The reviews are in and they are terrific! Participants love the hands on activities while simultaneously learning how to teach core Social Thinking concepts and strategies. Utilizing video clips that incorporate deep lessons from The Four Steps of Communication treatment framework, we will guide you in hands-on activities to facilitate improved social communication skills with your students/clients/children. A detailed handout for guided observations, as well as a bag of physical manipulatives, will be provided for attendees to work in small groups to practice and interact with one another.
Different activities will focus on students with different levels of the social mind:
1. Use the newly developed Cascade of Social Attention Checklist, which is only available at this conference. The Checklist is a tool to help evaluate an individual's social interpretive systems to better understand where to begin in the process of teaching how to think socially and ultimately produce related social skills. The Cascade also helps to explain why many of our students/clients/children have challenges with academic tasks such as reading comprehension and written expression.
2. For some literal-minded individuals who show challenges in social self-awareness and observational skills, we often see a struggle to distinguish what is real versus what they hope or wish would be real. The audience will learn and practice activities to encourage more reality-based perspective taking.
3. When trying to relate with others, many of our students/clients/children have a weak sense of physical presence and facial expressions. We will explore how to use simple technology (phone camera) and Popsicle sticks for teaching abstract ideas in very concrete ways.
4. We will also teach an array of activities to encourage social conversational skills within a group to balance participation between your more talkative and less talkative individuals.
5. Core lessons and activities will show a connection to the state and Common Core standards. We will also include examples of goals and rubrics for the activities taught throughout the day.
6. Finally, we will track the social growth of four different clients over 5-15 years of development and discuss how social emotional and executive function needs shift across time.
Participants will be able to:
- Describe one strategy for how to teach the difference between reality-based comments and fantasy-driven statements.
- Describe one practical lesson to facilitate self-awareness of nonverbal language (body proximity to others).
- Explain how to use visual supports to foster the development of three different types of social conversational skills.
- Describe how to create two types of rubrics: 1) conceptual understanding of a concept and 2) demonstration of the use of social behavioral output (social skills)