comic strip conversations - are comic strip conversations ? individuals with asd often have...

Download Comic Strip Conversations -   Are Comic Strip Conversations ? Individuals with ASD often have problems in social situations. They may not be able to understand or process speech as

Post on 14-Feb-2018

212 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Comic Strip Conversations

    Stefan

    must stop

    talking

    and do

    his work

    No, Id like to

    keep talking to

    them

  • Carol Gray

    Carol developed Social Stories in 1991 and the

    Comic Strip Conversation shortly followed.

    These strategies are used to teach social understanding. A Comic Strip

    Conversation can be used to clarify a

    misunderstanding it can show what was said and thought by the student and can also show the thoughts of others.

  • What Are Comic Strip Conversations ?

    Individuals with ASD often have problems in social situations.

    They may not be able to understand or process speech as

    quickly as is needed for most social interactions. A Comic Strip

    Conversation is a conversation between 2 or more people using simple drawings. This slows the

    conversation, allows you to forensically find out what was said and thought in a situation

    that caused a problem.

    http://www.google.co.uk/imgres?imgurl=http://www.glitter-town.com/sponge-bob-myspace-glitter-graphics/sponge-bob-myspace-glitter-graphic-5.gif&imgrefurl=http://www.glitter-town.com/sponge-bob-myspace-glitter-graphics-1.php&usg=__tRLoJKYgihn25wQWjAKnzH6ohNU=&h=363&w=367&sz=141&hl=en&start=7&zoom=1&um=1&itbs=1&tbnid=p52X0Lmh5jxu0M:&tbnh=121&tbnw=122&prev=/images%3Fq%3Dsponge%2Bbob%26um%3D1%26hl%3Den%26sa%3DN%26tbs%3Disch:1

  • Why would you use a Comic Strip Conversation with a young person with autism?

    To engage in problem solving/ conflict resolution where a social situation has been unsuccessful. To help a young person communicate their feelings and perception of a situation (helping others to understand the experience from their point of view).

    To enable reflection in a non-threatening manner (drawing the story of what happened rather than being asked lots of questions). It slows the conversation down, making it less stressful and allowing time for verbal processing. The end product is visual and can be referred back to promoting understanding and learning.

    To help the young person understand why things went wrong and work out a different course of action for next time so they could successfully negotiate a similar situation in future.

    http://www.google.co.uk/imgres?imgurl=http://www.cartoonpic.tk/wp-content/uploads/pictures/cartoon-people-354.png&imgrefurl=http://www.cartoonpic.tk/cartoon-network-pictures/cartoon-people-pictures.html&usg=__bW3Ij0HWNoK-rnjXA_AubkImANA=&h=538&w=540&sz=26&hl=en&start=73&zoom=1&tbnid=8FKRkI_49wwYNM:&tbnh=132&tbnw=132&ei=7tJ5Ttb-Kuai0QXK_NnHAQ&prev=/search%3Fq%3Dartistic%2Bdrawings%2Bof%2Bpeople%26start%3D63%26hl%3Den%26sa%3DN%26tbs%3Ditp:lineart%26tbm%3Disch%26prmd%3Divns&itbs=1

  • Elements Of Comic Strip Conversations

    Begin with drawing the event that caused the problem. Where were you? Draw a symbol to represent the place and a stick person to represent the child.

    Draw the key people that were involved in the event.

    http://www.google.co.uk/imgres?imgurl=http://scratch.mit.edu/static/icons/gallery/9690.png%3Ft%3D2010-08-28%2B18%253A29%253A13&imgrefurl=http://scratch.mit.edu/galleries/view/9690&usg=__ZFqEiwjSSfC0mQy67TDT5G7CDXk=&h=415&w=506&sz=47&hl=en&start=10&zoom=1&itbs=1&tbnid=5zFs_H8vEdrkOM:&tbnh=107&tbnw=131&prev=/images%3Fq%3Dstick%2Bmen%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1http://www.google.co.uk/imgres?imgurl=http://icons.mysitemyway.com/wp-content/gallery/magic-marker-icons-people-things/115854-magic-marker-icon-people-things-table-sc52.png&imgrefurl=http://icons.mysitemyway.com/free-clipart-icons/1/simple-table-icon-id/115854/style-id/835/magic-marker-icons/people-things/&usg=__8bewRsrebq378AhIG7MVuQBshqo=&h=512&w=512&sz=17&hl=en&start=76&zoom=1&um=1&itbs=1&tbnid=TpgnrLfBebymSM:&tbnh=131&tbnw=131&prev=/images%3Fq%3Dclip%2Bart%2Btable%26start%3D60%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1http://www.google.co.uk/imgres?imgurl=http://school.discoveryeducation.com/clipart/images/teecher.gif&imgrefurl=http://school.discoveryeducation.com/clipart/clip/teecher.html&usg=__LKaMKG2PFDJC9I0KNy_udY1YG8s=&h=673&w=424&sz=6&hl=en&start=8&zoom=1&um=1&itbs=1&tbnid=rIRHRbi1CxBZZM:&tbnh=138&tbnw=87&prev=/images%3Fq%3Dclip%2Bart%2Bteacher%26um%3D1%26hl%3Den%26tbs%3Disch:1

  • Encourage the child to draw what was going on

    What happened?

    What did others do? Draw relevant items and actions.

    LOSER

    James Tom

    http://www.google.co.uk/imgres?imgurl=https://gio0001.wikispaces.com/file/view/fighting.gif/34658225/fighting.gif&imgrefurl=https://gio0001.wikispaces.com/Pivot%2Bstickman&usg=__jVL16cQ8-QbKqJ3cMsVcqJ1Qjeg=&h=415&w=506&sz=45&hl=en&start=31&zoom=1&um=1&itbs=1&tbnid=HUwHV0qfsyDipM:&tbnh=107&tbnw=131&prev=/images%3Fq%3Dstickman%26start%3D20%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1http://www.google.co.uk/imgres?imgurl=http://icons.mysitemyway.com/wp-content/gallery/magic-marker-icons-people-things/115854-magic-marker-icon-people-things-table-sc52.png&imgrefurl=http://icons.mysitemyway.com/free-clipart-icons/1/simple-table-icon-id/115854/style-id/835/magic-marker-icons/people-things/&usg=__8bewRsrebq378AhIG7MVuQBshqo=&h=512&w=512&sz=17&hl=en&start=49&zoom=1&um=1&itbs=1&tbnid=TpgnrLfBebymSM:&tbnh=131&tbnw=131&prev=/images%3Fq%3Dclipart%2Btable%26start%3D40%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1

  • Use speech bubbles and thought bubbles

    Use thought bubbles to show what the student was thinking and to show what

    the student thinks others may have been thinking.

    I HATE YOU

    IM SCARED

    Use Speech Bubbles to

    record what was said by the student

    and by others.

    http://www.google.co.uk/imgres?imgurl=http://blogs.xnainfo.com/image.axd%3Fpicture%3Dstickfight.png&imgrefurl=http://blogs.xnainfo.com/&usg=__o3RxK9MIDiwjkXXhjeiNKIFy0pY=&h=340&w=475&sz=44&hl=en&start=87&zoom=1&um=1&itbs=1&tbnid=TNCKN0CBYhXlcM:&tbnh=92&tbnw=129&prev=/images%3Fq%3Dstick%2Bmen%26start%3D80%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1

  • Correct their interpretation of what happened as necessary. You could do post-it note overlays or a second version of the sketch, or just cross out the first thought bubble and replace it with one that is more accurate.

    The behaviour of this class is disgraceful! The

    teacher thinks

    Im bad.

    Some of these

    children are badly behaved.

    That boy is bad

    Teacher Josh

    http://www.google.co.uk/imgres?imgurl=https://gio0001.wikispaces.com/file/view/fighting.gif/34658225/fighting.gif&imgrefurl=https://gio0001.wikispaces.com/Pivot%2Bstickman&usg=__jVL16cQ8-QbKqJ3cMsVcqJ1Qjeg=&h=415&w=506&sz=45&hl=en&start=31&zoom=1&um=1&itbs=1&tbnid=HUwHV0qfsyDipM:&tbnh=107&tbnw=131&prev=/images%3Fq%3Dstickman%26start%3D20%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1

  • You may be able to draw a solution or idea of how to avoid the situation happening again

    LOSER I will walk away and ignore him.

    You can use smiley faces and sad faces to show how people felt, and put a smiley face outcome after a solution as a way of coding good ideas.

    James Tom

    http://www.google.co.uk/imgres?imgurl=http://scratch.mit.edu/static/icons/gallery/9690.png%3Ft%3D2010-08-28%2B18%253A29%253A13&imgrefurl=http://scratch.mit.edu/galleries/view/9690&usg=__ZFqEiwjSSfC0mQy67TDT5G7CDXk=&h=415&w=506&sz=47&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=5zFs_H8vEdrkOM:&tbnh=107&tbnw=131&prev=/images%3Fq%3Dstick%2Bmen%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1http://www.google.co.uk/imgres?imgurl=http://img328.imageshack.us/img328/6102/walktut082wo.gif&imgrefurl=http://forums.weebls-stuff.com/showpost.php%3Fp%3D934947%26postcount%3D3078&usg=__fsPS-H_Zf7qtOWxAk7djP6br8JM=&h=262&w=311&sz=13&hl=en&start=79&zoom=1&um=1&itbs=1&tbnid=ZWw6-Qfw1pGP9M:&tbnh=99&tbnw=117&prev=/images%3Fq%3Dstick%2Bmen%26start%3D60%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D20%26tbs%3Disch:1http://www.google.co.uk/imgres?imgurl=http://www.tsl.state.tx.us/ld/projects/trc/2005/manual/craftillos/smileyface.jpg&imgrefurl=http://www.tsl.state.tx.us/ld/projects/trc/2005/manual/wackyworld.html&usg=__nq3y9SmDze_G2fog4s3oMrmXURM=&h=715&w=700&sz=37&hl=en&start=7&zoom=1&um=1&itbs=1&tbnid=2bDIC6Anv3MP7M:&tbnh=140&tbnw=137&prev=/images%3Fq%3Dsmiley%2Bface%2Bclip%2Bart%26um%3D1%26hl%3Den%26tbs%3Disch:1

  • Emotions Colour coding your Comic Strip

    Conversations.

    Some children will struggle identifying the thoughts, feelings and motivations of others and may need help with this.

    You can agree with your student a colour code for their Comic Strip.

    Sometimes there can be lots of colours for different emotions, with a colour key in the corner of the drawing. Or

    you could try:

    RED TEASING, UNFRIENDLY, ANGRY.

    BLUE WORRIED

    GREEN HAPPY, FRIENDLY.

    But different colours mean different things to different people. Make sure

    the colours you use together are chosen by the student you are working

    with.

  • Useful questions to ask

    Where are you?