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SSSEAC: Education and Skill Development for Education

Assistants

HELPING STUDENTS THINK SOCIAL IN A COMPLEX SOCIAL WORLD

Fall 2014

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Printed 2014.

The development of this curriculum package was completed by Resource Teachers Andrea Courage and Bernadine Courage, with support from SSEAC. It is part of an educational initiative developed in 2014 by SSEAC and offered to Education Assistants in BC. All materials are the property of SSEAC.

For additional information contact: [email protected] or visit our website at www.sseac.ca

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Helping Students Think Social in a Complex Social World (12 hours) - Session Outlines This learning option will focus on key strategies for social skill development. Participants will examine social language development, perspective taking, self-regulation and problem solving strategies in order to support a student’s ability to thrive both socially and academically.

This learning option is designed for delivery over four sessions. Each session can be delivered in 3 hours. There are many opportunities for participants to actively engage in their learning with in class activities as well as activities for participants to take away and try in their classroom. This approach is in keeping with Best Practices for Professional Development. The instructor will schedule breaks at appropriate times in the session.

A district may decide to deliver the sessions over a different time frame. As stated in Appendix B in the Handbook for Instructors, professional development has the best chance to be successful when presenters keep the participants actively engaged and involved with experiential and follow up activities. Therefore, should districts schedule learning options to be delivered in different time frames instructors will need to consider the most appropriate way for participants to complete the applied and follow up activities, so that these principles of quality professional development are maintained. All learning options in the SSEAC Education and Skills Development for Education Assistants Initiative have been developed using a Backward Planning Design adapted from the work of Grant Wiggins and Jay McTighe. Please see the next pages for an overview of the curriculum design for Thinking Socially in a Complex Social World.

Pre-reading for Participants: none

General Resources/Supplies: Laptop / LCD projector / screen / internet connection Black board / chalk or whiteboard / nontoxic markers Felt pens Flip chart paper and painter’s tape Name tag / badges or tent cards

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Thinking Social in a Complex Social World (12 hours)This learning option will focus on the fundamentals of social cognition. Participants will examine concepts of communication and gain practical strategies for supporting students in developing better social thinking and related skills.

Desired Results for Participants

Acceptable Evidence Learning Experiences and Instruction

To describe the foundations of social language development and its impact on students with social challenges.

Quiz- short answer Application of social skill

checklists Think of a student or try it for

next time-1. Identify a student with

a social skill need2. Identify the nature of

their deficit3. Implement direct and

indirect ways you can build social skill development

Define language and typical developmental stages

Theories on language development

Importance for supporting social skill development

How to facilitate social skill development

Video clips, group share, comic strips, checklists

To identify the four steps of communication and develop common social vocabulary that can be used within their classroom setting.

Quiz on Big Bang Theory clip - Social Thinking Vocabulary that Sheldon might benefit from and an area(s) of communication need

Skit: using skits to demonstrate your understanding of how we use our body to make connections and how it might be used with your student.

Think of a student or try it for next time-

1. Identify a student with a social skill need

2. Using the 4 steps of communication, what social skill might you want them to work on improving?

3. Using model and

Define social skills and levels of play

Define hidden curriculum Outline 4 steps of

communication Video clips, comic strips/pics,

group and whole class share, think/pair/share

Social Thinking Vocabulary Asses need and identify

nature of deficit Practical strategies for

implementing social skill development

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rehearsal strategies, how might you introduce the social skill?

4. What social thinking vocabulary might you incorporate into model and rehearsal?

To understand the complexities of perspective taking and the implications it has on a student’s ability to thrive both socially and academically.

Short answer quiz For next time: Choose one

activity from the class and try it with a student or consider a student it could work for

Practical activities to support perspective taking

Video clips

Define perspective taking Qualities of a good

perspective taker Stages of perspective taking Consequences of lack of

perspective taking skills

To connect perspective taking and communication with self-regulation and problem solving strategies

Short answer quiz Define self-regulation Importance of self-regulation Strategies for self-regulation Define problem solving Steps to problem solving Strategies for effective

problem solving Connections to perspective

taking and communication Steps for

supporting/implementing skill development

Activities and video clipsSummative Assessment: Describe a student who has significant social skills challenges and identify a specific area of need. In collaboration with the teacher and utilizing classroom resources and/or ideas gained from these workshops, describe in detail how you would provide opportunities and support for social interaction and development in your described area of need. Track the student’s progress using measurable tools. Be sure to use the following headings: Student Profile, Classroom Activity, Implementation & Assessment, and Resource List.

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Rubric: Summative Assessment for Thinking Social in a Complex Social World

Criteria Quality1 2 3 4

Student profile Profile is vague and does not clearly describe the student’s specific area of social challenge

Missing specific details as it relates to student’s social challenges; only a general description is provided

Provides important descriptors but does not identify a specific social challenge to address

Provides important descriptors and identifies a specific social challenge to address

Description of classroom activity

Description is too general and does not address classroom activity to be used

Minimal description of activity; little understanding of how it might be implemented

Adequately describes the activity with some minor details missing

Description is clear, detailed, sequential, and easy to follow

Implementation & Assessment

How the activity will be implemented and/or assessed is unclear and/or missing

Minimally describes how activity might be implemented; assessment isn’t measurable and/or applicable

Adequately details how activity will be implemented; assessment is measurable but may not fully measure the specific social challenge

Implementation process is clearly defined; assessment is measurable and measures the specific social challenge

Resources Minimal resources and descriptions are provided (1-2)

Some resources are listed and some descriptions of how these resources may be accessed are provided (3-4)

Resources used are listed with some descriptions of how these resources may be accessed (i.e. websites, organizations, library, grade classroom)

Resources used for activities are clearly listed and provides a description of how these resources may be accessed

Organization & Writing Conventions

Writing is disorganized and difficult to follow; headings are missing; many errors in spelling, grammar, and punctuation

Writing is vague and at times difficult to follow; some headings are missing; some errors in spelling, grammar, and punctuation

Writing is adequate; all headings are used; minimal errors in spelling, grammar, and punctuation

Writing is organized, clear, and easily understood; all headings are used; no errors in spelling, grammar, punctuation

Comments:

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Helping Students Think Social in a Complex Social World: Session One (3 hours) Required Teaching Resources:

Projector and Speakers Blind Folds (for slide 4: Ice breaker activity) Sharpies (writing on sticky notes) Sticky Notes ( a white board or easel to place them on for the class to see Internet Access: You tube video (Slide #21) Power Point: Foundations of Social Language Development

Administrative Materials Attendance and Assessment Form Handbook for Instructor

Handouts: Power Point Handout (hand out at beginning) Social Skills Checklist (2 copies of each: one to write on and one to take to

school) o Scott Bellini Social Skills Profile (ASD)o Scott Bellini Social Skills Checklisto Social Skills Checklist- Elementaryo Kathleen Ann Quill- Social Skills Checklist

Quiz (handed out after slide #19 and marked as a class right after quiz) Michelle Garcia Winner Social Thinking Vocabulary (hand out slide #26) Homework #1 - (Hand out at the end of the workshop) Think of a student or try

for next time Overview for Participants Summative Assessment and rubric

Slide #1: Foundations of Social Language DevelopmentKey Points: How to think socially is very difficult as it is a complex process and varies depending on your experiences, your culture, the people and the place (home vs. school). Social Rules are hidden (implied) and cannot be found in a filing cabinet like the comic suggests. There is no simple and quick solution. It is lifelong learning.

There are 4 workshops for “Thinking Social in a Socially Complex World”. These workshops are meant to provide practical strategies for support staff in supporting their students with developing better social thinking and related skills.

Helping Students Think Social in a Complex Social World: Session One (3 hours)

THINK SOCIAL Fall 2014 7

Slide #2: Learning OutcomesKey Points: The focus for all 4 workshops

These are the main areas that we will be focusing on throughout our sessions. Each learning outcome will provide you with an overview of the concepts as well as applicable resources that may be used in a classroom setting.

You must do the summative assessment if you are to use the 4 sessions as prior learning for a public post-secondary institute

Expect that there will be lots of role playing opportunities during these sessions as it will help to guide you in the implementation of social skills activities for your particular student.

Slide #3: Today’s Objective Key Points: Goals for this workshop and questions that will be answered

In order to help our students to become better social communicators, we first need to examine how social language is developed over time.

Therefore, the focus today will be “To describe the foundations of social language development and its impact on students with social challenges”.

Hopefully by the end of today’s session we will achieve this by answering the following questions:

a. What is language? What are the stages and theories of social skill development?

b. Why is social skill development so important?c. As an Educator, how can I properly facilitate a positive social learning

environment for my students?

Slide #4: Overview of the Day Main sequence of events. Reminder that there will be a quiz on what you have learned so far after slide #19 Housekeeping: Location of bathroom, refreshments, cell phone (turn off), next

break will be decided on by presenter

Slide #5: Ice Breaker ActivityKey Points: Getting connected and demonstrating how communication involves both verbal and non-verbal communication.

For this activity ask for approximately ¼ to ½ of your participants to wear blindfolds. This is voluntary and so if no one feels comfortable that is ok. Make sure participants who are blind folded have someone guiding them.

Your task is to line up in a straight line (provide a guideline ie. this wall to this wall) according to the month and date of your birth. You must do this without talking

NO talking, mumbling, humming, using their mouths/moving lips, or writing anything down. CAN use gestures and touch.



After they have lined up, have students from front to back, call out their birth month and date. Look for any mistakes. Talk about it as a class.

Answer as a class: Q: How did you communicate with each other? A: Non-Verbal gesturing, nodding, pointing, counting with fingers etc.Q: How was it for the ‘blind’ participants? How did it feel? How did you

communicate?Q: How did it feel not to be able to talk?Q: What would have made it easier? A: Being able to talk of course, but also be able to see what the other

person was gesturing. (Being able to make eye contact) The purpose of this activity was not only to get you collaborating with each other

but also to open up dialogue on how there are so many ways that we communicate with each other. With our eyes, our gestures, touch, body position, as well as of course with our words through our voice, tone, and through writing.

Slide #6: Language is defined as…Key Points:

Language is defined as a1. Verbal2. Physical3. Biologically innate or something we are ALL born with4. And a basic form of communication

Slide #7: Language is more than its definition… Key Points: The ability to communicate with others is both verbal and non-verbal and greatly contributes to the overall success of an individual’s life. In fact, 93% of all communication that we actually respond to is non-verbal, while 7% is the actual words. Language enables us to not only be able to learn to communicate with others (bubble #5) but also to:

1. Express inner thoughts and emotions2. Establish rules and maintain our culture3. Fulfill our wants and needs4. And make sense of the world around us (complex and abstract thoughts)

Slide #8: Comic bringing it in focusKey Points: The comic demonstrates that communicating is a complex idea that is difficult to define. Here, Kate doesn’t understand that raising you hand is probably the correct thing to do in a classroom. Although Kate manages to express her inner thoughts, how she chooses to express them is very unorthodox. To answer the question, she is MAINLY working on #2 understanding the hidden rules and #4 making sense of complex and abstract thoughts. You could argue for all of them.



ACTIVITY: Give students time to think about this by going back to slide #7. Most of them could be applied to Kate’s issue. Have them discuss in groups of 3-4 and then share their answer as a class with one spokesperson per group.

Slide #9: Stages of DevelopmentKey Points: Areas of development work together and affect a child’s overall social development. This is what we typically can expect from a child entering kindergarten. Depending on your child or adolescent that you support they may have been delayed during school entry or are still delayed in some of these areas.

General guideline of what we can expect a child to have achieved by the time they are 4 or 5 years of age:

Physically the child: Hops and skips, dresses without help, has good balance and smoother muscle action, skates, rides wagon and scooter, prints simple letters, handedness is established, ties shoes, girls’ small muscle development about 1 year ahead of boys.

Emotionally they are: Self-assured, stable, well-adjusted, home-centered, likes to associate with mother, capable of some self-criticism, enjoys responsibility, likes to follow the rules.

Socially they have: Highly cooperative play, have special “friends”, are highly organized, enjoy simple table games requiring turns and observing rules, feel pride in their accomplishments, and are eager to carry out some responsibility.

In their Intellectual Development they: Have 2,072 words; they tell long tales, carry out direction well. They read their own name, can count to 10, and ask for meanings of words. They know their colors and are beginning to know the difference between fact and fiction and they are interested in their environment (i.e. city, stores, etc.)

Slide #10: 3 Main Theories of Language DevelopmentKey Points: Different perspectives on how language develops. Language development is complex.

How do we develop language? There are three main theories on this depending on the perspective you take but they are all relevant.

The first one is the Behaviourist or Learned Perspective a. Here, it is the belief that children imitate what they see and hear, and

that children learn from punishment and reinforcement. (Shaffer, Wood, & Willoughby, 2002).

b. The learned perspective was developed by B.F. Skinner. Skinner argued that adults shape the speech of children by reinforcing or encouraging babbling of infants that sound most like words. (Skinner, 1957 as cited in Shaffer, et.al, 2002).



The second perspective is the Psycholinguistic or Innate Perspectivea. This perspective argues that humans are biologically programmed to gain

knowledge. The main theorist associated with this perspective is the famous linguist, Noam Chomsky.

b. Chomsky proposed that all humans have an internal device called a “language acquisition device” or (LAD).

c. This LAD contains knowledge of grammatical rules common to all languages (Shaffer et al., 2002).

d. The LAD also allows children to understand the rules of whatever language they are listening to.

e. He also developed the concept of transformational grammar which is grammar that transforms a sentence.

f. Another concept is surface structures which are the words that are actually written.

g. And deep structures which are the underlying message or meaning of a sentence. (Matlin, 2005).

The third perspective is the Interactionist Perspective a. Interactionists argue that language development is both biological and

social and therefore it is a bit of a blend of the first two theories.b. Here, language learning is influenced by the desire of children to

communicate with others.c. They also believe that "children are born with a powerful brain

that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others" (Bates, 1993; Tomasello, 1995, as cited in Shaffer et al., 2002, p.362).

d. The main theorist associated with interactionist theory is Lev Vygotsky. Interactionists focus on Vygotsky's model of collaborative learning (Shaffer et al., 2002). Collaborative learning is the idea that conversations with older people can help children both cognitively and linguistically (Shaffer et al., 2002).

ACTIVITY: Think, Pair, Share: With a partner, discuss which theory makes most sense to you and why? What experiences or examples in your life have influenced your opinion on how we develop language? Share some of your answers with the whole group.

Slide #11: This example supports which theory?Key Points: Have participants figure it out as a class which theory each example supports. Understand that all of them are important and valuable when considering how to approach your student and their learning needs. This will be talked about later. Answers for:

Example 1: Chomsky’s Innate Perspective demonstrates that we do not just learn through imitation



Example 2: Vygotsky’s Interactionist Perspective: CDS is more child focused as it is a slower more repetitive tone than regular conversations. Known to increase bonding between child and caregiver.

Example 3: Skinner’s Learned Perspective as the child learns through reinforcing/rewarding the behavior.

Slide #12: Strong Social Skill DevelopmentKey Points: Social skills are imbedded in our everyday interactions and overall success

When we have a good, solid social development we know a. What to sayb. How to make sound decisionsc. How to behave in a variety of settings

Many of our students struggle with one or all of these areas because of a lack in some areas of their social development. The extent to which children and adolescents possess good social skills can influence:

1. Their overall academic performance.2. Their behaviour and how they express themselves. Sometimes not age-

appropriate.3. Their relationships with family and friends. Perhaps it is one sided

conversations or they don’t have many friends because they don’t know how to connect with others. This could be because they don’t understand perspective taking i.e. perspective taking is the ability to relate to others and the ability to perceive someone else’s thoughts, feelings, and motivations.

4. It also influences their involvement in extra-curricular activities. Perhaps they lack coordination or because they have a difficult time forming meaningful friendships they aren’t asked to hang out with a friend after school. This leads to a lot of social isolation. It is not that they don’t want to socialize, they just don’t know how to.

5. Lastly, when children develop good, strong social skills (Interpersonal and conflict resolution skills) this has a profound impact in maintaining a positive school environment as well as ensuring the safety of all students at school. Providing opportunities to build social skills may initially focus on only a few students but it impacts the entire community as a whole.

Slide #13- Weak/Poor Social Skill DevelopmentKey Points: Skills are imbedded in our everyday interactions and can influence our overall success across a lifespan. Like a ripple effect.

Students with poor social skills have been shown to:1. Experience difficulties in interpersonal relationships with parents,

teachers, and peers.



2. Evoke highly negative responses from others that lead to high levels of peer rejection. Peer rejection has been linked on several occasions with school violence.

3. Show signs of depression, aggression and anxiety.4. Demonstrate poor academic performance as an indirect consequence.5. Show a higher incidence of involvement in the criminal justice system as

adults.

Slide #14: Paired ActivityKey Points: Typically the areas that we would consider make up a good friend are somewhat lacking/missing/ not being conveyed in our students

E.g. Reciprocal or two-way interactions, empathy, fluid conversations, flexibility, mutual understanding, receptive or intuitive to friends’ needs, follow-through/organization, age-appropriate behaviour etc.

Slide #15: How to Support Social Skill DevelopmentKey Points: Many, many ways to support social skill development but here are some general rules of thumb:

A. Social skills can be taught incidentally (on the spot) or intentionally (social groups). It is important to be flexible and to always see when might be a good time to facilitate social skills development. Make sure you have a relationship with the student first before providing feedback. They need to know they can trust you first to avoid feelings of being judged. For many, this is an area they are aware they struggle with and so trust and a solid working relationship is vitally important for progress to be made.

B. Once we have established a relationship, we must figure out areas of strength and weakness in their social skill development. What do they know by what they are demonstrating to us?

C. The 3 theories we discussed will help us in the intervention stage. It is important to keep in mind that all 3 are valuable to us.

D. Explicit rules or guidelines are like a road map or book that translates a language for us when we are in a foreign country. Everyday many of our students struggle to keep up with demands of non-verbal language. Rules can help them get started. The next task is to generalize these rules across different context of people and environments. E.g. For a student that blurts out a lot and says what’s on their mind, you might ask them about inside thoughts and outside thoughts. Perhaps define them together so that the student can differentiate the two and learn to only share outside thoughts (thoughts that are on topic, public vs. private etc.).

Slide #16: Direct and Indirect Ways to Support Social Skill DevelopmentKey Points: Providing participants with an opportunity to share what they already know about implementing social skills. Perhaps add some ideas that can be easily incorporated into their day with their student.

Have them write one answer on sticky note (as many as they want to share)Helping Students Think Social in a Complex Social World: Session One (3 hours)


Add it to the board or somewhere where the presenter can read them out. Discuss as a class what everyone came up with Presenter can add the following to the list

Prompts for starting and ending conversations (direct) Role-Playing (direct) Sharing on the playground (indirect) Supervising friendship groups (both) Dealing with conflict management (both) Brainstorming topics for conversation Turn taking and buddy systems Modeling (in person, on video, with puppets) Providing feedback Discussion of a video, pictures or literature, video games Using social stories

Discuss as a class perhaps differences between direct and indirect instruction (some examples are provided for you above in the list)

Slide #17: Social Skills Checklist (Refer to handouts provided at beginning of class (i.e. Scott Bellini Social Skills Profile (ASD), Scott Bellini Social Skills Checklist, Social Skills Checklist Elementary, and Kathleen Ann Quill’s Social Skills Checklist)Key Points: One way for educators is to collect data from a variety of individuals (classroom teacher, other educators supporting the student, and parents) in a variety of settings and at different times of the day is extremely important when deciding on what social skill should be addressed.

There are several checklists you can use, 4 have been provided for you. All relevant based on the student you are profiling (elementary vs high school etc.).

The two Scott Bellini Social Skill Profile and Checklist ranges skills according to a hierarchy from least advanced to the most advanced. This will help you to identify the level of functioning of your particular student so that you may have a starting point from which to work from. Both can be used on students with or without ASD.

Slide #18: Checklist Should IncludeKey points: numerous checklists can be found in books and on-line depending on the age and abilities of your students. When looking for some on social skills make sure they include some of these areas:

1. Their level of play 2. Their ability to regulate their emotions and to problem solve3. Their level of verbal and non-verbal communication

Helping Students Think Social in a Complex Social World: Session One (3 hours) Slide #19: What is the Nature of their Deficit?


Key Points: Prior to determining the best means to help a student develop better social skills, it is important to understand specifically what a student can and can't do. It is crucial to assess and classify the nature of a child's social skill deficits in order to devise and implement the most appropriate intervention.

Children may experience difficulty performing a skill:1. Due to lack of knowledge (acquisition deficits): e.g., the child does not know the

skills or does not discriminate when a skill is appropriate. For example, a child grabs a pencil from a peer in class when she needs one because she does not know how to appropriately ask to borrow it.

2. Consistently despite knowledge (performance deficits): e.g., the child knows how to perform the skills but fails to do so consistently or at an acceptable level of competence. For example, although the child understands that he should raise his hand to speak in class, and does so much of the time, he will sometimes blurt out a comment without raising his hand.

3. To a sufficient degree or level of strength (fluency deficits): e.g., the child knows how to perform skill and is motivated to perform, but demonstrates inadequate performance due to lack of practice or adequate feedback. For example, a student has learned what to say and do when confronted with bullying behavior, but her responses are not yet strong enough to be successful.

4. Due to competing skill deficits or behaviors: e.g., internal or external factors interfere with the child demonstrating a learned skill appropriately. For example, depression, anxiety, hyperactivity, or negative motivation can interfere with demonstration of appropriate conflict resolution skills, even though the skills have been taught and learned.

THINK TO YOURSELF (time permitting): Based on the student you are working with, what level of deficit do you believe they are at? Perhaps it’s varied depending on the situation.

Quiz time: Hand out quiz and review as a class after everyone has completed the quiz

Slide #20: Try it out!Key Point: Watch a clip from Big Bang Theory (NOTE: If clip does not work use URL: https://www.youtube.com/watch?v=mvBCV3dM-IE) and use what you have learned today. This will help guide you in your homework/end of class assignment and in your ability to feel confident in identifying and implementing strategies.

Watch video (There are 20 small clips-presenter to decide how many to show)

In groups, choose one clip or a couple of clips to discuss Figure out the nature of Sheldon’s deficit Using the checklist, figure out what social skill you think Sheldon

should work on (hand out checklists)



https://www.youtube.com/watch?v=mvBCV3dM-IE

If Sheldon was your student, what incidental and intentional learning strategies might you implement based on what you know about Sheldon and his character?

Share as a class and add feedback

Slide #21: You Tube: Best of Sheldon clips (show as many or as little as you like)

Slide #22: Intervention DO’s and DON’T’sKey Point: This list is adapted from Michelle Garcia Winner’s work on Social Thinking. Some of it reiterates what has been stated already.

Read list to class and talk a little about each if necessary

Slide #23: Intervention DO’s and DON’T’sKey Point: Focus on what you want the student to achieve rather than what you want them to avoid.

EXTRA ACTIVITY (time permitting): With a partner, come up with three realistic scenarios where you as a support worker respond to a student’s behaviour by focusing on the desired skill you are trying to achieve. Use the same scenario and think of the undesirable behaviour you are trying to avoid. How does it feel as a Educator? How do you feel as a learner?

Slide #24: Intervention DO’s and DON’T’sKey Points: Interventions should focus on giving feedback through positive reinforcement.

Positive Reinforcement is when you acknowledge the student for behaviours that you would like to see more of. You can do this through verbal praise or through a reward system (e.g. token economy)

Negative Reinforcement is when you focus on the behaviour that you would like to reduce. You can do this by punishing the student for this behaviour by naming it and then taking away something like recess or a token they have earned.

Token economy system: Like currency, a token economy is a system of reinforcement wherein “tokens” are given for a desirable behaviour.

EXTRA ACTIVITY (time permitting): In these examples, outline the desired skill in the sentence as well as the use of positive reinforcement. What types of reinforcements are being used? (some participants might know token economy and can briefly explain to the class)



Slide #25: Intervention DO’s and DON’T’sKey Focus: Often students who are struggling socially, their actual developmental age does not reflect their exhibited emotional age. A 13-year-old might have a really high cognitive intelligence in math but act really immature around his peers (low emotional intelligence) (i.e. awkward laughing, potty humour, and hobbies are typical of a younger elementary age student). Meet them at their emotional intelligence level but also recognizing that they can be quite intelligent in other ways.

QUICK QUESTION (time permitting): Share how you might approach a student like the one in the example.

Slide # 26: Rules Key Focus: Concrete and explicit rules or guidelines that can be taught to your student are the foundation of building social skills.

1. The physical space: help your learner when you feel it is a good opportunity. Recognize that this is a deficit and that many of our students feel stigmatized by needing this added support. Make sure opportunities for incidental learning reflect this and are sensitive to the student’s feelings. Perhaps a quieter, more private space may be advisable.

2. The context: Help students to consider the context of the situation. Use visuals or verbally talk to them with topic starters like, “Would you fist pump a friend? How about a sibling? A parent? A teachers?” Also, if you say ‘No’ to a teacher, “how about to your basketball coach after a good game when all of the other students are doing it?” PRACTICE PRACTICE PRACTICE. Generalizing is the most difficult concept to understand. They need lots of reminders but put the question to them rather than you telling them.

3. Vocabulary: Make sure you are using language that is clear and concise. You will want to use this vocabulary repeatedly and across situations. For example, Michelle Garcia Winner’s Social Thinking Vocabulary of Expected versus Unexpected behaviours. Dribbling a basketball during basketball practice AND in the gym are both expected behaviours. But doing the same activity in class is an unexpected behaviour (Garcia Winner, M., 2007)

Slide #27: Remember…

Slide #28: Think of a Student or Try for Next Time (hand out Homework outline) Pass out Homework Assignment Depending on whether there is time between sessions, this assignment can be

completed by thinking of a student in your mind that you currently support. Otherwise, try it out and bring it to class to be shared next time.


Helping Students Think Social in a Complex Social World: Session Two (3 hours)

Required Teaching Resources: Projector and Speakers A spool of wool or thread Non-permanent white board markers A white board or easel with white board for brainstorming (if a large group

consider a few spaces where groups can write down their ideas and share with the class)

Internet Access: You tube video (for Slide #24) Power Point: Four Steps of Communication and Strategies for Thinking Socially

Administrative Materials: Attendance and Assessment Form Handbook for Instructor

Handouts: Ice Breaker Activity: List of 20 questions (enough copies so that they can be

available to each individual for when they are in a group circle) Power Point Handout (hand out at beginning) Four steps of communication worksheet (can be attached to Power Point

handout or given out at the beginning of slide #11 to be used for slides 11-18) Quiz Time (Slide #24) Social Skills Checklist (for Slide #25)

o Scott Bellini Social Skills Profile (ASD)o Scott Bellini Social Skills Checklisto Kathleen Ann Quill- Social Skills Checklist

Homework Assignment (Hand out at the end of the workshop) Can be done at the end of the workshop or to try out and share at the next class

Slide #1: Four Steps of Communication and Strategies for Thinking Socially

Slide #2: Today’s ObjectiveFocus: Identify the four areas of communication and practical ways we can better support our student learner’s with social challenges.Key points: There are 3 main areas we will focus on today

The stages of social interaction The 4 steps of communication Some effective social skills strategies that you can use with your student(s) in

a classroom or school setting


THINK SOCIAL FALL 2014 18

Slide #3: Overview of the day Main sequence of events. Reminder that there will be a group quiz on what you have learned so far after

slide #24 Housekeeping: Location of bathroom, refreshments, cell phone (turn off); breaks

will be decided on by presenter

Slide #4: Ice Breaker ActivityKey Points: Getting connected with others as well as demonstrating how interconnected we are and how connecting with others through verbal or non-verbal means helps to enrich our lives. This is why it is so important that we do not underestimate the value of helping our students build strong/effective communication skills. The question web

You need to have a spool of string or wool for this game. Ask participants to stand in a circle. Hold on to the end of the string and throw the ball/spool to one participant to

catch. They then state their name and choose a question from 1-20 to answer. A list of 20 sample questions is given on handout. Adapt for your group. Holding the string they then throw it to another member of the group. Eventually this creates a web, as well as learning some interesting things about

each other. At the end of the game you could comment that we all played a part in creating

this unique web and if one person was gone it would look different. In the same way it's important that we all take part to make the group what it is, unique and special. Interacting with one and sharing your interests, thoughts, and emotions enrich all of our lives.

Slide #5: Defining Social SkillsKey Points: understanding what it means to have strong or effective social skills as well as the idea that they are learned over time in more implied versus explicit ways. Students with social challenges do not pick up on subtle nuances and must be taught if they are going to learn.

Words to describe might be: caring, trusting, mutual respect and understanding, empathetic, calm, responsible, flexible etc.

How it is learned: over time, both intrinsically (automatically analyze the environment) and extrinsically (modelling or coaching from adults, peers etc.)

Can it be taught: Yes but requires LOTS of practice and a motivation to learn



Slide #6: Social Skills are…Key Points: areas that are highlighted in yellow (highlighted on the ppt. not on the handouts) are perhaps ones that were pointed out as a class in the last slide. These are a variety of definitions from various researchers in various fields who look at individuals with social skill challenges. When helping students learn new social skills, understand that they will likely also need ongoing help with self-regulating, problem solving etc.

Slide #7: Social Interactions: 6 levels of playKey Points: play starts as a solo act and then branches out to a group act. We are all a bit self-centered in our thinking and many of us will vary our interactions with others depending on our mood that particular day. These levels then are not fixed but we learn to play or interact as a group overtime even if it isn’t entirely our preference.

Read through the stages and notice that interaction is limited until between 2-3 years of age

Slide #8: Social Interactions: 6 levels of play (continued)

Slide #9: The Hidden CurriculumFocus: This is the area of communication that our student learners have not yet effectively acquired.

Slide #10: Individuals with Social Communication ChallengesKey Points: Examples of when an individual might need help with learning some social thinking rules

Ask participants if they can envision students of theirs that might be missing the hidden rules

Slide #11: 4 Steps of CommunicationFocus: Using your BRAIN to think about othersKey Points:

Take a minute to read the comic strip interaction between Garfield and Jon Discuss what is being said and heard.

Slide #12: How well did Garfield do in using his brain to think of others?Key Points:

In groups, come up with ways Garfield could have used his brain to demonstrate he was thinking about Jon

Example: had a thought that did not include Garfield or brought up a topic that interested Jon and NOT Garfield.

Hand out “4 steps of communication” worksheet. Write answers down on your “4 steps of communication” worksheet under the

BRAIN box (participants may opt to write it down only on one worksheet but just note that this will be part of their notes to take home with them.

Share answers as a class and then proceed to next slide to discuss what Garfield SHOULD have done to show he was thinking of Jon.



Slide #13: Questions Garfield Should Ask HimselfKey Points: This is what Garfield SHOULD have done. Showing others you are thinking of them, tells them that you care about them. This is same for if you are hurting and someone comes to help you. That means that they are thinking about you.

Our students need to understand that we all like it when others show that they are thinking about them and showing interest in them by asking them questions that interest them (perhaps not you). This might mean talking about something that doesn’t necessarily interest you. But it might mean they will want to know about your interests too if you show interest in theirs first.

When we say something, we need to watch to see if the person we just spoke to is responding positively or negatively to our comment. Understanding what others might be feeling tells us whether or not we should continue with the conversation. This will tell us if we should continue talking or talk about something else.

When others are talking it is important to show them that we are listening them by making sure that our body is positioned in a way that shows we are directing our attention towards them (facing them, relaxed stance, eye contact). This lets them know that our brain/thoughts are also focused on them.

Slide #14: 4 Steps of Communication: Using our EYES to make connectionsKey Points: Look at Mona Lisa’s gaze. By looking at her eyes, what can we say about what she might be thinking, feeling, or seeing?

Have participants answer the question under EYES in their 4 steps of communication worksheet. Can work with others or alone. Share answers as a class and consider the following points:

Eyes do tell us a lot about what a person might be thinking. Many of your students struggle with reading other people’s eyes and facial

expression. If this is the case, make sure to give them lots of practice in reading eyes and

facial expressions. This can be done using various free apps on your IPad or just having students look at a bunch of pictures in books and on the internet and discussing them 1:1.

It is also important to note that context plays a huge part in understanding what others are thinking. While we are discussing these 4 steps separately it can be difficult to do this in a real life situation.

By breaking the steps apart we can help our students to focus in on one aspect at a time with the intention that eventually we will be pulling them all together. Like improving your swim stroke, your swim coach might have you focus on your kick, then your arm rotations, then your hips etc. At the end the idea is to put it all together. This takes TIME AND LOTS OF PRACTICE! Make sure you are having fun with your student.



Slide #15: Why is Eye Contact so Important? Key points: Using our eyes to make connections isn’t just about staring at someone. It involves reading or anticipating the other person’s thoughts, feelings, and/or intentions.

Consider having students think, pair, and share their own examples for this. Perhaps a time when they or someone else misread a situation because they weren’t looking.

Slide #16: 4 Steps of Communication: Using your BODY to make connectionsKey Points: Read out the three points. Understand that where you are facing, your movements or gestures, and your facial expression can provide a lot of clues for how you are feeling and what you are thinking.

Slide #17: Describe Dilbert’s DilemmaKey Points: Dilbert didn’t know how to react to a ‘grey area’ social situation

While he thought about the other person, he seemed more concerned with how he might look if his greeting was too much or not enough

Perhaps he has some processing delay or he is a perfectionist It the end his body language came across as stiff and uncomfortable

Looked stunned to see the colleague Responded with a tight lipped smile Could have been confused with a stomach ache.

Slide #18: CLASS ACTIVITYKey points: Skits are encouraged when helping students learn about social communication. We will discuss this later.

In pairs, have participants do a quick skit using NO WORDS but expressing themselves through body language. Consider the clues from Slide 16 to guide your skit (i.e. direction of body facing, movements/gestures, facial expression). Can be about anything but a few will be performed in front of the class. The class will then guess what the skit was about. (Depending on time, might not have enough time for all skits but it should be done in pairs)

Slide #19: 4 Steps of Communication: Using WORDS to make connectionsKey points: Here are 4 ways we use our words to connect with the people around us.

Slide #20: Question for the classKey Points

What personality traits might be beneficial in order to make this connection with others through words?

Write down answers in the “4 steps of communication” worksheet under WORDS Share answers as a class Possible answers: flexible thinking, strong ability to process quickly, wide variety

of interests or have the same interests as the person you are talking to, wide variety of experiences, possessing the ability to formulate good questions as well



as know how to put an “uh huh” or “I see” into the conversation to show we are listening. An understanding of words that should or should not be used in certain situations with certain people, as well as the ability to stay on topic, not blurt out or interrupt others.

Slides #21, 22, and 23: Ideas for Social Thinking VocabularyKey Points: the next 3 slides are a list of rules or statements that can be used with helping your student learn the hidden rules of social thinking.

These words are adapted from Michelle Garcia Winner’s social thinking vocabulary (famous SLP in California who deals directly with individuals with a variety of social deficits)

There are many lists on-line that can be used or you can make up your own. When introducing the vocabulary to your student learners, make sure they

understand what the words actually mean before practicing it with peers or 1:1. Read through the words and their definition below. Make sure participants

understand these words and know that these are merely examples of what can be used when implementing social rules.

(If time allows) Have participants think of a student and put a check mark beside vocabulary that they believe might benefit their student learner.

Slide #24: Quiz TimeKey Points: Ensure that participants understand the social thinking vocabulary that was given to them.

Hand out quiz and read instructions to the class before watching the video As you watch the video, place a check mark beside the social thinking

vocabulary that you believe might help Sheldon to be a better social thinker Make sure to explain your reasoning based on what you watched in the video Watch the video: The Big Bang Theory: Penny gives acting lessons to Sheldon

URL: https://www.youtube.com/watch?v=1meNHRlGEeM Share answers as a class.

Possible answers are: 1) Social Fake-

a) “You’re the Teacher”, “Who would have guessed, you taught me something”- b) Communication- WORDS

2) Expected/Unexpected- a) Ordering frozen yoghurtb) Communication-BRAIN to show you are listening to the other person

3) Whole body listening- a) Joining in on warm up at the beginning-actually moving body like Penny’sb) Communication- BODY



https://www.youtube.com/watch?v=1meNHRlGEeM

4) Flexible Brain- a) Was not being flexible when asked to improvise and say “yes” instead

mentioned something about mental hospital sign and then later would not take a drink of wine, instead asked for frozen yoghurt. Also, would not do exercises in the warm up part

b) WORDS5) Wacky Guess or 6) Whopping Topic Change

a) Asking for Frozen yoghurt at a shoe storeb) BRAIN or WORDS

Slide #25: Steps for Supporting Social Skill Development: Step 1: AssessKey Points: Step 1- find out what social skill area your student needs to improve on by collecting data and filling out

When collecting data observe student in their normal/natural setting, across times of the day, in different places, and if possible include others in data collection (perhaps ask parents, teachers, or other educators who might support your student learner)

The more individuals involved, the more support your student will have in learning social thinking skills with different people and across different situations/contexts. This is key to their success as maintaining and being able to apply these skills across settings is the only way to see improvement in their social thinking development.

Slide #26: Step 2: Identify the Nature of their DeficitKey Points: Once you have identified the social skill they need to work on it is important to know what they do or don’t understand.

Look at the 4 types of deficits as your student will fit into one of these. Once you have identified the deficit, you can then start implementing strategies

and vocabulary to help your student learn the necessary social thinking skills.

Slide #27: Step 3: ImplementKey Points: These are 4 steps to help support skill development. They should be followed in this order.

1. Model the behavior/social skill you want the student to develop or work on and rehearse it using DIRECT instruction before actually trying it out in a real life situation.

2. Once the learner understands what is expected and rules/social thinking vocabulary is in place, practice it in a variety of settings. Provide immediate feedback so that the student may begin to learn the different nuances.

3. Reflect and Analyze go back and review what went well and what could be improved upon.

4. In order for the student to continue to remember the skill they have been taught, they must practice it in a variety of settings, multiple times. This is why it is so important to have various educators and home involvement as it will help the



student to practice these skills throughout the day as well be able to understand HOW to use it across a variety of settings/contexts/scenarios.

Slide #28: Model and Rehearse Through:Key Points: Direct instruction is the first step in building skills. It can be done in several ways depending on your learner’s abilities, needs, and interests:

Always consider your student when deciding on the best way to support them (i.e. what will they respond to best? A comic strip illustration or a social story/script? What reward would help to reinforce the social skill I am trying to encourage? Free time/video games? Books? Playground?)

Once you have instructed the student, then rehearse the skill in a secure setting (i.e. 1:1 or peer mentor)

Slide #29: 2. Coach and PracticeKey Points: Practice a lot, work on fading prompts, and praise/reward a lot

Slide #30: 3. Reflect and Analyze Key Points: Break down the area or areas that you believe your student can gain insight from. Do not overdo it though as you want to keep them motivated and not discourage them. Consider focusing on ONE area to work on and praise them for 2 or 3 things they did well.

Slide #31: 4. Maintain and GeneralizeKey Points: In order for the student to continue to remember the skill they have been taught, they must practice it in a variety of settings, multiple times. This is why it is so important to have various educators and home involvement as it will help the student to practice these skills throughout the day as well be able to understand HOW to use it across a variety of settings/contexts/scenarios.

Slide #32: Think of a Student or Try for Next TimeKey Points:

Pass out Homework Assignment To be shared with class next time


Helping Students Think Social in a Complex Social World: Session Three (3 hrs) Required Teaching Resources

Chart paper, markers and tape Projector and speaker Power Point: Perspective Taking Blank paper or recipe cards

Handouts Quiz Sheldon Video Discussion (slide #16) What is everybody thinking? (slide #25) Look Inside My Head (slide #24) Social Behaviour Maps (slide #23 & #24) Power point handout

Administrative Materials Attendance and Assessment Form Handbook for Instructor

Slides #1- #3 Shape of the DayKey Points:

Overview of the day Review learning outcomes

Slide #4 IntroductionsKey Points:

Have participants talk to a partner telling three things about themselves Partners take turns introducing each other and relay one thing they have learned

Slide #5 Icebreaker (approximately 15 minutes)Have students get a pen and paper ready. Provide scrap paper or recipe card and a pencil if necessary.Key Points:

This activity is meant to illustrate how perspectives are formed and how perspectives can be similar or very different based on individual experiences.

Read the word Ocean and have participants reflect on what this word means to them. Use all your senses to think of and write down what comes to mind for you. What feelings are connected the word. Give 2 minutes to write down their thoughts. Share with a partner and note similarities and differences.

Helping Students Think Social in a Complex Social World: Session Three (3 hrs)


Ask one person to share aloud and explain how they came to understand the ocean in this way. Ask another participant with a different perspective to do the same.

Make the point that perspective taking is not about right or wrong. It is about understanding that a person’s perspective is shaped by their life experience. To only understand one’s own perspective greatly limits a person’s ability to connect and empathize with others.

Slides #6 & #7 What is Perspective Taking?Key Points:

Perspective taking is essentially our ability to relate to others and intuitively look to understand where they are coming from based on verbal and nonverbal communication.

It’s the understanding that what is in your head (ie: your thoughts and feelings) may not be in their head, and that’s ok.

Slide #8 What is Theory of Mind?Key Points:

Theory of mind is often used interchangeably with perspective taking. Theory of mind is a part of perspective taking but does not encompass all

aspects of it.

Slide #9 Is it possible to teach perspective taking? Key Points:

Watch the video then remind participants of the main messageAs with many social skills, perspective taking can be taught. However, keep in mind it is an ongoing and complex process. It will be necessary to repeat lessons and activities over and over many times and in many different situations in order for this skill to transfer into daily social interactions

NOTE: if the video does not play please go to: https://www.youtube.com/watch?v=3xwULdzvPw0

Slide #10 & #11Three Steps to Perspective Taking Key Points:

Most people are able to do so these three steps intuitively with very little conscious effort. For the person with lack of perspective, each step should be taught and practiced systematically until it becomes part of their daily interactions.



https://www.youtube.com/watch?v=3xwULdzvPw0

https://www.youtube.com/watch?v=3xwULdzvPw0

Slide #12, #13 & #14 What makes us good perspective takers? Key Points:

• As you review each point, stop at every third point and provide an example or ask for an example to illustrate what that quality might look like during an interaction.

• Use the following examples if you like.Quality of Perspective Taking ExamplesUnderstanding each person has their own motives desires and intentions

One person exercises because they want to look a certain way in their swimsuit, while another person works out because they want to lower their cholesterol and sleep better at night.

Remembering a person to help build and maintain relationships, as well as develop an understanding of a person’s possible actions

I remember that you are an ER doctor and a single parent. I understand why you often late for meetings and I adjust my time accordingly.

Understanding social conventions are specific to setting

It’s appropriate for a student to high five a friend in the hallway, but hug their grandparents when they arrive for dinner.

Slide #15 Selman’s Five Stages of Perspective TakingKey Points:

Robert Selman is a psychoanalyst who created the five stages of perspective taking to help explain the timeline for when skills are acquired.

We are not born with perspective taking skills but acquire them over time. It is possible to reach some of these stages of development and be unable to go

to the next level.

Slide #16 Perspective According to SheldonActivity (approximately 20 minutes) Hand out copies of the questions for participants to complete while watching the video.

Have students share their observations in small groups. Ask participants to share with the whole class.

NOTE: if the video does not play, use the following link: https://www.youtube.com/watch?v=shvxy6WmDko

Slide #17 Consequences for Lack of Perspective Taking? Activity 10-15minutes Hand out chart paper and markers and have participants brainstorm a list of the

possible social and academic consequences of lack of perspective taking. Review the list created on the slide, if it is different from the ideas brainstormed

by the groups.



https://www.youtube.com/watch?v=shvxy6WmDko

Slide #18 BREAK TIME!

Slides #19 & #20 How do we facilitate the development of perspective taking?Key point:

This is not a perfect process. Be flexible and try a variety of activities for a period of time. There may not be buy in from students immediately, but over time this often changes.

Slide #21 Activities to Support Perspective TakingKey points:

The activities for today are just a sample to get you started. There is a list of recommended resources. Please participate in the activities and enjoy.

Slide #22 & #23 Activity 1: Social Behaviour MappingInstructions

Introduce the map reviewing expected and unexpected behaviours Do several examples verbally Hand out a copy of the map and tell students to fill out the map using the

perspective of the boy on the right in the video Discuss outcomes Explain this map can be laminated and used with a whiteboard marker to

deal with situations in the moment. Students with literacy skills can also complete a map as a way to review where things went wrong and to understand why a person responded that way they did.

Have participants brainstorm situations with their current students that this might be helpful.

NOTE: if the video does not play, use this link: https://www.youtube.com/watch?v=3RjRZ9jMfs0

Slide #24 Activity #2: Look inside my head!Instructions

Review the slide to introduce the activity This activity helps participants understand that everyone has different

thoughts and ideas in their head. These ideas are not wrong or right, just different. They influence all of our interactions

Hand out the outline of a head and have participants either write words or pictures to describe what inside their head looks like.

Share and discuss how some thoughts are the same and some are different

This is a great class wide activity to begin perspective taking



Slide #25 Activity #3 What is everybody thinking?Instructions

Hand out a copy of the picture in the slide Have participants fill in the thought bubbles for each person in the picture Share with a partner and discuss why they think these thoughts are in

each persons head This activity looks at the importance of reading body language and facial

expression as part of perspective taking Using only two characters, this activity can be used to help two students

overcome conflict

Slide #26 Resources This is a brief list but it will offer a good starting point

Slide #27 QuizInstructions

Hand out the quiz and give 10 minutes to complete the questions Review possible answers as a class

Slide #28 For Next Time Review expectations for the next session Participants should come to the next session ready to provide feedback on the

activity

Slide #29 References


Helping Students Think Social in a Complex Social World: Session Four (3 hours) Required Teaching Resources

Chart paper Tape Projector and Lap top Colourful candy ( M&Ms or JuJubes work well) Power point: Self-Regulation and Problem Solving

Handouts Quiz 5 Point Scale (slide #17) Zones of Regulation (slide #18) Modern Family Problems (slide #23) Social Behaviour Maps (slide #23) Evaluation form for participants

Administrative Materials Attendance and Assessment Form Handbook

Slide #1 Problem Solving and Self-Regulation

Slides #2 & #3Key Points

Learning outcomes Overview of the day

Slide #4: Introductions and Icebreaker Key Points

Use the slide to explain the activity This is meant to move quickly so you might want to model using your candy

colour to offer one piece of information about yourself. Pick your colour, state your name and give the information according to the

candy colour.

Slide #5: What is self-regulation?Key points

After reading the definition on the screen, you may want to provide an example of what this might look like. For example: You are leave your screaming children and burning toast to head into traffic going to a job interview. As you arrive in the


Helping Students Think Social in a Complex Social World: Session Four (3 hours) parking lot, you take five minutes to do some deep breathing to calm your nerves. You remind yourself you are qualified and ready for this job before entering the interview.

Slide #6 & #7: Why is self-regulation so important?Key points

The most important point is that self-regulation has far reaching and a long term impact on a person’s health and well-being.

On slide 7, you may want to expand on internalizing and externalizing behaviours.

Internalizing is behaviour a person does to themselves, such as social withdrawal, feeling loneliness or guilt.

Externalizing behaviour are directed toward others, such as physical aggression and destruction of property.

Slide #8 - #13: S.Shanker’s 5 Domains of self-regulationKey points

Each domain introduced give only a sample of indicators and support. This is not a complete list.

You may want to have a discussion as you introduce each domain, giving participants and opportunity to provide their own ideas for indicators and support.

All children will look different and manifest their need for strategies in different ways.

Slide #14: Activity: How do you self-regulate?Key points

The goal of this activity is for participants to realize how much self-regulation is imbedded into their everyday life.

After discussing with a partner, have participants think about what life might be like if they didn’t have self-regulation. They may want to think of a specific incident and consider the outcome had they not used self-regulation strategies. This is what students without the strategies deal with daily.

Slide #15: Self-regulation vs. complianceKey points

We often get into a mode of using tools to have a student comply. This will often give you a desired outcome but it will ultimately cause very few lasting long term, positive changes. Self-regulation can be a long and frustrating process, but when strategies begin to work and students see their successes, they are more likely to continue these strategies as they progress and mature. With compliance, a student may hold it together during the assembly but release that stress as soon


Helping Students Think Social in a Complex Social World: Session Four (3 hours)

as they get outside. With compliance the change in behaviour is more short term and do not involve strategies to support the student.

Slide #16: Ways to support self-regulationKey points

The pictures represent just a few options to assist with self-regulation The Super-Flex poster should be elaborated on. It is an excellent regulation tool

for students who have challenges with emotional and social situations. It uses a variety of characters to describe areas that require support. For example: Glassman represents a child’s overreaction to a situation and Super-Flex the superhero, teaches the child strategies to overcome glassman. There is a set of books to work from or look up the basics of the program online.

Slide #17: Activity: 5 point scaleKey points

Briefly describe the 5 point scale examples provided. Hand out the blank 5 point scale. Using a child they work with or a situation they

find themselves in, work though completing a 5 point scale identifying the feeling/situation and what they can do to self-regulate in that moment. Share with the class.

There is a book and website called, “The Incredible 5 Point Scale” for more information on the system.

Slide #18: Activity: zones of regulationKey points

Review the poster and discuss the 4 zones. The idea is that all zones are good and appropriate for certain times. The goal is to have strategies for each zone to keep us in a productive and healthy place for our current situation.

Hand out Zones worksheet and have participants work through completing one, using themselves or a student.

There is a book called “The Zones of Regulation” which is has individual activities that teach the zones and how to implement strategies to deal with each. It is a good tool for supporting students. You can also go to the Zones website to get an overview of the program and the basic principles.

Slide #19: What is problem solving?Key points

Problem solving involves thinking about options and making decisions about big and small issues that come into our daily lives.


Helping Students Think Social in a Complex Social World: Session Four (3 hours) Remind participants that there is an overlap between problem solving and self-

regulation. They may find that tools introduced earlier may fit well into this section of the course and vice versa.

Slide #20: Why is problem solving so important?

Slide #21: Steps to good problem solving Key points

Most people engage in some form of these steps without consciously thinking about it. There are other versions with more steps but they are all quite similar.

For struggling students, it’s important to provide some form of support such as a visual, or a person to talk to, while problem solving, until they are able to work through the process independently and supports can be faded out.

Slide #22: Problem solving strategiesKey points

Review the three strategies. Note these are just a few, there are many possibilities.

Give participants an opportunity to share what they do or what they think they can do to facilitate the problem solving process with their students.

Slide #23: Activity: Modern Family ProblemKey points

Hand out Modern Family problem solving steps and social behaviour map. Watch Modern Family video clip. Participants identify one problem in the clip. There are three possibilities: 1. The

girls feel invaded and spied on and the boys don’t see the problem. 2. Manny talks about differing cultural expectations. 3. Phil is not supporting Claire as she talks to the children.

As participants move through the problem solving steps remind them the importance of using the social behaviour map as a way to check out their possible solutions and consider them from the perspective of others.

When discussing the process, tell participants this process will work well for making more complex decisions. Eventually this process should happen through verbal reminders and eventually it will become a more natural process that the student uses as they think through a problem. This will take a long time and a lot of practice before it is generalized into their daily life.

If the video does not play, please go to: https://www.youtube.com/watch?v=0vtsRyaD9Go


https://www.youtube.com/watch?v=0vtsRyaD9Go

https://www.youtube.com/watch?v=0vtsRyaD9Go

Helping Students Think Social in a Complex Social World: Session Four (3 hours) Slide #24: How does problem solving and self-regulation connect with communication and perspective taking?Key points

Communication, perspective taking, problem solving and self-regulation all overlap in many ways. Although they have been separated for teaching purposes, they are all aspects of communication and social skills that work collaboratively for the student to understand and respond to the world around him/her.

Slides #25 & #26: Four steps that bring the concepts togetherKey points

These are the four steps of communication which can be applied to all aspects of social thinking. Everything comes back to paying attention to others, monitoring and regulating behaviour, making good decisions and verbally expressing your thoughts, needs and decisions clearly.

Slides #27 & # 28: Skill development, 4 stepsKey points

These four steps apply to any social skill development you may be facilitating.

Slide #29: QuizKey points

The quiz can be marked and discussed as a class.

Slide #30: Closure Remember to conduct evaluation and mail in (see instructions in the Handbook

for Instructors) Make arrangements to collect and return assessed assignments

Slide #31: References


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