Four Steps of Communication and
Strategies for Thinking Socially
1
Today’s Objective
To identify the four steps of communication, to develop common social
vocabulary, and to provide effective steps that can be used within the
classroom setting.
3. What are
some effective
social skills
strategies that
I can use with
my student(s)?
1. What are the
stages of
social
interaction?
2. What are the 4
steps of
communication?
2
Overview of the Day

Ice breaker activity

Define social skills and levels of play/interaction

What is the hidden curriculum?

Outline the four steps of communication

Introduce some social thinking vocabulary

Quiz Time

Assess need and identify deficit

Strategies for implementing social skill development

Your homework assignment
3
ICE BREAKER ACTIVITY
WEB GAME
Form a circle in the middle of the room
4
Defining Social Skills

In small groups, what words would you use to
describe an individual with strong social skills

How do you think they learned these skills?

Can “good” social skills be taught?
5
Social Skills are…
6

components of behavior that help an individual understand and adapt
across a variety of social settings (Steedly et al., 2011)

…the abilities necessary to get along with others and to create and
maintain satisfying relationships (Kennedy-Moore, 2011)

…about being able to flexibly adjust our behavior to fit a particular
situation and our personal needs and desires

…also defined as recognizing and managing our emotions, developing
caring and concern for others, establishing positive relationships, making
responsible decisions, and handling challenging situations constructively
and ethically (as cited in Steedly et al. 2011)
Social Interactions: 6 levels of play

As children develop, they move from individual to group play

Type of play varies day to day and situation to situation depending on
how the child is feeling that day or what their preferences are that day.
Six Levels of Play
1. Unoccupied play: the child is relatively stationary and appears to be
performing random movements with no apparent purpose. A relatively infrequent
style of play.
2. Solitary play: the child is completely engrossed in playing and does not seem
to notice other children.
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Social Interactions: 6 levels of play
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3. Onlooker play: child takes an interest in other children’s play but does not join
in. May ask questions or just talk to other children, but the main activity is
simply to watch.
4. (2-3 years) Parallel play: the child mimics other children’s play but doesn’t
actively engage with them. For example they may use the same toy.
5. Associative play: more interested in each other than the toys they are using.
Develop friendships and preferences for playing with some and not others.
6. Cooperative play: some organization enters children’s play, for example the
playing has some goal and/or rules and children often adopt roles and act as a
group.
(Research by Mildred Parten in 1920s, Institute of Child Development, Minnesota)
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The Hidden Curriculum

A term used to describe a set of rules or guidelines that are
assumed by the general population and not directly taught

They are social or subtle cues that we acquire through
observation over time.

It enables us to read body language, understand idioms, slang
words, humour etc.

It differs across genders, age groups, and cultures
(Smith-Myles & Simpson, 2001)
Individuals with social communication
challenges



Might lack the ability to intuitively interpret what others are
thinking, saying, or intending
Aren’t able to regulate their own behaviour to other people’s
thoughts or expectations. (example: Blurting out,
volume/tone, staying on topic, laughing out of turn, being out
of sync with the rest of the group)
Following the unwritten or hidden rules of the environment ,
even outside of active social interactions (example: stepping
aside when someone gets on the elevator, sitting quietly in
class while teacher talks even when you want to say
something)
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4 Steps of Communication:
1. Using your BRAIN to think about others
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How well did Garfield do in this first exercise of
using his brain to think of others?
In groups, brainstorm ways he could
begin to demonstrate that he is
actually thinking about Jon.
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Questions Garfield Should Ask Himself
1.
Do I know what interests them?
2.
Do I know what they are feeling with what I’m
saying?
3.
When they are talking, what am I doing to
show them I’m interested?
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4 Steps of Communication:
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2. Using your EYES to make connections
minute on her eyes.
thinking? Feeling?
Focus for a
What is she
Seeing?
WHY IS EYE CONTACT SO IMPORTANT?
A.
The direction of where our eyes and other peoples eyes are
looking, shows us what everyone might be thinking about.
Example: Looking down at video game and saying, “I went
cherry picking!” (Minecraft lingo)
B. It helps us figure out what people are feeling, thinking, and what
they might be interested in.
Example: Someone keeps looking at the clock (Bored? Late?
Waiting for something?)
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4 Steps of Communication:
3. Using your BODY to make connections
What does your body tell others?
A.
Your body position shows us who you want to talk to or not
talk to
B.
Your movements tell us what you might do next (even
unintentionally)
C.
Your body language, gestures, and facial expression tell us
how you might feel about a topic or people around you
16
Describe Dilbert’s Dilemma
In terms of his body language, how did he
react to the situation?
17
Class Activity
In pairs, create a skit without using words.
Consider the direction of your body position,
body movements/gestures, and facial
expressions. A few will be performed in front of
the class. The class will use clues to understand
what the skit is about.
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4 Steps of Communication:
4. Using your WORDS to make connections
How do we do this?
A.
By talking about other people’s interests
B.
By asking questions to find out their interests and make
comments to show interest
C.
By adding our own experience to other people’s experiences
D.
By adjusting our language to fit with the conversation
19
A Question for the Class
If we are to successfully connect with
others through language what personal
qualities should we possess?
Write down your answers in your
worksheet and share as a class.
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Ideas for Social Thinking Vocabulary
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Expected Behaviour
Unexpected
Behaviour
Whole Body Listening
Is your body in the
group?
Hidden rules that we
must learn. Rules of
what is expected
changes based on
where we are and who
we are with
When we behave in a
way that gives people
weird or uncomfortable
thoughts about us
Using your BODY to
show you are
connecting with the
group
Ideas for Social Thinking Vocabulary
Flexible Brain
Opposite of rigid brain where
we follow the rules ALL the
time instead of interpreting
subtle different meanings in
language or expression eg.
Humour or being ok with
different points of view
22
Whopping Topic
Change
Thinking with your
Eyes
When I interject in a
conversation with a topic I
am interested in but one that
isn’t being discussed
Am I using my eyes to figure
out my environment and what
others might be thinking? I
can use this information to
adapt my thinking, words,
and behavior.
Ideas for Social Thinking Vocabulary
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Smart Guess
vs.
Wacky Guess
People Files
Social Fake
When I guess what
others are saying, is it
on topic or is it a
random guess that does
not consider what we
know or see?
How we relate to others
based on what we know
of them
Showing interest in what
other people are saying
even when you are not
interested
Quiz Time
24
Watch the following clip
What social thinking vocabulary words might you
consider using with Sheldon to help him become
a better social thinker?
URL: https://www.youtube.com/watch?v=1meNHRlGEeM
Steps in Supporting Social Skill Development
Step 1: Assess

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Checklist resources from:
Scott
Bellini- Building Social Relationships
Kathleen Ann
 Observe
Quill-Do-Watch-Listen-Say
in natural setting
 Assess
across settings (home, classroom, playground) and
times of day
 If
possible, collect data from a variety of individuals (teachers,
support staff, parents)
Step 2: Identify the Nature of their Deficit
Acquisition- lacks the knowledge
• E.g.. Blurts out the answer in class because they do not know the rule is to raise your hand and wait for
the teacher to acknowledge you.
• Use DIRECT instruction (model behavior, role-play, provide direct and positive feedback)
Performance- knows how but fails to do it consistently
• E.g.. understands that they must raise hand to speak but sometimes blurts out in class.
• Use VISUALS/PROMPTS and reinforcement to increase their performance
Motivational- knows how, but is not motivated
• Correct student BEFORE they make an error and use contingency management
Discrimination - skill learned but has not figured out when to use it.
• Needs to know WHEN and HOW to use the skill
• Encourage rehearsing, practicing, and varying your reward
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Step 3: Implement
Skill Development: 4 Steps
1.
Model and Rehearse
2.
Coach and Practice
3.
Reflect and Analyze
4.
Maintain and Generalize
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1. Model and Rehearse Through:

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Direct Instruction

Writing up scripts or social stories for the students to read

Role modeling and using “real life situations”

Videotaping appropriate models and discussing 4 areas of
communication afterwards

Use social thinking vocabulary to discuss the rules of the
hidden curriculum

Using IPad apps and playing with different facial expressions
2. Coach and Practice
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
Practice every day in a variety of settings for short periods of
time

Consider play groups or 1:1 structured play opportunities

Always work towards fading adult prompt (i.e. hand under
hand, verbal, gestural, visual, in the room but maybe
supporting another student)

Provide lots of praise and rewards

Break and choice activity afterwards as it can be exhausting for
them

Consider peer models or mentors
3. Reflect and Analyze
 Review
situations where learner misread a cue
 Use
mind maps, behavior maps, or comic strips to
break down and make sense of the situation
 Create
a script for problem solving
 Reinforcements
 Do
for hard work and solving a problem
not overanalyze. The aim is to get them to think
about it and continue to motivate them to keep
wanting to learn. Consider focusing on ONE aspect.
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4. Maintain and Generalize

Communicate learner’s progress with parents, staff so
that the skill may be generalized across situations
•
Include:
a)
Strategies used
b)
Social thinking vocabulary learned
c)
Hidden rules understood or working on
d)
Always provide rewards for being able to problem solve
effectively across situations
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Think of a Student or Try for Next Time
1.
2.
3.
4.
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Think of a student
What social skill might you want them to work
on? (4 steps of communication)
Consider their personality and interests, how
might you introduce the social skill to be learned?
(Model and Rehearse)
What social thinking vocabulary might be used to
help the learner understand the hidden rules?
References
Slide 4
Knox, G. Retrieved October 10th, 2014, from http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
33
Slide 6
Steedly, K.M., Schwartz, A., Levin, M.,& Luke, S.D. (2008). Social skills and academic achievement. Evidence for Education 3(2). Retrieved October1st , 2014, from
http://www.parentcenterhub.org/repository/social-skills/
Kennedy-Moore, E. (2011). Growing friendships: All about children’s social and emotional development. Psychology Today. Retrieved September 27th 2014, from
http://www.psychologytoday.com/blog/growing-friendships/201108/what-are-social-skills
Slide 7-8:
Dean, J. (2008). 6 types of play: how we learn to work together. Retrieved October 1 st, 2014 from
http://www.spring.org.uk/2008/07/6-types-of-play-how-we-learn-to-work.php
Child Development Institute: Forms of play. Retrieved, September 15 th, 2014, from http://childdevelopmentinfo.com/child-development/play-work-of-children/pl3/
Slides 9-10:
Smyth-Miles, B. (2004). The Hidden Curriculum. Kansas: Autism Asperger Publishing Company. Retrieved September 15 th, 2014, from
https://www.erinoakkids.ca/ErinoakKids/media/EOK_Documents/Autism_Resources/Hidden-Curriculum.pdf
Smyth-Miles, B., & Simpson, R.L. (2001). Understanding the hidden curriculum: An essential social for children with autism and Asperger syndrome. Intervention in
School
and Clinic 35(5) 278-286. Retrieved Sept 20th, 2014, from http://isc.sagepub.com/content/36/5/279.short
Slides 11-23:
Garcia Winner, M. (2011). Social thinking worksheets for tweens and teens: Learning to read in between the social lines. Thinking Social Publishing: San Jose,
California.
Slide 25:
Bellini, S. (2006). Building Social Relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders
and other social difficulties. Autism Asperger Publishing: KS, USA.
Slides 28-31:
Adapted from Leslie Burgess Social Skills Instruction for students with ASD (June 2008). POPARD Workshop.