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Confidentiality Statement

NO, DON’T SAY IT!!!. Confidentiality Statement. Teaching Social Skills: the hidden curriculum. Do you have access to…?. Being social can be fun. Being non-social can be lonely. How can we help?. Teach. Model. Encourage. Practice.

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Confidentiality Statement

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  1. NO, DON’T SAY IT!!! Confidentiality Statement

  2. Teaching Social Skills: the hidden curriculum

  3. Do you have access to…?

  4. Being social can be fun

  5. Being non-social can be lonely

  6. How can we help? Teach Model Encourage Practice

  7. Set of social rules that most people understand intuitively. • Most people pick up naturally • People with ASD do not pick up these rules naturally. They must be taught. Hidden Curriculum

  8. But I thought crossing your arms meant…… How close is too close? Handshake? Hug? Yah or nay?? Or a high five?

  9. Different Faces Can Change What You Say Say the phrase, “I’m sorry. What?”

  10. UCLA study indicated that up to 93% of communication effectiveness is determined by non-verbal cues. • Another study indicated the impact of performance was determined 7% by the words used, 38% by voice quality and 55% by nonverbal cues. Studies

  11. How do we incorporate the “hidden curriculum” into our already hectic schedule? So now what?

  12. Social Stories, created by Carol Gray, is a text or story describing a specific social situation • It is individualized for each student • The story should be written from the student’s point of view (Using “I” ) Social Stories

  13. Examples of Social Stories

  14. Comic Strips www.makebeliefscomix.com

  15. Script cards provide pre-taught language for specific situations. • They can involve conversation starters, responses and ideas to connect conversations or change the topic. Script Cards

  16. Examples of Script Cards

  17. Use of special interests and visual aids to teach and reinforce academic, behavioral and social skills. • Size of a trading card • Brief script • 3-5 steps Power Cards

  18. Power Card Examples

  19. Token Reinforcements

  20. It’s not bribing if the student is working

  21. Visual supports

  22. Visual supports

  23. Visual SupportsThis schedule works well for students who spend most of their day in general education. This schedule is both portable and flexible. It is made from an inexpensive folder like any student would carry with them. As each activity is completed the card is turned around in the mini-pocket (made from pieces of cardboard taped on the folder). Students can put their assignments “to be done” in the left pocket and “completed” assignments in the right pocket.

  24. Visual SupportsThis schedule works well for younger students just learning to use a schedule or for students in a self-contained classroom. 1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule. 2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule. 3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete!

  25. Visual SupportsThis schedule clearly communicates what needs to be done. It can be attached to a notebook or clipboard so it is portable and easy to use. Things to do. All Done As each activity is completed the card is moved to the “All Done” column. Be sure to schedule activities the student enjoys, to keep them interested and motivated. Warm-Up Work Task Break Community Lunch

  26. Mini-Schedules Mini-schedules break down an activity into manageable steps. They are a visual form of task analysis. Examples of other routines which lend themselves well to a mini-schedule: washing dishes circle time activities assembly tasks cooking tasks bathroom routine Here is an example of a mini- schedule for getting ready to build a tent.

  27. Don’t Forget Special Days and Activities Don’t forget party days, field trips, and any other unusual days. For those unexpected activities which can occur any day it is handy to have a “surprise” card (i.e,. a solid pink card) which can be put on the schedule to signal a change. You will find that a change in schedule is usually OK if the student is prepared.

  28. Making a Contract This gives the student a visual reminder that once the non-preferred task is completed they will be able to do a preferred activity. Consider this familiar scene… The teacher wants student to complete assigned work. The student wants to play a computer game. Consider this solution…

  29. Visual Support

  30. Visual Supports, Cont’d

  31. Things to remember...

  32. Be Creative,

  33. Be Flexible,

  34. Be willing to change,

  35. And be willing to think outside the box!

  36. If a toddler can do it… …so can I! Our policy

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