Executive Functioning & Social Thinking

1. Executive Functioning & Social Thinking How it impacts one’s perception

2. Perception The process of attaining awareness or understanding of sensory information from ones environmental surroundings to form a perspective

3. Complexities of Perspective Taking… • Perspective within conversations becomes the ability to interrupt both… • Verbal message of language • The non-verbal message of body language

4. Immediate Perspective Taking • You think about the other person as soon as you see them. • The other person thinks about you as soon as they see you. • You think about what the other person is thinking about you…and you adjust your behavior accordingly to how you wan them to perceive you. • The other person thinks about what you think about them…and they adjust their behavior accordingly to how they want you to perceive them.

5. Autism Spectrum Disorder DSM – IV DSM – V (proposed) Three domains become two: Social/Communication Deficits   Fixated Interests and Repetitive Restrictive Behaviors (RRBs) Severity Levels Level 3: requiring very substantial support Level 2: requiring substantial support Level 1: requiring support • Three domains: • Social Interactions • Communication • Restricted Repetitive & Stereotyped Patterns of Behavior

7. Executive Functioning “Executive Functions refers to a group of neuropsychological skills that allow a person to maintain an appropriate problem-solving set in order to attain a goal…various constructs subsumed under executive functions include planning and particularly flexibility or set-shifting are thought to be skills most affected in autism.” (A. Klin, et.al. 2002) Researchers Agree the Common Skills Associated Effect: • Organization & Planning including Time Management – Prioritizing • Working-Memory (holding information while solving problems) • Inhibition and Impulse Control • Understanding Complex and Abstract Concepts • Applying New Strategies

8. What tools are we using?

9. Challenges that Impact Active Engagement Neurodevelopmental difference causing a significant impact… • Predicting that others are a source of assistance • Predicting that others are a source of engagement or pleasure • Predicting the sequence of activities • Predicting the steps within each activity • Predicting what to say • Predicting how to engage in activities • Predicting how to regulate emotions in a manner sensitive to others • Predicting the purpose of academic and social activities

10. As a Result, Children with Social Learning Differences … • May not realize that others can be a source of helpas evidence by limited initiations and reduced rates of spontaneous communication • May not realize that others can be a source of emotional support & engagementasevidence by difficulties responding to bids for interaction and a limited range of communication for social purposes • May not realize that others are a source of informationas evidence by the use of unconventional gestures, language and coping strategies as those learned through social imitation

11. As a Result, Children with Social Learning Differences … • May not know what to expect as evidence by difficulties with transitions initiated by others • May not be motivated to engage in tasks initiated by others as they may not be able to determine the steps within the task as well as why they are being asked to engage in the task • May have limited trust in others as evidence by heightened anxiety, frequent activity avoidance and/or aggression towards others; miscommunication and lack of predictability often leads to a history of repeated failure in social situations and negative emotional memory.

12. Student Example • Technology Supports

13. Resources • Share Apps or Other Technology Resources

14. So…What do we do now? • Resource Review • Discussion • Philosophical Shift • Participation Model

15. They’re not lazy!! • Work on the assumption that this is NOT a behavioral problem. • Rather, assume that it’s a skill deficit with a neurological cause. • Assume the student doesn’t have, or can’t use, the skills. • Use explicit teaching strategies to teach these skills.

16. Social Thinking – The Bigger Picture

17. ILAUGH model Acronym representing the many different concepts we each need to consider and respond to in order to 1) relate to those around us, 2) interpret social information in academic lessons, 3) express ourselves in writing • I – initiation • L – listening with eyes and brain • A – abstract and inferential language/communication • U – understanding perspectives • G – Gestalt processing / getting the big picture • H – humor and human relatedness Social Thinking: Michelle Garcia Winners & Pamela Crooke

18. Video – Social Thinking • Stop after the ‘rubber chicken’

19. Teaching Social Thinking - Discussion Four Steps of Communication • Thinking about others and how they think about me • Body proximity, body language & body movement • Eyes have thoughts • Use of language to show people our thought • Share Example of “When People Enter the Room”

22. Autism Self Advocates • Brian King www.imanaspie.com • Wendy Lawson ww.mugsy.org/wendy • Temple Grandin www.templegrandin.com • Lars Perner www.delightfulreflections.blogspot.com • John Elder Robinson www.jerobison.glogspot.com or www.johnrobinson.com • Stephen Shore www.autisasperger.net • Sarah Stup www.sarahstup.com • Daniel Tammer www.optimnen@co.uk • Donna Williams www.donnawilliams.net

23. Technology Resources