cheryl cotter, m ed joanne g. quinnregistration.ocali.org/rms_event_sess_handout/5844... · 2012....
TRANSCRIPT
OCALICON 2012
Strategies to Teach Social Understanding
and Emotional Regulation
Cheryl Cotter, M EdJoanne G. Quinn
OCALICON 2012
OCALICON 2012
Today’s Goals
Identify current strategies that are available to support and teach Social Understanding and Emotional Regulation. Show some strategies to incorporate
these best practices into your day as a teacher, parent or community member to support an individual with an ASD Review examples that illustrate the
strategies.
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Typical Questions How do I get my child to sit at the dinner table? My student hits when he doesn’t get his way.
What should I do? I can’t go to Target without my child having a
tantrum. What can I do? My student only wants to be on computer all
day. What do I do? How do I know what strategy to use to help my
student? Which one is right for him/her?
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These questions imply…
There is a single reason for any given challenging behavior. A given tool or strategy will work every
time and for every person. An assumption that a Pervasive
Development Disorder can be supported with a single strategy or approach.
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“Understanding how people with autism think is the foundation for effective
and appropriate intervention”.
(Minshew & Williams 2008)
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Consider Can’t vs. Won’t
Thinking differences is NOT a choice in autism, but a
consequence of very real differences in the brain.
(Learners on Autism Spectrum 2008)
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Individuals with Autism Function Best When…
The environment is structured. The visual information is accessible and
consistent. The pace is slow, “Autism Time”. A Quiet Area/Break Area or Plan is available
AND known to all. The daily routines are established. There is consistency.
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Implement structure in a Visual Manner to:
Organize the time and expectations in a way that makes sense to the person.
Clarify what you’re teaching and expecting.
Increase independence.
Decrease distractibility and increase focus.
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Think in Picturesvs. Think in Words
Critical concept to understand and remember when supporting individuals with an ASD.
Words may not stay in the student’s “head” in a meaningful way.
Visual Thinking (images) tends to be concrete Social Concepts are abstract
Make it CONCRETE & VISUAL!!!!!
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Published Tools Incredible 5-Point Scale
Created by Kari Dunn Buron and Mitzi Beth Curtis
Social Thinking®Concrete vocabulary and treatment approach developed by Michelle Garcia Winner, MA, CCC SLP
Techniques to support personal problem solving
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The Incredible 5-Point ScaleCreated by Kari Dunn Buron
and Mitzi Beth Curtis
Helps to break down a problem and to teach foundation skills.
Gives student an understanding of “What my body is feeling”. What are the signs that I am becoming escalated? How does my body feel? Teaches increased self awareness
Models the language of emotions.
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Remember Begin with teaching self awareness of body and
emotions. Keep it fluid. It will change as the person
changes and grows up. Do throughout the day as part of their routine. Include a check in.
Model language with visual images (support verbal and visual thinking).
Involve the person in creating levels and visuals. Include strategies to use at each level. Support with Social Story®. (Created by Carol Gray)
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Social Thinking®Concrete vocabulary and treatment approach developed by
Michelle Garcia Winner, MA, CCC SLP
Where do I Begin? Use the framework of the Four Steps
of Communication Assess-Assess-Assess: Where is the
person at?
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Examples Examples of activities to teach vocabulary Implement using the framework of Structured
Teaching® Visual Processing and Verbal Processing Visual images Write up Role playing Video modeling
Opportunities to practice Self monitoring
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Problem Solving: Required SkillsPersonal Problem Solving
Need to understand the “big picture” of information-what are my choices and make connections.
Consider the other person’s perspective.
Understand abstract thinking. Consider what happens next. Emotional Language Effective communication skills
Initiate – Formulate - Interpret and Respond to language (MGW)
General Problem Solving
Problems grounded in FACTUALInformation
Concrete DO NOT require communication
with others
Examples: Programming computer Math problems
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Problem Solving Challenges Viewing a problem
Interprets the situation differently – What is the problem?
Does not recognize there is more than one way to view a problem – Other’s perspective
Does not see problem as having more than one solution – Plan B (Ross Greene)
Stuck in their thinking: Will continue to use ineffective strategies Sees individual facts and details instead of whole – Misses Big
Picture Problem with cause and effect – Now and Next Problem solving is concrete – Grounded in Factual Information Need “BUY IN”
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Support Personal Problem Solving
In a visual manner, review the situation: Break it down!
Visually process the situation and necessary thinking to solve the problem Identify the problem Identify the feelings involved Identify some strategies
Use drawing, graphic organizers and work sheets to increase understanding.
Teach Social UnderstandingMake it CONCRETE & VISUAL!!!!!
OCALICON 2012
Other Strategies
• Choice Zone™Created by Cheryl Cotter, M Ed
• Contingency Map• Problem Solving Worksheet
Created by Cheryl Cotter, M Ed
• Drawings
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Simple Drawings
• Teach the complex social understanding in a visual manner. Show the interaction in a visual manner. Give students opportunities to process
other people’s thoughts, feelings and the spoken words. Move at the pace of the student. Give professionals the opportunity to learn
the student's perspective.
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Questions?
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Contact UsCheryl Cotter, MEd
Director of Training and [email protected]
Joanne G. QuinnExecutive Director
www.theautismproject.orgfacebook.com/theautismproject
1516 Atwood Avenue Johnston, RI 02919