S.C.A.E.P.
Social Competence And Enhancement
Programme
Sandy Burbach
Specialist Speech and Language Therapist
Shapwick School, Somerset, TA7 9NJ
01458 210384
sandyburbach@gmail.com
RATIONALE
The key features of the SCAEP programme are an attempt (in progress!) to design a multidisciplinary
intervention which serves three purposes:
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1) Taking students back through the sensory building blocks of basic social communication
concepts and shared attention to key sensory characteristics;
•
2) The development of sensory and language correlates (shared code) needed to describe
participants’ experiences of (mis)communication and to develop verbal problem- solving strategies,
resilience, emotional intelligence and an understanding of chain reactions;
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3) The development of Internal Language for self- regulation, comparison, prediction, inference
and extrapolation.
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4) The core language and sensory building blocks to understand analogy and metaphor, allowing
students to compare how a situation appears to them and someone else, and improving our
students` potential use of talking therapies e.g. CBT, family therapy etc.
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SOCIAL COMPETENCE
• Is a LONG TERM GOAL.
• As a result of continuous learning processes through all stages
of life.
• Measured as an individual`s ability to adapt their own
responses and actions to achieve the best possible outcome in
any social context.
• Individual competence varies across contexts.
• Dependent on INTRAPERSONAL and EXTRAPERSONAL factors.
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DEVELOPING RELATIONSHIPS
PERSONAL IDENTITY
APPROPRIATE APPEARANCE
ACQUISITION OF SOCIAL SKILLS
CONFIDENCE
EXPRESSION OF FEELINGS
SELF- ESTEEM
GOOD AND BAD RELATIONSHIPS
DEALING WITH CONFLICT IN RELATIONSHIPS
BEING ASSERTIVE
BODY LANGUAGE
PERSONAL SPACE
GOOD AND BAD TOUCH
Angelou, 2000; Firth and Rapley, 1990
4 COMPONENTS TO A GOOD RELATIONSHIP
1.
2.
3.
4.
MOTIVATION
SELF- CONFIDENCE
SOCIAL SKILLS
OPPORTUNITY
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Ritchie, 1989
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Social Communication Disorder
“streams of origin “
SCHIZOPHRENIA
DYSLEXIA
DEVELOPMENTAL COORDINATION
DISORDER
SENSORY
INTEGRATION
DISORDERS
NON- VERBAL LEARNING
DIFFICULTIES
ASD
BIPOLAR
DISORDER
ATTACHMENT
DISORDER
EMOTIONAL
DIFFICULTIES
ADHD / ADD
DEVELOPMENTAL VERBAL
DYSPRAXIA
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LANGUAGE DISORDER
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Burbach, 2011
INTRAPERSONAL FACTORS
Sensory and Cognitive :
• Nature of the PERCEPTUAL EXPERIENCE.
• CONSISTENT experience of SENSORY- MOTOR GESTALTS (sets) to
create identifiable concepts.
• CATEGORISATION of gestalts into sources; like/ unlike;
related/unrelated.
Development of:
• INTERNAL LANGUAGE to encode sensory experiences as cognitive
constructs.
• Adequate WORKING MEMORY.
• Ability to RECATEGORISE previous experiences in terms of new
contextual cues.
• VISUALISATION / IMAGING.
• Ability to adapt or discard previously- learned responses as required
(COGNITIVE SHIFT).
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INTRAPERSONAL FACTORS
Linguistic:
• CATEGORISATION processes e.g. Same/ different; self/ not
self
• INTERNAL LANGUAGE.
• Understanding of relationships between concepts
(SEMANTICS) as carried in grammatical forms (SYNTAX).
• Receptive and expressive VOCABULARY for ACTIONS and
FEELINGS.
• CONGRUENCY of expressed and/or received information.
• COMMUNICATIVE INTENT
• Verbal and non-verbal REASONING
• KNOWING and USING the socially appropriate “script” and
SOCIAL CODES.
• Understanding ANALOGY and METAPHOR.
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INTRAPERSONAL FACTORS
Emotional :
CATEGORISATION of EXTERNAL and INTERNAL perceptual experiences
in terms of generation of feeling (sensation) and feeling (emotion),
resulting in:
Trust and attachment;
Impulse control;
“Filters “ created by beliefs and thinking styles;
Motivation;
Optimism and resilience;
Recognition and management of own feelings;
Recognition and understanding feelings of others;
Self- efficacy : Awareness of power to manage own sense of self,
feelings and health effectively;
• Empathy.
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INTERPERSONAL FACTORS
• (Own/Partners`) adherence
to expected social rules.
• beliefs and thinking styles.
• awareness of, and ability to
compensate for,
communication difficulties.
• Physical environment.
• Emotional environment
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Shared interest
Clarity of messages.
Complexity of messages.
Congruency of messages.
Rate of communication.
Number of participants.
Balance of authority.
Balance of dominance.
Mutual respect.
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STOCK INGREDIENTS
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Categorisation Processes
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6 circles
•
Proprioception
•
Congruent information
processing
•
Sensory Memory
•
Internal Language and
SEE/SAY/DO triangle
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Role of Selective Processing
(sensory/cognitive/
emotional)
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Reflective Language
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Sensory Empathy and
Emotional Empathy
• Feelings and beliefs
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Figurative Language
•
Metaphor
Working Memory
Visualisation
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PROPRIO CEPTION
TOUCH
VISION
Six Sensory Modes
HEARING
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SMELL
TASTE
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Proprioception
After Gallagher and Meltzoff ; 1996
Proprioceptive Awareness
2 – fold function
1
Non-conscious, physiological .
Updates body with respect to its
posture and movement
2
Felt Experience of where all the parts of
my body are
Body Awareness
BODY
SENSE
(SCHEMA)
BODY
MAP
PROPRIOCEPTIVE
INFORMATION(PI)
+
PROPRIOCEPTIVE
AWARENESS (PA)
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Simultaneous CROSS- MODALITY communication between
VISION & PI + PA
and
sensory & motor aspects of BEHAVIOR
(IMAGE)
CATEGORISATION
KEY CONCEPT (1)
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CATEGORISATION (1)
Sensory
• SELF ... NOT SELF
INSIDE SELF... OUTSIDE SELF
Sensory/ Linguistic / emerging Emotional Schemas
• Words for Feelings - ACTION- SENSATIONS
- 5 SENSES sensations
- EMOTION- SENSATION
- Hierarchies of intensity
• FEELING (sensory/ emotional) IN CONTEXTS
Sensory/ Linguistic/ Emerging Emotional- Social Schemas
• LIKE/ DISLIKE
WANT/REJECT
SEEK/ AVOID
• SAME/ NOT THE SAME/ SIMILAR
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CATEGORISATION (2)
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Linguistic/ Social – Emotional
SEMANTIC groups e.g food and characteristic features
Recognition of “edges” of groups
Subclasses e.g hot and cold
VOCABULARY for actions; relations between concepts; feelings
INTERGROUP reclassification e.g. antelope (animal) as prey/venison
(food)
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SOCIAL groups- identifying features
KEY FEATURES : Appearance, actions, words.
VOCABULARY for actions; relations between concepts; feelings
SOCIAL groups and “belonging” – characteristic feature identification
INTERGROUP reclassification e.g. self as friend + grandson
SOCIAL codes and “keeping in the group” rules
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CATEGORISATION (3)
• Field Boundaries in Play/ Social Space
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Physical / Sensory ( 6 senses + space)
Group identifying Features (mine/ not mine)
RULES of play + RULES of engagement
Cheating ; tactics; a cheat ; cheats
• Field Boundaries in the Classroom
• Operating rules requiring sensory processing
• Operating rules requiring Communication congruency and
coherence
• Operating rules requiring a working knowledge of meaning
relations
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Categorising Example “BITTER”
Auditory Discrimination
“bitter” : “bitten”
TASTE
Semantic Fields
BODY PARTS ANIMALS PEOPLE
FOOD
6 CIRCLES
PROPRIOCEPTION/ SPACES
EYE CONTACT
FACIAL EXPRESSION
BODY LANGUAGE
WORDS VOICE TUNE
Feelings and Beliefs
prediction, inference, extrapolation,
Communicative Intent
RECIPROCITY, “knock- on effect”
VISUALISATION
Emotional EMPATHY
IDIOMS, METAPHOR
Verbal Reasoning and Problem-solving
SENSORY- MOTOR EMPATHY
Mirroring, same/ different, Prediction and
Judgement
ACTION and EMOTION HIERARCHIES
INTERNAL LANGUAGE
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SEE
Internal
Language
SAY
DO
Burbach, 1998
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BODY
LANGUAGE
EYE
CONTACT
PERSONAL
SPACE
SIX COMMUNICATION ZONES
FACIAL
EXPRESSION
WORDS
VOICE
TUNE
INTONATION
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CONGRUENCE
KEY CONCEPT (2)
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SENSORY CONGRUENCE
PROPRIO TOUCH VISION HEARING
CEPTION
SMELL
TASTE
CONSISTENT EXPERIENCES CREATE ACCURATE MEMORY AND RECALL
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Message Congruency:
Six Communication Zones
VOICE TUNE WORDS
EYE
FACIAL
INTONATION
EXPRESSION
PERSONAL BODY CONTACT
SPACE LANGUAGE
CONGRUENCE CREATES COHERENCE
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HAVE WE MET BEFORE ?
James (m) 10 yrs
ADD;
Developmental coordination disorder/
Dyspraxia
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Spaces
Disassociation
body language, eye contact, facial
expression
Sentence Recall 5th centile (CELF-4
UK)
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SENSORY – SOCIAL INTERRELATIONSHIPS
KEY CONCEPT (3)
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Have We Met Before ?
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Madison (f) 13 yrs;
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Emma (f) 14 yrs
average- above average auditory
processing abilities
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Morris (m) 15 yrs
ASD
Dyspraxia
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Non- Verbal Learning Difficulty
GAD
Rigid thinking/ belief systems
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Very slow visual processing : “have to close
my eyes to understand”.
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•
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++ rigid beliefs
obsessive topic
“what you`ve got to understand about me is
...”
Multiple school placements
parent – child dyadic pattern maintenance
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VISUALISATION
KEY CONCEPT (4)
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VISUALISATION
Selective processing of sensory, linguistic
and emotional aspects of experience
Formulation of a
coherent schema of
meaning related to the
content and context
SENSORY + LINGUISTIC + EMOTIONAL
MEMORY encoded in “VISUAL” format
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Able to be
recalled
consistently, at
will,
modified and
refined in response
to new data
and described to
another person, using
a shared
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communication code.
VISUALISATION
Core Process = IMAGINING
“Seeing it in my mind`s eye”
Core Process = ADJUSTING THE IMAGE
“Changing my mind”
Core Process = IMAGINING MYSELF ACTING/ FEELING/
LOOKING/ SEEMING/ BEING DIFFERENT
Core Process = CHANGING MY RESPONSE TO THE
OUTSIDE WORLD
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ACCESS TO CBT example
CBT protocol to deal with Generalised Anxiety
Disorder (sees risks and dangers everywhere;
constant focus on what if... catastrophes)
(Padesky, 1986)
Main Treatment Strategy : Move from What
if…? to Then What …?
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Identify specific situations
Identify and rate mood (intensity 1- 10)
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What is going on in your body ? What do
you notice ?
What is going through your mind?
Automatic Thoughts, Underlying
Assumptions
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Any images?
Describe sensory details of images
“Anxiety`s job” (to make you avoid danger)
and “your job” (to manage in face of danger)
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SCAEP Content
Same/ different; Dislike/ tolerate
categorisation; semantic concepts; verbal
reasoning; visualisation, prediction.
Distinctive feature categorisation;
Emotional Hierarchy
Proprioception; sensory awareness and
vocabulary; 6 circles
Internal Language; visualisation; cause- effect
categorisation; sensory and emotional
hierarchies.
Visualisation; sensory awareness; sensorymotor integration; vocabulary; 6 circles;
empathies; working memory; Internal
language
METAPHOR
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EMPATHY (1)
Sensory Empathy
• “Do you see what I see ?
Can you hear what I hear ?”
depends on a SHARED ATTENTION, SHARED INTEREST , SHARED
(sensory, environmental, linguistic) EXPERIENCE and SHARED
KNOWLEDGE.
LANGUAGE is the way we REFLECT our sensory experiences and
compare them with someone else`s. This requires a SHARED CODE.
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EMPATHY (2)
Emotional Empathy
• “I know how you feel !”
• “I know where you`re coming from !”
• “You must be feeling so fed- up !”
LANGUAGE reflects our perceptions of another`s experiences, using
our own schemas to extrapolate from. We ASSUME shared
experience , knowledge and schemas.
But we must be able to ANALYSE the information we are receiving to
select the corresponding schemas in our own system accurately. We
ASSUME we are focussing on the same distinctive features.
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EMPATHY BRIDGE
REFLECTIVE LANGUAGE
MIRRORING
PERCEPT
-IONS
AND
RESPONSES
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Builds up a
shared
schema
related to
the
student`s
sensory
processing
In relation and the
context
to
student`s
six
communication
Verbalising
zones
own sensory
perceptions,
actions and
feelings
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FIGURATIVE LANGUAGE AND
METAPHOR
KEY CONCEPT (5)
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METAPHOR (1)
Visualisation
Empathy
Categorisation
Expressive
Communication
Reflective
Language
Mirror
Actions
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Working
Memory
METAPHOR (2)
Help to conceptualise the components of a situation or context
• Requires awareness of imagery
• Integration of verbal and imaged
• Holding and manipulating 2 mental concepts (WORKING MEMORY)
• Awareness of commonalities despite superficial differences
• Flexible use of multiple meanings
NARRATIVE METAPHORS – imply process, development,
change and outcome. LEARNING !!
SIMILE - quick comparison “short hand” images which can
be expanded and linked with others to develop a narrative “LIKE A
...”
ANALOGY- “AS IF ....” MATHS
IDIOM - simile/ analogy that bears analogous resemblance
to literal (sensory - motor) meaning
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• Sensory ingredients
• Ingredient analogies
• 6 Slices correspond to 6 zones
• Proportions and portions
• Recipes for success
• Adapting recipes according to contexts
• Likes and Dislikes/ Same and Different
• Chilli = dangerous but tasty (tolerances
for discomfort; inappropriacy etc )
• Sharing (self/ trust)
• Aftertaste and memory
• Changing the recipe; changing tastes
• Getting the balance right
PIZZA METAPHOR
WHAT`S COOKING ?
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WHAT FLAVOUR DO YOU LEAVE ?
COMING BACK FOR MORE
I DON’T LIKE PIZZA.
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