Social Thinking
Social thinking can best be described
as perspective taking. Some of us
consider others' perspective
naturally, some of us don't. Just as
we all display various levels of athleticism, or artistic talent, levels
of perspective taking range across a large spectrum. Impaired
perspective taking affects personal relations across the day. It is
our goal with our student, teacher, and parent trainings to
heighten our awareness of each other, and encourage
self-management.
as perspective taking. Some of us
consider others' perspective
naturally, some of us don't. Just as
we all display various levels of athleticism, or artistic talent, levels
of perspective taking range across a large spectrum. Impaired
perspective taking affects personal relations across the day. It is
our goal with our student, teacher, and parent trainings to
heighten our awareness of each other, and encourage
self-management.
"Expected" and "Unexpected"
Across the day we find ourselves in situations
that call for particular behaviors. For example,
we might find ourselves cheering and clapping at
a football game, but quietly observing a dance
recital. Behavior expectations change with settings. The terms
"expected" and "unexpected" are non-judgmental terms we can
use to help students modify their behavior to match the
situation. Students with impaired perspective taking don't do an
accurate job of identifying what is expected in different
situations. When we use the term "unexpected" to tag a behavior,
we are identifying the behavior, not the child. We are empowering
the student to identify what is expected, and take control of
their behavior.
that call for particular behaviors. For example,
we might find ourselves cheering and clapping at
a football game, but quietly observing a dance
recital. Behavior expectations change with settings. The terms
"expected" and "unexpected" are non-judgmental terms we can
use to help students modify their behavior to match the
situation. Students with impaired perspective taking don't do an
accurate job of identifying what is expected in different
situations. When we use the term "unexpected" to tag a behavior,
we are identifying the behavior, not the child. We are empowering
the student to identify what is expected, and take control of
their behavior.
Social Skills Groups
Based on parent and teacher observations, students are
chosen to participate in Social Thinking groups. Each group
meets once a week for thirty minutes. We use concrete examples
to teach abstract lessons such as paying attention and
reciprocal conversation. We use peers, role-playing, and video
monitoring to practice lessons. Teachers and parents participate
in trainings as well, so we are all using a common language to
reinforce lessons.
chosen to participate in Social Thinking groups. Each group
meets once a week for thirty minutes. We use concrete examples
to teach abstract lessons such as paying attention and
reciprocal conversation. We use peers, role-playing, and video
monitoring to practice lessons. Teachers and parents participate
in trainings as well, so we are all using a common language to
reinforce lessons.
For more information:
If you would like more information on Social Thinking, check out this website:
http://www.socialthinking.com/home
http://www.socialthinking.com/home