Transcript Social Communication and Learning Standards

Social Communication
and Learning Standards
Making the Connection
ISHA 2/11/05
Jan Petru MS,CCC-SLP; Jennifer Millette MSW, LCSW; Sharron Santefort BS;
Vanessa Granato-Wagner MS,CCC-SLP
Contact: [email protected]
Presentation Objectives
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Participants will be able to identify 4-5 Illinois State
Standards that could be used to write student goals in the
area of social communication.
Participants will be able to name 5 key components of the
Social Communication High School class developed by the
SWCCCASE staff at Andrew High School in Tinley Park, IL
Participants will be able to identify and explain perspective
taking and gestalt processing social thinking strategies
when analyzing teacher classroom management style and
literacy curriculum.
Presentation Acknowledgements:
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The team would like to thank Michelle Garcia-Winner SLP for her
inspirational books, presentations and videotapes explaining
social thinking and how to teach it.
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The team would also like to thank the SWCCCASE Cooperative
administrative staff, Nancy Ranquist, Christi Flores and Gina
DioGuardi for giving us total support in developing this
curriculum. A special thanks to Cyndy Palmer for her technical
support.
What is the BIG picture?
Let’s do some GESTALT thinking
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Summary of how we
got started
Summary of Social
Thinking Skills
Summary of Social
Thinking Skills in
the curriculum.
Summary of
Observing Skills as
an Itinerant SLP
Let’s start to break this project down
Who are we?
SWCCCASE employees
– 2 SLPs
– 1 Special Educator
– 1 Social Worker
- 1 Vocational Teacher
- 1 Art Therapist
- 8 Paraprofessionals
Who do we serve?
– Approximately 35 students from ages 13-21.
– Primary Disability is Speech and Language
– Associated Disabilities: Autism Spectrum, Emotional Disability.
Learning disability, Bilingual, ADD/ADHD, Traumatic Brain Injury,
Hearing Impaired, Cerebral Palsy, Apraxia, Obsessive Compulsive
Disorder
What do we do?
– Direct S/L minutes provided daily as a part of thematic
curriculum
– Special Educator, Vocational Teacher and SLP all teach curriculum
– Social Worker team-teaches 2 Social Communication classes with
SLP
Basic Guidelines for CD Classes
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Illinois Standards Driven
IEP driven
Language based
Strategy based
Multiple Intelligence
Visually organized
Assistive technology
Social interaction
Problem-solving strategies
Here’s our Perspective on Social
Communication
Basic Social Communication Needs Always Interfere with the Academic Learning
(Taken from I LAUGH Model, Garcia-Winner)
Initiating
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following directions
doing steps to a project,
to starting and continuing conversations
getting help when needed
Listening Attentively
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paying attention to others in 1-1 conversations and small groups
class discussions
field trips and/or after school events
Understanding the abstract or Inferential
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comprehension of information inherent in teacher conversations
teen-ager conversations
verbal and written directions
academic texts and literacy genre
Perspective taking skills
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personal problem solving
develop friendships
develop good social relationships with family members
be a member of a school club
work successfully in cooperative groups for class projects
analyzing characters in fiction or non-fiction literature
employment
Ability to understand or use humor
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use humor throughout the day to ease anxiety and calm situations
understand teacher, peer or character use of humor
What?????
IsIsthis
What????
What????? Is
this
some
some
Speech
thistype
someoftype
ofand
Speech
and
Language
typ
Language
e ofUtopia?
Speech
Utopia?
and Language
Utopia?
WE know what you are thinking (because we are reading your non-verbal
communication with our eye gaze, doing social thinking to try and take an
immediate read of your perspective by using our past memory of traditional
SLP type services and now we will analyze what we must do, do it quickly and
answer.)
“Yes, it is Utopia.”
We would like to share what we did and show ways that you can do it too!
SOCIAL COMMUNICATION
CLASS-ORIGINS
Discovery of Michelle Garcia- Winner (MA, CCC, SLP)
publications:
Core group of students with similar characteristics
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Test well on traditional assessments (“normal” IQ or higher)
Diagnoses may include HFA, AS, NVLD, PDD-NOS, or no official diagnosis
(the “quirky kid”)
These students have problems have social, interpersonal, organizational and
personal problem solving difficulties that affect daily functioning
Examines perspective-taking abilities as indicator of student’s functioning
This particular group of characteristics termed “social cognitive
deficits”
Intervention crucial for this population
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Connection to emotional and behavioral difficulties (anxiety, depression)
Problems continue into adult life if not addressed (college, work, community)
Little to no adult services currently available
Social Communication Class Origins
continued….
Intervention rationale
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Social skills training vs. social thinking (adds the “why” to the
“how)
Majority of people (“neurotypical” intuitively aware of the social
curriculum
Students with social cognitive deficits need the social
curriculum/rules specifically taught to them
This curriculum needs to be broken down into specific steps and
applied in every setting the skills will be used in
This approach addresses the underlying cause of deficits, not
symptom relief
Our perspective at Southwest CD… this makes sense!
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Identification of a subgroup of students fitting this description
within the CD Program
Checking in with students (the eye-gaze test)
Consensus-best practice is intervention occurring daily across
multiple settings
Hmm… can we actually DO this? (Wheels are turning!)
SOUTHWEST COOPERATIVE CD
PROGRAM ACTION Plan
Goals
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Create daily, for-credit Social Communication class based
upon Michelle Winner’s framework
Create bi-monthly community based after-school activity
program
Objectives
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Supervisor support and consent
Research similar programs in area
Prepare required documents
– Course description, including specific state standards
– Activity group proposal that connected with student IEP
goals/objectives
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Parent outreach
CURRICULUM
Includes specific concepts and worksheet templates from Michelle
Garcia-Winner‘s books/videos/workshops:
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“Why Care?”
“Me” Binder
First Impressions
Eye Gaze (“Thinking With Your Eyes”)
Non-verbal vs. Verbal Communication
Expected vs. Unexpected Behaviors
Social Mapping
Social Relationships
Interactive Perspective Taking
Solving Problems Before They Become Problems
Making A Social Plan
INSTRUCTIONAL METHODS
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Team-taught by SLP and Social Worker
Role plays
Photos
Video clips
Peer assessment
Self assessment
Problem solving journal
Weekend journal
Social plan homework
Parent homework
Social Communication
Learning Standards
Where’s The Connection?
English/Language Arts
Goal 1: Read with understanding and fluency
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Learning Standard C: Understand a broad range of
materials
Goal 4: Listen and speak effectively in a variety of situations
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Learning Standard A: Listen effectively in formal and
informal situations
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Learning Standard B: Speak effectively using the language
appropriate to the situation and the audience
Learning Standards Continued…
Social Emotional Learning Standards
(new for 2005, may be linked for 2005-06 school year)
Goal 2: Use social-awareness and interpersonal skills to
establish and maintain positive relationships
Learning Standard A: Recognize the feelings and
perspectives of others
Learning Standard B: Recognize individual and group
similarities and differences
Learning Standard C: Use communication and social skills to
interact effectively with others
Learning Standard D: Demonstrate an ability to prevent,
manage, and resolve interpersonal conflicts in constructive
ways
Learning Standards Continued…
Goal 3: Demonstrate decision-making skills and
responsible behaviors in personal, school and
community contexts
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Learning Standard A: Consider ethical, safety, and
societal factors in making decisions
Learning Standard B: Apply decision making skills
to deal responsibly with daily academic and social
situations
Learning Standard C: Contribute to the well-being
of one’s school and community
Present Level of Performance-Example 1
Strengths
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Student A received a C+ during the 1st semester. Student A can
verbalize the meaning of the concepts taught in the Social
Communication class. He knows nonverbal communication, first
impression, social mapping, perspective taking, personal needs and
social relationships. Participation and class tests range from 70100%.
Needs
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Student A has a difficult time demonstrating these skills in his own
conversations/social relationships with teachers and peers in the
classroom. He has a difficult time using eye contact to think,
understanding the intention of others, regulating his own behavior
during interactions and understanding the different types of
conversations.
Strategies that have been tried and the result
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Direct teaching, role-plays, watching TV clips, and practice increase
Student A’s use of and carry-over to real situations throughout the
day.
Goal as Referenced to Standards-Example 1
By April 2005, Student A will make progress toward
demonstrating understanding of the relationship of verbal
and nonverbal messages within a context, given direct
instruction and role plays, (4.A.4d) as evidenced by
increased social pragmatic skills in class by completing a
conversation sheet about 4-5 members of the class 1-2
times by the end of the 3rd quarter.
Objectives:
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Given instruction and practice, Student A will describe and
monitor his own directed eye gaze during a 4-5 minute
role play
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Given social scenes and discussion, Student A will report
motive or intent of the person being observed
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Given social scenes and discussions, Student A will tell
changes in how other people feel or think and regulate
own behavior to match that feeling
Social Communication and Content Area:
How Do They Connect ?
English/Literacy
Story Grammar
 Character Analysis
 Vocabulary
 Inferential Meaning
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Vocabulary and Character Analysis
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Word meanings (adjectives)
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Infer from literal details
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Apply character traits
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Supporting reasons for chosen
traits
Story Grammar
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Story maps
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Character Perspective Chart
A Typical Classroom—Break Down
I am going
to class
and……
Neurotypical Student
Uses INFERENCING & PREDICTING SKILLS to break down
thoughts and to KNOW what to EXPECT
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Being prepared
Going to the right class
Teacher expectations
Hidden Agenda
In class listening, note taking, following directions, asking
for help, etc…….
Our Student’s Perspective
What is happening???
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Inferential language is very important
Not seeing a “Big Picture” to break
down
Semantic Skills
Hearing words and not listening with
their eyes (eye gaze)
Strategies in the Classroom
What can we do?
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Teach listening with ears, eyes and thinking
Teach the “Social Map” of a classroom
Expected and Unexpected
Teach Awareness of strengths and needs
Teach Organization
Teach Initiation
Teach the meaning of non-verbal language
How?
Strategies
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Visual Aids on Desk with Cues
When the teacher says, “Here is the direction”, I should pick up
my head to look
When the teacher writes on the board, I should look at what
she is writing, I should take notes
When I don’t understand what the teacher is saying I can say,
“I’m not understanding that, I need some help, Can you say
that again?”
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Color-Coding folders, book covers etc.
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Need to call their attention to their own
distractibility and their language disability
Strategies To Work In
Cooperative Groups
It’s time to practice our skills
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It is vital to teach these students at every opportunity
because they do not generalize it, so we teach it
Language Breakdown in a Group of Peers:
Inferential
Comprehension of humor, sarcasm,
figurative language
(slang)
Reading non-verbal
Knowing the Expected & Unexpected
Facilitate the interaction by scripting, by social thinking for
them, by using perspective taking
Problem Solving
Organize the language in the work: Agendas, Highlighting,
Visual Organizers, etc…
These strategies benefit ALL students not just those with
Language Impairments
So here we are……..
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Parent Feedback
Course expansion ( Interpersonal Applications, focusing on
transition to adulthood)
Continued communication with Michelle Garcia-Winner via
workshops and email
Program-wide incorporation of vocabulary, key concepts
(expected /unexpected, perspective taking)
Non-CD students enrolled through collaboration with site staff
Possible development of site run SC class, including
opportunities for inter-class cooperative opportunities
After-school activity program empowering students to select
activities
Development of CD Program Student Social Club (meets
during school day)