Transcript The Power or Perception

Executive Functioning
& Social Thinking
How it impacts one’s perception
Perception
The process of attaining awareness or
understanding of sensory information from ones
environmental surroundings to form a perspective
Complexities of Perspective Taking…
 Perspective within conversations becomes the ability to
interrupt both…
 Verbal message of language
 The non-verbal message of body language
Immediate Perspective Taking
1. You think about the other person as soon as you see
them.
2. The other person thinks about you as soon as they see
you.
3. You think about what the other person is thinking about
you…and you adjust your behavior accordingly to how
you wan them to perceive you.
4. The other person thinks about what you think about
them…and they adjust their behavior accordingly to how
they want you to perceive them.
Autism Spectrum Disorder
DSM – IV
DSM – V (proposed)
 Three domains become two:
 Three domains:
 Social Interactions
 Social/Communication Deficits
 Fixated Interests and Repetitive
Restrictive Behaviors (RRBs)
 Communication
 Restricted Repetitive
& Stereotyped
Patterns of Behavior
 Severity Levels
 Level 3: requiring very
substantial support
 Level 2: requiring substantial
support
 Level 1: requiring support
Executive Functioning
“Executive Functions refers to a group of neuropsychological skills that
allow a person to maintain an appropriate problem-solving set in order
to attain a goal…various constructs subsumed under executive functions
include planning and particularly flexibility or set-shifting are thought to
be skills most affected in autism.” (A. Klin, et.al. 2002)
Researchers Agree the Common Skills Associated Effect:
•
Organization & Planning including Time Management – Prioritizing
•
Working-Memory (holding information while solving problems)
•
Inhibition and Impulse Control
•
Understanding Complex and Abstract Concepts
•
Applying New Strategies
The Executive Skills
Metacognitive
Social/Emotional Regulation
-Goal Setting
-Planning
-Response Inhibition
-Sequencing
-Emotional Control
-Organization
-Adaptability
(impulse control)
-Time Management
-Task Initiation
-Task Persistence
-Self Monitoring
-Working Memory
-Set Shifting
What tools are we using?
Challenges that
Impact Active Engagement
Neurodevelopmental difference causing a significant
impact…
•
Predicting that others are a source of assistance
•
Predicting that others are a source of engagement or pleasure
•
Predicting the sequence of activities
•
Predicting the steps within each activity
•
Predicting what to say
•
Predicting how to engage in activities
•
Predicting how to regulate emotions in a manner sensitive to
others
•
Predicting the purpose of academic and social activities
As a Result, Children with Social
Learning Differences …
 May not realize that others can be a source
of help as evidence by limited initiations and reduced rates
of spontaneous communication
 May not realize that others can be a source
of emotional support & engagement as
evidence by difficulties responding to bids for interaction and a
limited range of communication for social purposes
 May not realize that others are a source of
information as evidence by the use of unconventional
gestures, language and coping strategies as those learned
through social imitation
As a Result, Children with Social
Learning Differences …
 May not know what to expect
as evidence
by difficulties with transitions initiated by others
 May not be motivated to engage in
tasks initiated by others as they may not be able
to determine the steps within the task as well as why they
are being asked to engage in the task
 May have limited trust in others
as evidence
by heightened anxiety, frequent activity avoidance and/or
aggression towards others; miscommunication and lack of
predictability often leads to a history of repeated failure in
social situations and negative emotional memory.
The Executive Skills
Metacognitive
Social/Emotional Regulation
-Goal Setting
-Planning
-Response Inhibition
-Sequencing
-Emotional Control
-Organization
-Adaptability
(impulse control)
-Time Management
-Task Initiation
-Task Persistence
-Self Monitoring
-Working Memory
-Set Shifting
• Student Example
• Technology Supports
Resources
 Share Apps or Other Technology Resources
So…What do we do now?
• Resource Review
• Discussion
• Philosophical Shift
• Participation Model
They’re not lazy!!
• Work on the assumption that this is NOT a behavioral
problem.
• Rather, assume that it’s a skill deficit with a neurological
cause.
• Assume the student doesn’t have, or can’t use, the skills.
• Use explicit teaching strategies to teach these skills.
Social Thinking – The Bigger Picture
ILAUGH model
Acronym representing the many different concepts we each need to
consider and respond to in order to 1) relate to those around us, 2) interpret
social information in academic lessons, 3) express ourselves in writing
 I – initiation
 L – listening with eyes and brain
 A – abstract and inferential language/communication
 U – understanding perspectives
 G – Gestalt processing / getting the big picture
 H – humor and human relatedness
Social Thinking: Michelle Garcia Winners & Pamela Crooke
Video – Social Thinking
 Stop after the ‘rubber chicken’
Teaching Social Thinking Discussion
Four Steps of Communication
1. Thinking about others and how they think about me
2. Body proximity, body language & body movement
3. Eyes have thoughts
4. Use of language to show people our thought
 Share Example of “When People Enter the Room”
Autism Self Advocates
•
Brian King www.imanaspie.com
•
Wendy Lawson ww.mugsy.org/wendy
•
Temple Grandin www.templegrandin.com
•
Lars Perner www.delightfulreflections.blogspot.com
•
John Elder Robinson www.jerobison.glogspot.com or
www.johnrobinson.com
•
Stephen Shore www.autisasperger.net
•
Sarah Stup www.sarahstup.com
•
Daniel Tammer [email protected]
•
Donna Williams www.donnawilliams.net
Technology Resources