ZOOMING IN: Strategies for Concrete Learners
Using video from treatment sessions, we zoom in on strategies to promote social attention and perspective taking (theory of mind) with individuals who interpret language very literally and struggle to interpret what others think and feel. These more literal-minded students—who may have a diagnosis of autism levels 1 and 2, ADHD, and/or sensory integration challenges—are slow to develop social competencies and exhibit a range of other learning challenges related to their weak socially-based critical thinking. Video-based case studies will offer treatment ideas and show how this type of student evolves in their understanding of the social world as they grow up. Attendees will receive checklists to help differentiate types of social learners and connect social learning to the educational standards. Group treatment ideas for different age groups will also be introduced. Attendees appreciate the practical information shared across the day!
Who should attendInterventionists supporting ages 5 - young adult. At our conferences we share our latest frameworks, lessons, and strategies for teaching social thinking with a wide variety of interventionists, including: speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
- What You Will Learn
- CE Credit
This course focuses on developing rule-based social learning activities that connect to educational standards and support the student with significant social attention and social interpretation challenges. We will concentrate specifically on students who are described as Challenged Social Communicators (CSC) or Emerging Social Communicators (ESC) on our Social Thinking–Social Communication Profile. These students are more literal, more aloof, miss sarcasm, are less organized, show marked difficulty reading social contextual cues from people and situations, comprehending reading material, and expressing themselves through writing, and they appear more awkward in their attempts to socially engage with their peers. (See this article for more common characteristics of people described as described as Challenged Social Communicators or Emerging Social Communicators.) The day will explore the power of social attention using video clips to provide explicit and practical examples for teaching basic social concepts to encourage the development of theory of mind (perspective taking), sharing social attention, and awareness of trickery.
Video case studies will explore the social learning trajectory of academically bright students who are more literal interpreters. Throughout the day we will explore the assumptions made about social attention and learning in a group, how test scores remove socially based critical thinking and executive functioning making it more difficult to truly understand a student’s real time learning abilities, and how aloof students enjoy social relationship building.
Attendees will receive checklists featuring characteristics associated with different types of social learners, information inspired by the Social Thinking–Social Communication Profile.
Examine how social learning is embedded within many academic standards and how the roots of social learning fan out across a large variety of information explored across a school day (e.g., reading comprehension, narrative language, peer engagement and group work, etc.). The use of rubrics to help with measurement of treatment* goals will be introduced.
Activities for different age groups will also be explored to promote social learning in the group treatment setting. Across the day we explain how this learning is slow and deep, with the goal being to help each student improve when compared to their own baseline abilities. Attendees appreciate the honest and very practical information shared on this day.
*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
- Describe two or more core characteristics of Challenged and/or Emerging Social Communicators and explain the impact on social and academic learning.
- Explain the connection between academic standards, social learning, and the challenges of literal learners using the Social Thinking Social Learning Tree.
- Explain the process for creating a rubric for measuring outcomes related to perspective taking (point of view) for students who are more literal learners.
- Describe two practical lessons for developing theory of mind.
This agenda may change without notice.
|7:30-8:30||Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee or tea while getting to know fellow attendees.
|8:30-10:15||Three key aspects to teaching Social Thinking: reviewing a case study of a 25-year-old college graduate; social attention and its relationship to developing social interpretive concepts and skills; a review of our Social Thinking–Social Communication Profile to zoom in on the Challenged and Emerging Social Communicators.
|10:30-12:00||Exploring characteristics of Challenged Social Communicators and explore treatment strategies to help foster basic theory of mind development for academic learning and narrative language. Discuss realistic expectations for learning. Explore three critical levels of perspective taking and how science thinking is different from social thinking.
|12:50-2:15||Review the characteristic summary of the Social Communication Profile. Explore our Social Learning Tree and exam standards based expectations and how these pair with developmental social learning abilities. Use of rubrics for measuring progress.
||Explore the strengths and learning challenges of those we describe as Emerging Social Communicators and review a case study of two identical twins. Introduce group social learning activities for students of different ages.
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.
We offer continuing education units/credits/clock hours through:
- ASHA: American Speech-Language-Hearing Association
- CES: Commonwealth Educational Seminars
- NBCC: National Board for Certified Counselors
- And more!