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Thinking Inside the Box:Promoting Positive Social Skills Using Cartooning
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Marie Kohart, MS.Ed
Introductions
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Goals for Today
To provide early educators with specific cartooning ideas
and strategies to support children’s social and behavioral
needs which teachers can begin implementing in their
classroom immediately.
To provide teachers tools and resources to share with
parents in order to support cartooning as a strategy
parents can use at home.
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What is Cartooning? A visually oriented strategy that involves drawing a picture
to explain a situation and the thoughts of others during the situation. Cartooning can be used to teach social, behavioral, organizational and academic skills. It is a way to help individuals understand "the obvious". Cartooning can be as simple as drawing stick figures or simple drawings, often times including thought bubbles and speaking bubbles.
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Why Cartooning?
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DEC Recommended Practices and
Cartooning
E3: Practitioners work with the family and other adults to modify and adapt
the physical, social, and temporal environments to promote each child’s
access to and participation in learning experiences.
The itinerant early childhood special education teacher works with a childcare
provider to modify transitions in the childcare setting by posting a visual schedule
of the daily routine.
E1: Practitioners provide services and supports in natural and inclusive
environments during daily routines and activities to promote the child’s
access to and participation in learning experiences.
Cartooning is child specific and can easily be individualized
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ATL.p3.6: Initiates play with other children.
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ATL.t.1: Begins to maintain focus,
despite distractions, during brief delays
in task.
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ATL.p3.11: Identifies a
problem and attempts
multiple ways to solve it,
including working with others
as part of a team, with some
adult assistance.
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SED.CD.t.3: Begins to more easily separate
from caregiver.
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SED.R.t.2: Remembers and follows
expectations for familiar routines
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SED. R.p3.2: Follows predictable classroom routines and
manages transitions positively most of the time when
supported by an adult.
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SED.R.p3.7: Uses simple conflict resolution
techniques
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SED.R.p3.6: Manages
(i.e., expresses, inhibits
or redirects) emotions,
impulses and behaviors
with support from an
adult.
https://consciousdiscipline.com/
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SED.SD.p3.1: Expresses
concern for the needs of
others and people in
distress.
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SED.SD.p4.5: Displays socially competent behavior with
peers (e.g., helping, sharing and taking turns).
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SED.SD.p3.4: Follows rules and simple
directions (1-2 steps).
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ATL.t.3: Continues to play when a
caregiver leaves the area.
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Cartoon Layout Ideas
Sequence Problem/
Solutions
Example/ Non-Example First-Then
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What if I Can’t Draw?!
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“Strip Designer” App available from itunes Draw or use pictures
Add balloons and stickers
Share
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Think Like
a Turtle!
http://csefel.vanderbilt.edu/resources/strategies.html#scriptedstories
Created using the Comic Caption Cartoon Creator App
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Family
Resource to
Share
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Stick Figure
Cheat Sheet
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References Ali, S., & Frederickson, N. (2006). Investigating the Evidence Base of Social Stories. Educational Psychology In
Practice, 22(4), 355-377. doi:10.1080/02667360600999500
Arwood, E. (1991). Semantic and pragmatic language disorders (2nd ed.). Gaithersburg, Md.: Aspen.
Arwood, E., & Brown, M. (1999). A guide to cartooning and flowcharting: See the ideas. Portland, Or.: APRICOT.
Arwood, E., & Kaulitz, C. (2007). Learning with a visual brain in an auditory world: Visual language strategies for individuals with autism spectrum disorders. Shawnee Mission, Kan.: APC.
Blagojevic, B., Logue, M, Bennett-Armistead, V., Taylor, B., and Neal, E. (2011). Take a look! Visual supports for learning. Teaching young children 4(5), 10-13.
Briody, J., & McGarry, K. (2005). Using social stories to ease children’s transitions. Beyond the Journal • Young Children on the Web. Retrieved on January, 29, 2015 from http://www.naeyc.org/files/tyc/file/TYC_V4N1_BriodyMcGarry.pdf.
Brogle, B., Jiron, A., & Giacomini, J. (n.d.) How to use social stories to teach your child new skills and expectations. Retrieved November 11, 2014, from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_social_stories.pdf
Fox, L., & Lentini, R. (n.d.). Tips and ideas for making visuals to support young children with problem behavior. Retrieved November 11, 2014, from http://challengingbehavior.fmhi.usf.edu/explore/pbs_docs/tips_for_visuals.pdf
Ganz, J. B., & Flores, M. M. (2008). Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers. Journal Of Autism & Developmental Disorders, 38(5), 926-940. doi:10.1007/s10803-007-0463-4
Glaeser, B. G., Pierson, M. R., & Fritschmann, N. (2003). Comic Strip Conversations. Teaching Exceptional Children, 36(2), 14-19.
Gray, C. (1994). Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders (Rev. and updated. ed.). Arlington, Tex.: Future Horizons.
Rogers, M. F., & Myles, B. S. (2001). Using Social Stories and Comic Strip Conversations to Interpret Social Situations for an Adolescent with Asperger Syndrome. Intervention In School & Clinic, 36(5), 310.
Using visual supports with infants and toddlers. (2012, October 1). Retrieved February 15, 2015, from http://tnt.asu.edu/files/Oct2012Newsletter.pdf