and Judgement

ACTION and EMOTION HIERARCHIES INTERNAL LANGUAGE

Feelings and Beliefs prediction, inference, extrapolation,

Communicative Intent RECIPROCITY, “knock- on effect”

VISUALISATION Emotional EMPATHY

IDIOMS, METAPHOR Verbal Reasoning and Problem-solving

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SEE

SAY

Internal Languag

e

DO

Burbach, 1998

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PERSONALSPACE

BODY LANGUAGE

EYECONTACT

FACIALEXPRESSION

VOICETUNE

INTONATION

WORDS

SIX COMMUNICATION ZONES

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CONGRUENCE

KEY CONCEPT (2)

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TASTESMELLHEARINGVISIONTOUCHPROPRIO - CEPTION

SENSORY CONGRUENCE

CONSISTENT EXPERIENCES CREATE ACCURATE MEMORY AND RECALL

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WORDSVOICE TUNEINTONATIONFACIAL

EXPRESSIONEYECONTACTBODY

LANGUAGEPERSONAL

SPACE

Message Congruency: Six Communication Zones

CONGRUENCE CREATES COHERENCE

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HAVE WE MET BEFORE ?

James (m) 10 yrs

ADD; Developmental coordination disorder/

Dyspraxia

• Spaces• Disassociation• body language, eye contact, facial

expression• Sentence Recall 5th centile (CELF-4

UK)

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SENSORY – SOCIAL INTERRELATIONSHIPS

KEY CONCEPT (3)

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Have We Met Before ?

• Madison (f) 13 yrs;

• Emma (f) 14 yrs average- above average

auditory processing abilities

• Morris (m) 15 yrs ASD Dyspraxia

• Non- Verbal Learning Difficulty• GAD• Rigid thinking/ belief systems

• Very slow visual processing : “have to close my

eyes to understand”.

• ++ rigid beliefs• obsessive topic• “what you`ve got to understand about me is ...”• Multiple school placements• parent – child dyadic pattern maintenance

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VISUALISATION

KEY CONCEPT (4)

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VISUALISATIONSelective processing of sensory, linguistic

and emotional aspects of experience

Formulation of a coherent schema of

meaning related to the content and context

SENSORY + LINGUISTIC + EMOTIONAL MEMORY encoded in “VISUAL” format

Able to be recalled

consistently, at will,

modified and refined in response

to new data

and described to another person, using

a shared communication code.

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VISUALISATION

Core Process = IMAGINING “Seeing it in my mind`s eye”

Core Process = ADJUSTING THE IMAGE “Changing my mind”

Core Process = IMAGINING MYSELF ACTING/ FEELING/ LOOKING/ SEEMING/ BEING DIFFERENT

Core Process = CHANGING MY RESPONSE TO THE OUTSIDE WORLD

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ACCESS TO CBT exampleCBT protocol to deal with Generalised Anxiety Disorder (sees risks and dangers everywhere;

constant focus on what if... catastrophes) (Padesky, 1986)

Main Treatment Strategy : Move from What if…? to Then What …?

• Identify specific situations• Identify and rate mood (intensity 1- 10)

• What is going on in your body ? What do you notice ?

• What is going through your mind? Automatic Thoughts, Underlying Assumptions

• Any images? Describe sensory details of images

• “Anxiety`s job” (to make you avoid danger) and “your job” (to manage in face of danger)

SCAEP Content

Same/ different; Dislike/ tolerate categorisation; semantic concepts; verbal reasoning;

visualisation, prediction.

Distinctive feature categorisation;Emotional Hierarchy

Proprioception; sensory awareness and vocabulary; 6 circles

Internal Language; visualisation; cause- effect categorisation; sensory and emotional

hierarchies.

Visualisation; sensory awareness; sensory- motor integration; vocabulary; 6 circles; empathies;

working memory; Internal languageMETAPHOR Burbach 16/06/2012

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EMPATHY (1)Sensory Empathy• “Do you see what I see ? Can you hear what I hear ?”

depends on a SHARED ATTENTION, SHARED INTEREST , SHARED (sensory, environmental, linguistic) EXPERIENCE and SHARED KNOWLEDGE.

LANGUAGE is the way we REFLECT our sensory experiences and compare them with someone else`s. This requires a SHARED CODE.

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EMPATHY (2)Emotional Empathy• “I know how you feel !”• “I know where you`re coming from !”• “You must be feeling so fed- up !”

LANGUAGE reflects our perceptions of another`s experiences, using our own schemas to extrapolate from. We ASSUME shared experience , knowledge and schemas.

But we must be able to ANALYSE the information we are receiving to select the corresponding schemas in our own system accurately. We ASSUME we are focussing on the same distinctive features.

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EMPATHY BRIDGEREFLECTIVE LANGUAGE

Verbalising own sensory perceptions, actions and

feelings

In relation to

student`s six

communi-cation zones

Builds up a shared schema

related to the

student`s sensory

processing and the context

MIRROR-ING

PERCEPT-IONS AND

RESPON-SES

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FIGURATIVE LANGUAGE AND METAPHOR

KEY CONCEPT (5)

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METAPHOR (1)

Categor-isation

Visualisa- tion

Empathy

Expressive

Communi-cation

Reflective Language

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MirrorActions

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Help to conceptualise the components of a situation or context • Requires awareness of imagery• Integration of verbal and imaged• Holding and manipulating 2 mental concepts (WORKING

MEMORY)• Awareness of commonalities despite superficial differences• Flexible use of multiple meanings

NARRATIVE METAPHORS – imply process, development, change and outcome. LEARNING !!

SIMILE - quick comparison “short hand” images which can be expanded and linked with others to develop a narrative “LIKE A ...”

ANALOGY- “AS IF ....” MATHS IDIOM - simile/ analogy that bears analogous

resemblance to literal (sensory - motor) meaning

METAPHOR (2)

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PIZZA METAPHOR

WHAT`S COOKING ?

• Sensory ingredients• Ingredient analogies• 6 Slices correspond to 6 zones• Proportions and portions• Recipes for success• Adapting recipes according to contexts• Likes and Dislikes/ Same and Different• Chilli = dangerous but tasty (tolerances for discomfort; inappropriacy etc )• Sharing (self/ trust)• Aftertaste and memory• Changing the recipe; changing tastes• Getting the balance right

WHAT FLAVOUR DO YOU LEAVE ?

I DON’T LIKE PIZZA.

COMING BACK FOR MORE

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