Sarah Bartosch M.S.-CCC-SLP
Tricia LaPlante M.S.-CCC-SLP
Tanisha Schowalter B.S., Ed.S.-Graduate Student
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Cognitive ability that develops from birth. It is
intuitively “hard wired” into most people for learning
how the social world works.
Milestone of infancy called “joint attention.”
◦ when babies naturally learn to look at people’s eyes and
follow what they are looking at.
◦ Evolving joint attention are interactive play skills, including
cooperation, sharing an imagination and working as part of
a group.
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Learning to play effectively with peers in preschool
provides children the skills necessary to sit and learn
in a classroom.
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Who does this affect?
◦ Students with a label of:
 Autism
 Formally known as “Asperger's” (DSM-V new label of Social (Pragmatic)
Communication Disorder- SCD)
 Possibly EBD, OHI, ADHD
 No Label???
 **Average-Above average intelligence**
Regular Ed Programming!
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These children have to be cognitively taught how to think socially
and understand the use of related social skills because they do
not learn these skills intuitively the way neurotypical children do.
The approach requires students to learn to actively think about
“thinking” in their play, classrooms, social relationships, work
settings, community, etc.
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Not thinking social?
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Awkwardly engaged
Rude/Offensive
Aloof
Rigid
Self-centered
Perseverative
Big reactions
Difficulty with self-regulation
Difficulty with interaction!
https://www.youtube.com/watch?v=bu5M2RbxZZE
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The system of teaching Social Thinking® was
pioneered by Michelle Garcia-Winner beginning in
the mid 1990s to address Social Learning
Challenges.
The approach gives language to intuitive skills and
teaches them in a sequential, cognitive manner.
Winner developed the ILAUGH Model to drive
description and treatment of Social Cognitive
Deficits/Social Learning Challenges
ILAUGH Model and Examples
 I- Initiation
 L- Listening with Eyes and Brain
 A- Abstraction and Inferencing
 U- Understanding Perspective
 G- Gestalt Processing (getting the big
picture)
 H- Humor and Human Relatedness
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Increase perspective taking abilities (Key
Vocabulary)
◦ Define Expected/Unexpected behaviors in a variety of
contexts
 Expected behaviors=>Good Thoughts
 Unexpected behaviors=>Uncomfortable/Weird Thoughts
◦ Think with eyes and brain
 Observing others, body language
◦ Being a part of a group
◦ Make smart guess vs. “wacky” guess
◦ Interacting with others
 Four steps of perspective taking
 Four steps of communication
 https://www.youtube.com/watch?v=3qYz1SRy15M
 Social Fake
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How does this all relate to the Common Core?
Think of all the standards that require◦
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Inferencing
Perspective taking
Predicting
Understanding motive
Understanding emotion
Understanding tone
Main idea/Summarizing
Figurative Language
Problem Solving
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CCSS.ELA-Literacy.SL.K.1 Participate in
collaborative conversations with diverse
partners about (age appropriate) kindergarten
topics and texts with peers and adults in
small and larger groups.
◦ CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon
rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts
under discussion).
◦ CCSS.ELA-Literacy.SL.K.1b Continue a conversation
through multiple exchanges.
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CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
◦ CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
◦ CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions
and decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
◦ CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas
and conclusions.
◦ CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.
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The ability to adjust your level of alertness
and how to display emotions through
behavior to attain goals in socially adaptive
ways
This includes regulating sensory needs,
emotions, and impulses in order to:
◦ Meet the demands of the environment
◦ Reach goals
◦ Behave in a socially appropriate way
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Sensory dysregulation
Unable to manage emotional responses to
stimuli
Size of reaction does not match size of the
problem
Goes “from 0 to 60”
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The Zones of Regulation ™
◦ Identifying emotions and matching them to the
appropriate zone
◦ Understanding appropriate emotions based on
situation
◦ Using tools/strategies to move between the zones
◦ Understanding how emotions affect others
◦ Determining size of problem and reacting with an
equal size response
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More students being identified with social
cognitive/perspective taking deficits and
emotional regulation needs
Develop programming to address needs
◦ Programming vs. Service
 WAWM often delivers social communication-pragmatic
language intervention as a service through speech and
language in the IEP (Special Education or Related
Service)
 Posed the question…
 Do all students with social cognitive deficits require
speech and language as a part of their IEP?
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Other districts using classroom model for
intervention
◦ Appleton Area School district
 SLP as a instructor
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WAWM wanted a co-taught model initially
between SLPs and Special Education teacher
◦ Special Education staff to take over the instruction
once trained in intervention approach and familiar
curriculum.
◦ Can be used as elective credit or as English credit
through the IEP
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Curriculum combined many excellent resources
available to address social functioning into one
place
◦ Social Thinking® Books and Materials
 Think Social!, Inside Out, Worksheet books (x2), Socially
Curious, Social Fortune Social Fate, Social Behavior Mapping,
Should I or Shouldn't I?
◦ The Zones of Regulation ®-Kuypuers
◦ Spotlight on Social Skills, Adolescent ®- LoGiudice
Johnson
◦ Saying One thing, Meaning Another ®-Spector
◦ Becoming a Self Advocate®
◦ Group Activities to foster social functioning, inferencing
and group thinking
 Apples to Apples, Charades, Headbands, etc.
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Started as a one year course and has evolved into a 2 year course.
Units1. Expected versus Unexpected Behaviors in a group.
2. Our whole body and mind helps us be a part of a group.
3. Zones of Regulation
4. Self awareness and self monitoring of emotions.
5. Self-awareness of and self-monitoring behavior in a group
6. Figuring out what people mean by what they say.
7. Learning more about observing others.
8. Using language to interact with others: the 4 steps of
communication
9. Using language to interact with others: Practical conversational
strategies
10. Using language to interact with others: Common mistakes and
strategies
11. Exploring relationships
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Autism Program
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Students are in regular education programming
Enrolled in Social Inquiry class
Enrolled in Adult Living (if applicable)
Have access to “home base”
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Check-in
Sensory needs
Academic support
De-escalation
Processing
◦ Peer mentors
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Nathan Hale
◦ Year 1-Eight students, majority freshmen
◦ Year 2-Eight students, various grade levels
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Central High School
◦ Year 1- Four students, freshman/sophomores
◦ Year 2- Three students, seniors
 Attrition Lost two students to transfer. Two were removed from
classes and receive services one-on-one due to resistant
nature.
Day of Week
Daof Week
Monday
Sample Learning Target
-Zone Reflection/Check-In
-Large group instruction (co-taught)
Students will demonstrate understanding of
embarrassment and persistence.
(10.SL.1/12.SL.1)
Tuesday
-Zone Reflection/Check-In
-Small group break-out
Students will be able to demonstrate
understanding of the social fake.
(10.SL.1/12.SL.1)
Wednesday
-Zone Reflection/Check-In
-Large group instruction
Students will identify their personal reactions to
challenges and how others may be affected.
(10.SL.4/12.SL.4)
Thursday
-Zone Reflection/Check-in
-Small group break-up
Students will identify situations that require
persistence, level of ease, and effective
strategies. (10.SL.4/12.SL.4)
Friday
-Zone Reflection/Check-in
-Review-Steps to join and remain in groups
-Social activities/Group project
Students will utilize social communication skills
during peer interaction. (10.SL.3/12.SL.3)
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Learning Target: Students will be able to
demonstrate understanding of the ‘social
fake’.
◦ Zone Reflection/Check-In
◦ Discuss and simplify steps of the social fake
 Social Thinking® Worksheets for Tweens and Teens
Pg. 156
◦ Discuss why we use the social fake
◦ ”The Middle” clip (Sue needs glasses)
 https://www.youtube.com/watch?v=uv_fr0MNM6Y
◦ Analyze video
◦ Ticket to leave: Name a situation when you have or
should have used the social fake.
Day of Week
Daof Week
Monday
-Zone Reflection/Check-In
-”Big Bang Theory” Clip (Sheldon Barber Clip)
http://www.youtube.com/watch?v=bu5M2Rbx
ZZE
Learning Target
Students will use evidence to make predictions
about actions of others (10.SL.6/12.SL.6)
-Make the guess discussion and worksheet
p. 44
-Self-Advocacy Quiz
Tuesday
-Zone Reflection/Check-In
-Observing Others Hunt (IMC, Hallway, Main
Office/discussion p.45
(10.SL.6/12.SL.6)
Wednesday
-Zone Reflection/Check-In
-Defining Inferencing
-Inferencing Where/Who-Scenario based
question and answer
(10.SL.6/12.SL.6)
Day of Week
Learning Target
Thursday
-Zone Reflection/Check-In
-Inferencing Riddle Card Game(Occupations
and Places
-Activity “Using Information to Make
Inferences”-Students brought favorite
fictional book/teacher provides Harry Potter
Chapter
Students will use evidence to make
predictions about actions of others
(10.SL.6/12.SL.6)
Friday
-Zone Reflection/Check-In
-Post Secondary Topics (graduation
requirements, College/trades)
-Self-Advocacy Lecture/Power Point
Students will be able to define the
importance of and terminology associated
with self-advocacy
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Social Cognitive services need to be introduced at
a much earlier stage in development than high
school.
Coursework cannot be rushed or follow a set
timeline. As this is an intervention, we need to
be sensitive to the rate in which our students are
grasping concepts.
Self-Advocacy coursework can be integrated, but
should be a stand alone class.
Carry over into regular education.
◦ Need more time to collaborate and follow up with staff
on skills learned in Social Inquiry
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Executive functioning deficits are just as
much of a challenge to many of our students
as their social defects.
There is still a need to deliver
Social/Pragmatic Language intervention as a
service.
Class sizes need to remain small and
students thoughtfully selected.
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We hope to continue enrollment in Social Inquiry
We hope to be able to deliver Becoming a Self
Advocate™ as a separate course to
upperclassmen to aide in the transition to post
secondary education or to the work force.
Incorporate more supports to develop executive
functioning skills and support this development
across the school day.
As more sections of Social Inquiry are added, we
hope to group students based on Social
Communication Profile® instead of grade level or
years of exposure.
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Social Cognitive deficits never go away.
◦ Social expectations change throughout lifetime
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With intervention, individuals can make
tremendous gains in comparison to themselves
in terms of social functioning.
Social relatedness is crucial for success in school,
employment and in personal relationships, so
any improvement in this area can make a huge
impact on a person’s life.
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www.socialthinking.com -Michelle Garcia Winner
◦ Links
What is Social Thinking?
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Core Facts and Theories
 Social Thinking at School
Books
Crooke, P. and Winner, M. (2011). Social Fortune or Social Fate? San Jose, CA: Social Thinking
Publishing.
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Hendrix, R., Palmer, K.Z., Tarshis, N. and Winner, M.G. (2013). The Incredible Flexible You: A Social
Thinking Curriculum for the Preschool and Early Elementary Years. San Jose, CA: Social Thinking
Publishing.
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Kuypers, L.M. (2011). The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and
Emotional Control. San Jose, CA: Social Thinking Publishing.
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Winner, M.G. (2000). Inside Out: What Makes A Person with Social Cognitive Deficits Tick? San Jose, CA:
Social Thinking Publishing.
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Winner, M.G. (2005). Think Social! A Social Thinking Curriculum for School-Age Students. San Jose, CA:
Social Thinking Publishing.
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Winner, M.G. (2007). Social Behavior Mapping . San Jose, CA: Social Thinking Publishing.
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Winner, M.G. (2007). Thinking About YOU Thinking About ME. San Jose, CA: Social Thinking Publishing.
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Winner, M.G. (2011). Social Thinking® Worksheets for Tweens and Teens: Learning to Read in Between
the Social Lines. San Jose, CA: Social Thinking Publishing.
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Winner, M.G. (2014). Thinksheets for Teaching Social Thinking and Related Skills. San Jose, CA: Think
Social Publishing.
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Winner, M. and Crooke, P. (2009). Socially Curious and Curiously Social. San Jose, CA: Social Thinking
Publishing.
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Cyrul Spector, C. (1997). Saying one Thing, Meaning Another. Eau Claire, WI: Thinking Publications
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Hebgen, L., & Klein, M. (2006). Becoming A Self-Advocate. Southwest Wisconsin Technical College, WI: Equal
Opportunity Employer and Education
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LoGiudice, C., & Johnson, P. (2008). Spotlight on (TM) Social Skills, Adolescent. East Moline, IL: Linguisystems
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http://www.autism-society.org/news/message-from-autism-society.html
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www.psyciatry.org
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DSM-V information
Common Core
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http://www.corestandards.org/ELA-Literacy/SL