Asperger Syndrome Social Thinking Soup Whats Up With

Today’s Message 1. Infant and preschool social development is key to academic success. 2.

What is social thinking? Thinking about what people think (yourself and/or others) even in

What is meant by having “good social skills”? • Sharing space and adapting effectively

Exploring Early Social Development • First week of life babies start matching other’s facial

Play concepts that emerge for typical toddlers in the preschool years which also help

By 4 years old… • Children are engaged in group imaginative, cooperative play. These

It is assumed all students enter elementary school with this “social software”. www. socialthinking.

social skill production Social skill challenges often come from poor social knowledge. Social skills

Historically, teaching has been based on behavioral interventions of shaping social skills. • Disciplines

Teaching for students with AS and HFA means exploring social thinking as it leads

Social Thinking is the Infrastructure for many Educational standards • Teaching social thinking and

Select Reading Standards • K. 2. 2 predictions with pictures and context. • 4.

Standards in Writing: • 2. 1. 1 Create graphic organizer or outline to practice

ILAUGH Model of Social Cognition • • • I = Initiation of Language L=

Theory: Provide lessons in social thinking to encourage social and academic skills www. socialthinking.

Treatment: Cognitive Behavioral Strategies Core concepts of Cognitive Behavioral Therapy 1. 2. 3. Cognitive

Cognitive behavioral therapies help to provide explanation to teach students to think about social

Teaching with social thinking concepts and vocabulary www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 19

Sharing an Imagination • Is the basis of shared play • Basis of reading

Social Thinking Vocabulary Purpose is to make the explicit implicit. We don’t have a

Core introductory social thinking vocabulary concepts: • • Expected / unexpected 3 parts of

Research and Social Thinking Background & Motivation www. socialthinking. com copyright© 2008 MGWinner&PJCrooke

Summary of JADD Study Crooke, P, Hendrix, R, & Rachman, J. (2008) Journal of

Larger Study • Based on social Thinking Vocabulary • Single Subject Multiple Baseline Design

Subjects • 6 children with a current diagnosis of either High Functioning Autism (HFA)

Individual subject characteristics Subject (age) Dx 1 2 3 4 5 6 (9: 6)

Methods – Pre/Post study • 2 settings – Treatment – Generalization • Videotaped Samples

Expected (expected verbal, listening with eyes/brain, initiation) 1 4 2 3 5 6 www.

Unexpected (verbal & nonverbal) 1 4 2 3 5 6 www. socialthinking. com copyright©

Results Cont. • Statistically significant changes for the group from pre- post for expected

Limitations • Short time in the scheme of social thinking treatment • Few subjects

Preliminary Results – Big Study • Baseline – 2 data points before 1 first

Expected (Verbal & Nonverbal): #1, #2, #4 www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 34

Listening/Thinking with eyes (#1, #2, #4) www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 35

Initiations (#1, #2, #4) www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 36

Need for additional research • Important to ask the questions differently (MGW - politically

Other research • Hong Kong – Social Thinking Curriculum in the schools – Data

Other Research Allison Adams (2008), British Columbia www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 39

Other projects based on Social Thinking • Computer based “Eyes have thinking” • Zeebu

Where do we go from here? • Accept that we are in our infancy

Core Concepts for Teaching Social Thinking www. socialthinking. com Articles, information, products. . www.

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Today’s Message 1. Infant and preschool social development is key to academic success. 2. The infrastructure of the language arts goals are in social thinking. 3. Teaching social skills is different from teaching social thinking. 4. Social thinking vocabulary can be used across environments. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 2

What is social thinking? Thinking about what people think (yourself and/or others) even in the absence of people in your immediate environment. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke

What is meant by having “good social skills”? • Sharing space and adapting effectively to the different people in different contexts within the same environments and across environments. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 4

Exploring Early Social Development • First week of life babies start matching other’s facial expression. • 9 -12 months old: Joint attention • Along with joint attention babies start to read other people’s plans (physical intentions) • Use gestural communication (pointing) as baby moves towards the abstract. • Language then emerges to request, comment and question. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 5

Play concepts that emerge for typical toddlers in the preschool years which also help them learn to solve: • Pretendingproblem and abstracting • • Imitation Synchronicity of body movement/body presence. Making guesses about other people in play. Sharing an imagination rather than a singular imagination. • Listening to and expressing related ideas. • Cooperating and negotiating through actions and language. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 6

By 4 years old… • Children are engaged in group imaginative, cooperative play. These play skills are critical for the later development of conversation, reading comprehension, class relations, personal problem solving, etc… www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 7

social skill production Social skill challenges often come from poor social knowledge. Social skills are the tip of the iceberg. Social information is at the base of the iceberg supporting our demonstration of appropriate social skills. e. g. Eye contact www. socialthinking. com Social knowledge supports our social skill behavior copyright© 2008 MGWinner&PJCrooke 9

Historically, teaching has been based on behavioral interventions of shaping social skills. • Disciplines of anthropology, linguistics and psychology are dedicated to exploring the complexity of social behavior. • Social processing and responses are dynamic and synergistic. By teaching at the level of one skill at a time is counter to our understanding of social complexity. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 10

Social Thinking is the Infrastructure for many Educational standards • Teaching social thinking and related skills is not an extra bonus to education IT INCLUDES the ESSENTIAL elements of education both for academics and life skills. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 12

Select Reading Standards • K. 2. 2 predictions with pictures and context. • 4. 3. 5 Define figurative language and identify its use in literary works. • 7. 3. 1 Identify events that advance the plot…and foreshadow future actions. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 13

Standards in Writing: • 2. 1. 1 Create graphic organizer or outline to practice pre-writing skills. • 4. 1. 2 Create multiple paragraphs, support with topic sentence…and conclusion paragraph. • 7. 1. 3 Strategies of note taking, outlining, summarizing to impose structure on composition drafts. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 14

ILAUGH Model of Social Cognition • • • I = Initiation of Language L= Listening with eyes and brain A= Abstract and Inferential communication U= Understanding Perspective G= Getting the Big Picture H= Humor and Human Relatedness www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 15

Treatment: Cognitive Behavioral Strategies Core concepts of Cognitive Behavioral Therapy 1. 2. 3. Cognitive behavior affects activity Cognitive activity may be monitored and altered Desired behavior change may be effected through cognitive change Dobson, K. & Dozois, D. (2001) Historical and philosophical bases of the cognitive-behavioral therapies. In K. Dobson (Ed. ) Handbook of Cognitive Behavioral Therapies (pp. 339). New York, NY: The Guilford Press. Excellent book: Gaus, V. (2007) Cognitive-Behavioral Therapy for Adult Asperger Syndrome. The Guilford Press www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 17

Cognitive behavioral therapies help to provide explanation to teach students to think about social information and making choices in their social responses. • • Social stories Comic strip conversations Tony Attwood’s information Social behavior mapping SCERTS Model; Ziggurat Model Relationship therapies Incredible 5 point scale www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 18

Sharing an Imagination • Is the basis of shared play • Basis of reading comprehension and conversations. • Teach: – Shared imagination verses singular imagination. – Activities to boost shared thinking of the mind – Discuss connection to reading comprehension! www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 20

Social Thinking Vocabulary Purpose is to make the explicit implicit. We don’t have a vocabulary for talking about social information because it is too emotionally loaded. Social information always begs an emotional response. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 21

Core introductory social thinking vocabulary concepts: • • Expected / unexpected 3 parts of play Think with your eyes Is your body in the group or out of the group? • Is your brain in the group or out of the group? • “Add a thought”, etc… www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 22

Larger Study • Based on social Thinking Vocabulary • Single Subject Multiple Baseline Design • Social Skills Rating scale – Pre/post parents and subjects • Double Interview Pre/Post • One year follow-up for 4 of 6 subjects www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 25

Subjects • 6 children with a current diagnosis of either High Functioning Autism (HFA) or Asperger Syndrome (AS) • Aged 9 years to 11 years of age; • Verbal IQ within the average range (85115); • 4) No History of social “skill” intervention www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 26

Individual subject characteristics Subject (age) Dx 1 2 3 4 5 6 (9: 6) (10: 3) (10: 2) (11; 1) (11; 2) (9: 2) AS AS AS HFA Diagnostic Instrument(s) ADOS/ADI DSM-IV ADOS/ADI Diagnosing Professional *Psychologist Psychiatrist *Psychologist Academic Intervention Social Intervention None Speech/Language None Reading/Written Lang. None None *ADOS/ADI conducted by licensed psychologist and psychiatrist as part of an interdisciplinary diagnostic team. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 27

Results Cont. • Statistically significant changes for the group from pre- post for expected • Robust changes in unexpected • **Not designed to be a pre/post study www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 31

Limitations • Short time in the scheme of social thinking treatment • Few subjects • Results are for pre/post (not original design) • Measured countable Behavior – (doing vs. thinking) www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 32

Preliminary Results – Big Study • Baseline – 2 data points before 1 first lesson with social thinking vocabulary (expected/unexpected) • Generalization Probe • Baseline – 4 data points before lesson on initiation • Generalization probe www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 33

Need for additional research • Important to ask the questions differently (MGW - politically incorrect) • Focus on the thinking as well as the doing • Replication www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 37

Other research • Hong Kong – Social Thinking Curriculum in the schools – Data over the course of 1 year – Significant Changes over time • Autism Speaks – Social Thinking Grant www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 38

Other projects based on Social Thinking • Computer based “Eyes have thinking” • Zeebu (video) • Chapel Haven (transition to college for AS) www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 40

Where do we go from here? • Accept that we are in our infancy of understanding how to concretely teach abstract social information. • Take data to explore not only student behavioral responses, but caregiver/educator satisfaction as well as student’s ability to process the social world differently. • Evidence based needs to be qualitative as much as quantitative; social relationships are emotional not quantitative. www. socialthinking. com copyright© 2008 MGWinner&PJCrooke 41