Inside out: What makes the person with Asperger's/High ...

Inside out: What makes the person with Asperger's/High ...

Asperger Syndrome & Social Thinking Soup: What's Up With Educational Standards & Social Skills? Michelle Garcia Winner and Dr. Pamela Crooke www.socialthinking.com Todays Message 1. Infant and preschool social development is key to academic success. 2. The infrastructure of the language arts goals are in social thinking. 3. Teaching social skills is different from teaching social thinking. 4. Social thinking vocabulary can be used across environments. www.socialthinking.com copyright2008MGWinner&PJCrooke 2 What is social thinking? Thinking about what people think (yourself and/or others) even in the absence of people in your immediate environment. What is meant by having good social skills? Sharing space and adapting effectively to the different people in different contexts within the same environments and across environments.

www.socialthinking.com copyright2008MGWinner&PJCrooke 4 Exploring Early Social Development First week of life babies start matching others facial expression. 9-12 months old: Joint attention Along with joint attention babies start to read other peoples plans (physical intentions) Use gestural communication (pointing) as baby moves towards the abstract. Language then emerges to request, comment and question. www.socialthinking.com copyright2008MGWinner&PJCrooke 5 Play concepts that emerge for typical toddlers in the preschool years which also help them learn to and problem solve: Pretending abstracting Imitation

Synchronicity of body movement/body presence. Making guesses about other people in play. Sharing an imagination rather than a singular imagination. Listening to and expressing related ideas. Cooperating and negotiating through actions and language. www.socialthinking.com copyright2008MGWinner&PJCrooke 6 By 4 years old Children are engaged in group imaginative, cooperative play. These play skills are critical for the later development of conversation, reading comprehension, class relations, personal problem solving, etc www.socialthinking.com copyright2008MGWinner&PJCrooke 7 It is assumed all students enter elementary school with this social software. www.socialthinking.com copyright2008MGWinner&PJCrooke 8 social skill production

Social skill challenges often come from poor social knowledge. Social skills are the tip of the iceberg. Social information is at the base of the iceberg supporting our demonstration of appropriate social skills. e.g. Eye contact www.socialthinking.com Social knowledge supports our social skill behavior copyright2008MGWinner&PJCrooke 9 Historically, teaching has been based on behavioral interventions of shaping social skills. Disciplines of anthropology, linguistics and psychology are dedicated to exploring the complexity of social behavior. Social processing and responses are dynamic and synergistic. By teaching at the level of one skill at a time is counter to our understanding of social complexity. www.socialthinking.com copyright2008MGWinner&PJCrooke 10 Teaching for students with AS and

HFA means exploring social thinking as it leads to social skill development Eye contact www.socialthinking.com copyright2008MGWinner&PJCrooke 11 Social Thinking is the Infrastructure for many Educational standards Teaching social thinking and related skills is not an extra bonus to education IT INCLUDES the ESSENTIAL elements of education both for academics and life skills. www.socialthinking.com copyright2008MGWinner&PJCrooke 12 Select Reading Standards K.2.2 predictions with pictures and context. 4.3.5 Define figurative language and identify its use in literary works. 7.3.1 Identify events that advance the plot and foreshadow future actions. www.socialthinking.com copyright2008MGWinner&PJCrooke 13

Standards in Writing: 2.1.1 Create graphic organizer or outline to practice pre-writing skills. 4.1.2 Create multiple paragraphs, support with topic sentenceand conclusion paragraph. 7.1.3 Strategies of note taking, outlining, summarizing to impose structure on composition drafts. www.socialthinking.com copyright2008MGWinner&PJCrooke 14 ILAUGH Model of Social Cognition I = Initiation of Language L= Listening with eyes and brain A= Abstract and Inferential communication U= Understanding Perspective G= Getting the Big Picture H= Humor and Human Relatedness www.socialthinking.com copyright2008MGWinner&PJCrooke 15 Theory: Provide lessons in social

thinking to encourage social and academic skills www.socialthinking.com copyright2008MGWinner&PJCrooke 16 Treatment: Cognitive Behavioral Strategies Core concepts of Cognitive Behavioral Therapy 1. 2. 3. Cognitive behavior affects activity Cognitive activity may be monitored and altered Desired behavior change may be effected through cognitive change Dobson, K. & Dozois, D. (2001) Historical and philosophical bases of the cognitive-behavioral therapies. In K. Dobson (Ed.) Handbook of Cognitive Behavioral Therapies (pp.339). New York, NY: The Guilford Press. Excellent book: Gaus, V. (2007) Cognitive-Behavioral Therapy for Adult Asperger Syndrome. The Guilford Press www.socialthinking.com copyright2008MGWinner&PJCrooke 17 Cognitive behavioral therapies help to provide explanation to teach students to think about social information and making choices in their social responses.

Social stories Comic strip conversations Tony Attwoods information Social behavior mapping SCERTS Model; Ziggurat Model Relationship therapies Incredible 5 point scale www.socialthinking.com copyright2008MGWinner&PJCrooke 18 Teaching with social thinking concepts and vocabulary www.socialthinking.com copyright2008MGWinner&PJCrooke 19 Sharing an Imagination Is the basis of shared play Basis of reading comprehension and conversations. Teach:

Shared imagination verses singular imagination. Activities to boost shared thinking of the mind Discuss connection to reading comprehension! www.socialthinking.com copyright2008MGWinner&PJCrooke 20 Social Thinking Vocabulary Purpose is to make the explicit implicit. We dont have a vocabulary for talking about social information because it is too emotionally loaded. Social information always begs an emotional response. www.socialthinking.com copyright2008MGWinner&PJCrooke 21 Core introductory social thinking vocabulary concepts: Expected / unexpected 3 parts of play Think with your eyes Is your body in the group or out of the group? Is your brain in the group or out of the

group? Add a thought, etc www.socialthinking.com copyright2008MGWinner&PJCrooke 22 Research and Social Thinking Background & Motivation Summary of JADD Study Crooke, P, Hendrix, R, & Rachman, J. (2008) Journal of Autism and Developmental Disorders, Vol. 38, No. 3 Larger Study Based on social Thinking Vocabulary Single Subject Multiple Baseline Design Social Skills Rating scale Pre/post parents and subjects Double Interview Pre/Post One year follow-up for 4 of 6 subjects www.socialthinking.com copyright2008MGWinner&PJCrooke 25 Subjects 6 children with a current diagnosis of either High Functioning Autism (HFA) or Asperger Syndrome (AS)

Aged 9 years to 11 years of age; Verbal IQ within the average range (85115); 4) No History of social skill intervention www.socialthinking.com copyright2008MGWinner&PJCrooke 26 Individual subject characteristics Subject (age) Dx 1 2 3 4 5 6 (9:6) (10:3) (10:2) (11;1) (11;2) (9:2) AS AS AS HFA AS HFA

Diagnostic Instrument(s) ADOS/ADI DSM-IV ADOS/ADI DSM-IV ADOS/ADI ADOS/ADI Diagnosing Professional *Psychologist Psychiatrist *Psychologist Psychiatrist *Psychologist *Psychologist Academic Intervention None None None Speech/Language None Reading/Written Lang. Social Intervention None None None None None None

*ADOS/ADI conducted by licensed psychologist and psychiatrist as part of an interdisciplinary diagnostic team. www.socialthinking.com copyright2008MGWinner&PJCrooke 27 Methods Pre/Post study 2 settings Treatment Generalization Videotaped Samples Based on Social Thinking vocabulary 8 Weeks www.socialthinking.com copyright2008MGWinner&PJCrooke 28 Expected (expected verbal, listening with eyes/brain, initiation) 75 75 75 70 1 65

60 2 70 65 60 65 60 55 55 55 50 50 50 45 45 30 25 20 40 Pre Post 35

Frequency Frequency 35 15 30 25 20 15 10 10 5 5 5 0 Expected-Verbal Initiation 0 0 Listening with eyes Pre

Post 35 25 15 10 40 30 20 Expected-Verbal Behavior Initiation Expected-Verbal Listening with eyes Initiation Listening with eyes Behaviors Behaviors 75

4 70 65 60 75 5 75 70 6 70 65 65 60 60 55 55 50 55 50 45

50 Pre Post 35 30 45 45 40 Pre Post 35 Frequency 40 Frequency Frequency Frequency 45 40 3 70

40 Pre Post 35 30 30 25 25 25 20 20 20 15 15 15 10 10 10

5 5 5 0 0 Expected-Verbal Initiation Behaviors Listening with eyes 0 Expected-Verbal Initiation Listening with eyes Behaviors www.socialthinking.com copyright2008MGWinner&PJCrooke Expected-Verbal Initiation Listening with eyes

Behaviors 29 Unexpected (verbal & nonverbal) 1 75 70 70 65 65 60 60 55 55 50 50 65 60 55 50 45 30 25

40 post 40 30 25 25 15 15 10 10 5 5 Pre Post 35 30 20 Unexpected-Verbal

Pre 35 20 0 Frequency Pre Post 35 Frequency 40 3 70 45 45 20 15 10 5 0

Unexpected -Nonverbal Unexpected-Verbal Behaviors 0 Unexpected -Nonverbal Unexpected-Verbal Behaviors Unexpected -Nonverbal Behaviors 75 75 70 75 65 70 70 4 60 55

50 65 5 65 60 55 45 55 50 35 30 45 45 40 Pre Post 35 Frequency Pre Post 40

30 30 20 25 25 15 20 20 10 15 15 10 10 5 0 Unexpected-Verbal Unexpected -Nonverbal Behaviors Pre

Post 35 25 5 6 60 50 40 Frequency Frequency Frequency 75 2 75 5 0 Unexpected-Verbal Unexpected -Nonverbal Behaviors

www.socialthinking.com copyright2008MGWinner&PJCrooke 0 Unexpected-Verbal Unexpected -Nonverbal Behaviors 30 Results Cont. Statistically significant changes for the group from pre- post for expected Robust changes in unexpected **Not designed to be a pre/post study www.socialthinking.com copyright2008MGWinner&PJCrooke 31 Limitations Short time in the scheme of social thinking treatment Few subjects Results are for pre/post (not original design) Measured countable Behavior (doing vs. thinking) www.socialthinking.com copyright2008MGWinner&PJCrooke 32

Preliminary Results Big Study Baseline 2 data points before 1 first lesson with social thinking vocabulary (expected/unexpected) Generalization Probe Baseline 4 data points before lesson on initiation Generalization probe www.socialthinking.com copyright2008MGWinner&PJCrooke 33 Expected (Verbal & Nonverbal): #1,#2, #4 Subject 1: Expected Verbal 80 70 Frequency 60 50 40 30 20 10 0 B B Expect. Verbal

Probe T Probe T Probe T Probe 1 yr. Post Subject 4: Expected-Verbal Sessions 55 45 Frequency 35 Subject 2: Expe cted-Verbal 25 15 110 100

5 90 Frequency 80 70 -5 B B T Probe 60 T Probe T Probe T Probe 1 yr. Post

Sessions 50 40 30 20 10 0 B B Expect. Verbal Probe T Probe T Probe T Probe 1 yr. Post Sessions www.socialthinking.com

copyright2008MGWinner&PJCrooke 34 Listening/Thinking with eyes (#1,#2,#4) Subject 1: Listening/Thinking with Eyes 80 70 Frequency 60 50 40 30 20 Subject 4: Listening/Thinking with Eyes 10 0 B B L/Think Eyes Probe T Probe T

Probe T Probe 55 1 yr. Post 45 Sessions Frequency 35 15 Subject 2: Listening/Thinking with Eyes 5 110 100 -5 90 80 Frequency 25

B B L/Think Eyes Probe T Probe T Probe T Probe 1 yr. Post Sessions 70 60 50 40 30 20 10 0

B B L/Think Eyes Probe T Probe T Probe T Probe 1 yr. Post Sessions www.socialthinking.com copyright2008MGWinner&PJCrooke 35 Initiations (#1, #2, #4) Subject 1: Initiation 80 70

Frequency 60 50 40 Subject 4: Initatiations 30 55 20 10 45 0 B B B B Initiation Probe T 7-8 Probe 1 yr. Post

35 Frequency Sessions 25 15 Subject 2: Initiation 5 110 100 -5 B B B 90 B Initiation Probe T Probe

1 yr. Post Se ssions Frequency 80 70 60 50 40 30 20 10 0 B B B B Initiation Probe T 7-8 Probe 1 yr. Post Sessions

www.socialthinking.com copyright2008MGWinner&PJCrooke 36 Need for additional research Important to ask the questions differently (MGW - politically incorrect) Focus on the thinking as well as the doing Replication www.socialthinking.com copyright2008MGWinner&PJCrooke 37 Other research Hong Kong Social Thinking Curriculum in the schools Data over the course of 1 year Significant Changes over time Autism Speaks Social Thinking Grant www.socialthinking.com copyright2008MGWinner&PJCrooke 38 Other Research Allison Adams (2008), British Columbia www.socialthinking.com

copyright2008MGWinner&PJCrooke 39 Other projects based on Social Thinking Computer based Eyes have thinking Zeebu (video) Chapel Haven (transition to college for AS) www.socialthinking.com copyright2008MGWinner&PJCrooke 40 Where do we go from here? Accept that we are in our infancy of understanding how to concretely teach abstract social information. Take data to explore not only student behavioral responses, but caregiver/educator satisfaction as well as students ability to process the social world differently. Evidence based needs to be qualitative as much as quantitative; social relationships are emotional not quantitative. www.socialthinking.com copyright2008MGWinner&PJCrooke 41 Core Concepts for Teaching Social Thinking www.socialthinking.com Articles, information, products..

Recently Viewed Presentations

  • NFHS High School Volleyball Scoresheet Guide Left click

    NFHS High School Volleyball Scoresheet Guide Left click

    Arial QuickType II Mono Monotype Corsiva Default Design NFHS High School Volleyball Scoresheet Guide Scoresheet Refer to the bottom left corner of the scoresheet. There is a 'Key' to all the symbols used during a set Complete the top section...
  • PLATON, A set of Tools for the Interpretation of Structural ...

    PLATON, A set of Tools for the Interpretation of Structural ...

    FFT-1 this masked Difference map -> contribution of the disordered solvent to the structure factors Calculate an improved difference map with F(obs) phases based on F(calc) including the recovered solvent contribution and F(calc) without the solvent contribution. Recycle to 2...
  • Writing a Literature Review General Guidelines to Writing

    Writing a Literature Review General Guidelines to Writing

    Writing a Literature Review General Guidelines to Writing a Literature Review Introduce the literature review by pointing out the major research topic that will be discussed Identify the broad problem area but don't be too global (for example, discussing the...
  • Serving adult learners in California Community Colleges: 8.5

    Serving adult learners in California Community Colleges: 8.5

    Adult Promise grant: Landscape analysis with central question: What programs and services are currently serving this population? Student focus groups with central questions: What has been your experience with these programs and services? How can we better communicate about the...
  • Polynomial Functions and End Behavior

    Polynomial Functions and End Behavior

    Polynomial Functions and End Behavior On to Section 2.3!!! * * * * * * * * * * Definitions: The Vocabulary of Polynomials Cubic Functions - polynomials of degree 3 Quartic Functions - polynomials of degree 4 Recall that...
  • QUEBEC'S ISSUES of the 1960s - NOW - Lewis Land - Home
  • Does Social Media Lead to Social Isolation

    Does Social Media Lead to Social Isolation

    Does Social Media Lead to Social Isolation Matthew Alex Cooper CSC 540 Defining Social Media Media that is posed by the user and can take many different forms. Some types of social media are forums, message boards, blogs, wikis and...
  • When does a clump of cells become a

    When does a clump of cells become a

    Birth gametes fertilization zygote morula blastocyst implantation gastrula neurulation Heart beat EEG activity foetus > 24 weeks birth / neonate If there is a critical tipping point in foetal development, it is during the process of delivery of the neonate....