understanding the social thinking model lives in the balance 3rd annual summit november 8, 2013...

UNDERSTANDING THE SOCIAL THINKING MODEL

LIVES IN THE BALANCE3RD ANNUAL SUMMIT

UNDERSTANDING THE SOCIAL THINKING MODEL

LIVES IN THE BALANCE3RD ANNUAL SUMMIT

November 8, 2013Portland, Maine

BARBARA BAUM FREETHY, M.ED.SOCIAL COGNITIVE THERAPIST

225 COMMERCIAL STREETPORTLAND, MAINE 04101

[email protected]

November 8, 2013Portland, Maine

BARBARA BAUM FREETHY, M.ED.SOCIAL COGNITIVE THERAPIST

225 COMMERCIAL STREETPORTLAND, MAINE 04101

[email protected]

SOCIAL THINKING v. SOCIAL SKILLS

SOCIAL THINKING v. SOCIAL SKILLS

“Social thinking is a user-friendly term for social cognition. Social thinking is required prior to the development of social skills.

Michelle Garcia Winner www.socialthinking.com

http://www.socialthinking.com/

WHAT IS SOCIAL THINKING?

WHAT IS SOCIAL THINKING?


The ability to consider your ownand others thoughts, emotions, beliefs, intentions, knowledge, etc., to helpinterpret and respond to the information in your mind and possibly through yoursocial behavioral interactions


What is a Successful Social Thinker?

What is a Successful Social Thinker?

One who has the ability to adapt their behavior effectively based on the situation and whatthey know about the people in the situationfor them to react and respond to them in the manner they had hoped



Why do we use Social Skills?

Why do we use Social Skills?

To impact how we make people feelTo impact how we make people feelwhich then impacts how they feelwhich then impacts how they feelabout usabout us



WHO HAS SOCIAL LEARNING CHALLENGES?

Kids with lagging skills in:Kids with lagging skills in:

Executive FunctioningExecutive FunctioningCognitive FlexibilityCognitive Flexibility

Language SkillsLanguage SkillsEmotion RegulationEmotion Regulation

Social SkillsSocial SkillsSensory/motor DifficultiesSensory/motor Difficulties

havehave

SOCIAL COGNITIVE CHALLENGES!SOCIAL COGNITIVE CHALLENGES!

Freethy 2011Freethy 2011

SOCIALSOCIAL

COGNITIONCOGNITION

COGNITIVECOGNITIVEFLEXIBILITYFLEXIBILITY

EXECUTIVEEXECUTIVEFUNCTIONINGFUNCTIONING

LANGUAGELANGUAGEPROCESSINGPROCESSING

EMOTIONEMOTIONREGULATIONREGULATION

Mary Duggan, LCSW 2006Mary Duggan, LCSW 2006

THINKING ABOUT YOU THINKING ABOUT ME

Theory of mind is the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others and to understand that others have beliefs, desires and intentions that are different from one's own.



THE I-LAUGH MODELMICHELLE GARCIA WINNER, MA, CCC-CLP

THE I-LAUGH MODELMICHELLE GARCIA WINNER, MA, CCC-CLP

• I = INITIATION OF COMMUNICATION

• L = LISTENING WTH EYES AND BRAIN

• A = ABSTRACT & INFERENTIAL LANGUAGE

• U = UNDERSTANDING PERSPECTIVE

• G = GESTALT PROCESSING: THE BIG PICTURE

• H = HUMOR AND HUMAN RELATEDNESS

• I = INITIATION OF COMMUNICATION

• L = LISTENING WTH EYES AND BRAIN

• A = ABSTRACT & INFERENTIAL LANGUAGE

• U = UNDERSTANDING PERSPECTIVE

• G = GESTALT PROCESSING: THE BIG PICTURE

• H = HUMOR AND HUMAN RELATEDNESS


I= INITIATINGI= INITIATING

INITIATING COMMUNICATION IN UNFAMILIAR OR

MORE STRESSFUL SOCIAL COMMUNICATIVE CONTEXTS

..Michelle Garcia Winner www.socialthinking.com

L= LISTENING WITH EYES AND BRAIN

L= LISTENING WITH EYES AND BRAIN

Listening is not all aboutListening is not all about auditory processing but also about auditory processing but also about

how we synchronize non-verbalhow we synchronize non-verbalcommunication skills to process andcommunication skills to process and

respond more succinctly to a message.respond more succinctly to a message.


A = Abstract & Inferential Language/CommunicationA = Abstract & Inferential Language/Communication

•Understanding subtle nuances in verbal and body language

•Take what we know about a situation and make a guess

•Dealing with abstract language

•Formulating ideas

•Fully understanding the meaning of nonverbal communication

•Understanding subtle nuances in verbal and body language

•Take what we know about a situation and make a guess

•Dealing with abstract language

•Formulating ideas

•Fully understanding the meaning of nonverbal communication


U = UNDERSTANDING PERSPECTIVE

U = UNDERSTANDING PERSPECTIVE

•Perceiving your own and others thoughts, emotions, physical intentions, language based intentions, prior knowledge and experiences, belief systems, and personality

•Incorporating the above information and responding within milliseconds to two seconds

•Perceiving your own and others thoughts, emotions, physical intentions, language based intentions, prior knowledge and experiences, belief systems, and personality

•Incorporating the above information and responding within milliseconds to two seconds


Perceiving Your Own and Others:Perceiving Your Own and Others:

•Thoughts

•Emotions

•Physical Intentions

•Language based Intentions

•Thoughts

•Emotions

•Physical Intentions

•Language based Intentions

•Prior Knowledge

•Belief System

•Experiences

•Personality

•Prior Knowledge

•Belief System

•Experiences

•Personality

UNDERSTANINGPERSPECTIVEUNDERSTANINGPERSPECTIVE


G =GESTALTGETTING THE BIG PICTURE

G =GESTALTGETTING THE BIG PICTURE

•CENTRAL COHERENCE THEORY: getting the point, or gist, of things. It is the ability to pull information from different sources, experiences and schemas, both internal and external, to glean a higher meaning.

•Lacking central coherence can leave an individual vulnerable to misinterpreting of situations and communications.

•CENTRAL COHERENCE THEORY: getting the point, or gist, of things. It is the ability to pull information from different sources, experiences and schemas, both internal and external, to glean a higher meaning.

•Lacking central coherence can leave an individual vulnerable to misinterpreting of situations and communications.


H = HUMOR ANDHUMAN RELATI0NSHIPS

H = HUMOR ANDHUMAN RELATI0NSHIPS

•IS AN ASPECT OF PERSPECTIVE TAKING

•ADDS ENERGY AND FUN TO THE LEARNING ENVIRONMENT

•IS AN ASPECT OF PERSPECTIVE TAKING

•ADDS ENERGY AND FUN TO THE LEARNING ENVIRONMENT


The Social Learning TreeThe Social Learning Tree

•Roots grow with neurological capacity

•Trunk, dependent on growth of roots, relates in part to the I-LAUGH model

•Each branch represents one aspect of the diverse range of concepts/skills the emerge from the core

•Leaves represent individual strategies/skills needed in executing that branch

•Roots grow with neurological capacity

•Trunk, dependent on growth of roots, relates in part to the I-LAUGH model

•Each branch represents one aspect of the diverse range of concepts/skills the emerge from the core

•Leaves represent individual strategies/skills needed in executing that branch


4 Steps of Perspective Taking

4 Steps of Perspective Taking

• When you come into my space, I have a little thought about you and you have a little thought about me.

• wonder “why are you near me?,” “what is your purpose for being near me?” “Is it because you are just sharing the space, do you intend to talk to me or do you intend to harm me?” I have to consider all these things in order to keep me safe around people as well as to predict what will happen next.

• Since we have thoughts about each other, I wonder what you are thinking about me.

• To keep you thinking about me the way I would like you to think about me, I monitor and possibly modify my behavior to keep you thinking about me the way I want you to think about me.

• When you come into my space, I have a little thought about you and you have a little thought about me.

• wonder “why are you near me?,” “what is your purpose for being near me?” “Is it because you are just sharing the space, do you intend to talk to me or do you intend to harm me?” I have to consider all these things in order to keep me safe around people as well as to predict what will happen next.

• Since we have thoughts about each other, I wonder what you are thinking about me.

• To keep you thinking about me the way I would like you to think about me, I monitor and possibly modify my behavior to keep you thinking about me the way I want you to think about me.


4 Steps of Communication

4 Steps of Communication

•Thinking about the person you are planning to talk to

•Establishing physical presence

•Thinking with your eyes

•Use language to related to others

•Thinking about the person you are planning to talk to

•Establishing physical presence

•Thinking with your eyes

•Use language to related to others


SOCIAL COMMUNICATION LEARNING STYLES AS A GUIDE TO TREATMENT

AND PROGNOSIS:

THE SOCIAL THINKING-SOCIAL COMMUNICATION PROFILE

formerly known as the Perspective Taking Spectrum

SOCIAL COMMUNICATION LEARNING STYLES AS A GUIDE TO TREATMENT

AND PROGNOSIS:

THE SOCIAL THINKING-SOCIAL COMMUNICATION PROFILE

formerly known as the Perspective Taking Spectrum

Michelle Garcia Winner, Pamela CrookeMichelle Garcia Winner, Pamela Crooke and Stephanie Madrigal, January, 2011and Stephanie Madrigal, January, 2011

www.socialthinking.comwww.socialthinking.com

Categories of Social Thinking Scale

Categories of Social Thinking Scale

•Severely Challenged Social Communicator (SCSC)

•Challenged Social Communicator (CSC)

•Emerging Social Communicator (ESC)

•Nuance Challenged Social Communicator (NCSC) (a) weak interactive social communicator and (b) socially anxious social communicator

•Neurotypical Social Communicator (NSC)

•Resistant Social Communicator (RSC)

•Severely Challenged Social Communicator (SCSC)

•Challenged Social Communicator (CSC)

•Emerging Social Communicator (ESC)

•Nuance Challenged Social Communicator (NCSC) (a) weak interactive social communicator and (b) socially anxious social communicator

•Neurotypical Social Communicator (NSC)

•Resistant Social Communicator (RSC)Michelle Garcia Winner www.socialthinking.com

The Double Interview Amy Miller, 2002; Michelle Garcia Winner, 2006

The Double Interview Amy Miller, 2002; Michelle Garcia Winner, 2006

•Evaluates ability to shift perspective

•Evaluates ability to organize thoughts into language that moves in a purposeful direction towards someone else’s area of interest and to follow up with more specific questions to explore another’s interest

•Three parts to interview

•Evaluates ability to shift perspective

•Evaluates ability to organize thoughts into language that moves in a purposeful direction towards someone else’s area of interest and to follow up with more specific questions to explore another’s interest

•Three parts to interview

Social Thinking Vocabulary

Social Thinking Vocabulary

•Think with your Eyes

•Expected/Unexpected Behavior

•Good thoughts/Uncomfortable Thoughts

•Smart Guess/Whacky Guess

•Social Fake

•Social Rules Change with Age

•Size of the problem

•Think with your Eyes

•Expected/Unexpected Behavior

•Good thoughts/Uncomfortable Thoughts

•Smart Guess/Whacky Guess

•Social Fake

•Social Rules Change with Age

•Size of the problemMichelle Garcia Winner www.socialthinking.com

Social Thinking in School and Home

Social Thinking in School and Home

•Within the Classroom

•Social thinking groups

•Generalizing across settings

•Parent Involvement

•Within the Classroom

•Social thinking groups

•Generalizing across settings

•Parent Involvement

Kari Dunn Buron, 2007Kari Dunn Buron, 2007

Superflex and His TeamSuperflex and His Team Of UnthinkablesOf Unthinkables

AN UNTHINKABLE ON THE LOOSE!


Core Social Thinking books include:

Inside Out: What Makes a Person with Social Cognitive Deficits Tick

Thinking About YOU Thinking About ME, 2nd Edition

Think Social!

©2012 Social Thinking Publishing - Michelle Garcia Winner www.socialthinking.com

ADDITIONAL INFORMATION ON SOCIAL THINKINGADDITIONAL INFORMATION ON SOCIAL THINKING

WWW.SOCIALTHINKING.COMWWW.SOCIALTHINKING.COM

INFORMATION ABOUT MICHELLE GARCIA WINNERINFORMATION ABOUT MICHELLE GARCIA WINNER’’SSWORKSHOPS, NEWSLETTER, WORKSHOPS, NEWSLETTER,

BLOG, PUBLICATIONSBLOG, PUBLICATIONS

http://www.facebook.com/#!/socialthinking

TextText

ADDITIONAL INFORMATION ONADDITIONAL INFORMATION ONTRANSDISCIPLINARY WORKSHOPS, INC.TRANSDISCIPLINARY WORKSHOPS, INC.

WWW.TRANSDIS.COMWWW.TRANSDIS.COM

PROVIDING HIGH QUALITY CONTINUING EDUCATION PROGRAMSPROVIDING HIGH QUALITY CONTINUING EDUCATION PROGRAMSINCLUDING THOSE RELATED TO COLLABORATIVE AND PROACTIVE SOLUTIONSINCLUDING THOSE RELATED TO COLLABORATIVE AND PROACTIVE SOLUTIONS

AND SOCIAL LEARNGING CHALLENGESAND SOCIAL LEARNGING CHALLENGES

For More Information on clinical services:For More Information on clinical services:BARBARA BAUM FREETHYBARBARA BAUM FREETHY

Social Cognitive Social Cognitive Therapist Certified CPS ProviderTherapist Certified CPS Provider

207-775-5100207-775-5100

[email protected]@transdis.com

understanding the social thinking model lives in the balance 3rd annual summit november 8, 2013...

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