New SCORES Blog & Social Thinking Group Updates

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After battling with the interface for the former SCORES blog and having it eat several of my posts this semester, I’ve made the switch over to WordPress. This is the primary way that I keep parents up-to-date with helpful tools, information, and updates about the topics and skills we are learning in the Social Thinking groups.

If you’d bookmarked the old site, please update to this one. Also, please make sure to click “follow by email” on the sidebar, so that you will automatically be notified when new posts are added. I am in the process of  moving all the tools and resources from the old site to this one and then will shut that site down. I will hopefully have all the resources and tools moved over by the end of the holiday break. I will send out an update when everything is complete.

3d_red_question_mark_button_image_165506Wondering about what exactly is Executive Functioning? Wondering how to help your child  develop homework skills, organizational skills, and better time management? You’re not alone. These questions come up often in my conversations with parents. If it would be helpful to you, I am considering setting up a parent meeting one night early next semester to provide information, strategies, and answer questions regarding strategies you can employ at home to help your child develop his or her executive functioning skills. If this is something that would be helpful to you, please email me and let me know. If we have enough interest, I will make arrangements to open the building one evening and we can discuss ways to make homework less painful and more pleasant at your house. If we don’t have enough interest to set up an evening meeting, I will still be happy to share information one-on-one.

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Now..onto the fun stuff! Your kids have worked tremendously hard learning new social thinking skills and applying them to their classrooms. Hopefully, you’ve seen some application at home as well. If you’re unsure which group your child belongs to, email me and I’ll let you know!

Here’s what we’ve been up to:

1st grade Language/Social Thinking group:  We are increasing our ability to effectively use a visual schedule, think about the “group plan”, be able to determine basic emotions through picture clues, practice Whole Body Listening, answer who/what/where/when questions on topic, use visual supports to identify applicable clues that help us answer basic “why” questions (see the WHY tool below), being able to demonstrate accurate non-verbal representation of actions, and engage in pretend play with objects used in ways that are non-traditional to increase cognitive flexibility.

WHY_Visual

Do “why” questions trip up your child? Do you find yourself thinking “huh?!” with the answers that result? This visual is a helpful tool that you can print and use at home to help support this skill. It helps children attend to the important information in a situation instead of becoming distracted by irrelevant details. When considering “why” something is happening or “why” someone feels the way they do, we need to pay attention to WHO is present, what they are DOING, what OBJECTS are involved, and WHERE  they are. It is important to teach your child to consider context. Actions that are acceptable at home are not necessarily acceptable in other places. A perfect example is a child who has mastered the art of raising his hand to speak at school and then tries to apply that “rule” in all social situations resulting in “weird thoughts” if he raises his hand at a restaurant or playdate. Using this visual does take more time, but by doing so you are helping your child learn to make those cognitive connections that will help him in all academic and social areas. Feel free to click on the image above and download the pdf to use at home.

1st grade Social Thinking group: We had new members join our group this semester, so we’ve spent time building community, learning & reviewing our use of the group plan, thinking with our eyes, body in the group, whole body listening, and engaging in basic social problem solving. The boys have done a marvelous job applying their skills in their classrooms.

This visual is especially helpful when working on developing social problem solving skills. Feel free to click on the image below and download for your use at home. It is helpful to show that there are multiple solutions to a problem and that the cost or benefit of each outcome must be considered when choosing which option is best.problemmap_KH2nd/3rd grade Social Detectives: We have added a new group member and have spent time teambuilding as well as identifying expected and unexpected behaviors that keep our fellow group members feeling calm vs upset.

We have spent time working on increasing our conversational flexibility, taking conversational turns, participating in conversation even when the topic is not of our choice or our particular interest.

We have spent time identifying calming strategies to use when upset and chose the particular strategies that work best for us to keep in our brain “toolbox”. Some of the strategies the kids have identified include:

deep breathing

Balloon breathing visual

 

infinity breathing (2)

 

using a stress ball or glitter bottle

glitter stressball

going to a “calm, dark, still” place

tent

using calming self-talk

self talk

asking for help

help

 

and our favorite, thinking of our happy place.

Swiss_Jungfrau_mountains

We also spent time identifying situations that commonly make us feel stressed and how stress feels in our bodies (tight  muscles, headache, upset stomach, hot, cold, etc.). We then role played situations and used our newly discovered coping skills to practice calming.

We moved onto basic problem solving using the chart above. We discussed the cost/benefit of various choices and practiced in both role play, video-based instruction, and through games.

We’ve progressed into working on basic perspective taking and social inferencing. This is challenging and will definitely be a big focus for the spring semester!

4th grade Social Thinking Experts: The boys have welcomed a new member to the group and have worked on teambuilding and identifying expected & unexpected behaviors that keep the group moving forward or interrupt the group.

We’ve continued to develop our conversation skills including how to tell when others are interested or not interested, how to moderate talk time to keep others interested, and how to take turns in a conversation. The anchor that we use with conversational turn taking is that in a conversation we “toss a ball” between conversation partners. The “ball” does not go in a specific pattern, but it is important to (a) make sure to share the ball with others (no one likes a ball hog!) and (b) to catch the ball, not grab it. We modeled what it feels like at recess when someone grabs a ball away from you in a game (angry/frustrated) and made the connection to that same feeling when you “grab” the conversation away by interrupting or talking on top of others. 

grabdoc

We’ve also worked on developing an understanding of idioms through fiction and everyday conversation.

We’ve targeted coping skills for stress and have worked to self-identify our stress levels and use strategies to calm our systems.

Over the past few weeks, we’ve begun working through a basic understanding of executive functioning, the brain structures that govern executive functioning, common distractors, and time management.

The boys started by learning that three parts of our brain structure guide the decision making process. The amygdala, the hippocampus, and the prefrontal cortex.

brain-poster

Officer Amygdala is the first line of defense.

officeramygdala

He decides immediately whether a situation is a threat that needs to be responded to through fight, flight, or freeze. If so, he responds accordingly. If not, he sends the information along to the pre-frontal cortex.

Yoda_Empire_Strikes_Back

The prefrontal cortex is our wise decision maker. Like Yoda, it takes information from the amygdala and the memories of past experiences from the hippocampus and uses this information to make a decision about how to handle the situation.

Memories2

The hippocampus is our memory keeper. By accessing the memory of past experience or making connections between related events, the prefrontal cortex is able to make wise decisions and keep our responses calm and rational.

The boys then took this information and role played various scenarios determining whether the amygdala should react with fight/flight/freeze or should send it on to Yoda the PFC to problem solve.

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We then started discussing the idea of time management. The boys self-identified various parts of their day at home and school and determined how effectively they use their time. We identified the positive results from effective time management and the costs of ineffective time management. Then they began working on evaluating how effectively they are able to estimate how long a task will take. We did interactive centers that involved time estimation. Each of the boys brought home a time estimation challenge to complete at home this week. If you haven’t heard about it yet, ask them about it. It is due at group on Thursday this week!

brain_eater

Finally, we revisited Superflex and the powers of the Unthinkable, Braineater (which we renamed Brainstealer since the boys decided that Braineater is entirely too zombie-ish!). The boys identified common distractors during their day, their current strategies to stay focused, and how effective (or ineffective) those strategies currently are.

As you can see, we’ve been busy! All the groups will continue to build on their knowledge in 2015 and will become even more amazing Social Thinkers!

Thank you for sharing your amazing, brilliant, oh-so-funny children with me. I wish you all a peaceful holiday and a fantastic 2015!

happy-holidays-cntry1-e1355939173189

 

 

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Social Thinking Group Updates ~ 3rd Nine Weeks

We’ve had a great time in Social Thinking groups over the past 9 weeks. Here are updates about the topics that we’ve tackled…

  • Kindergarten/1st grade group: We’ve been learning the basics of Whole Body Listening and have read the book Whole Body Listening Larry at School. We’ve practiced “looking like Larry” as we attend with our whole body to the group. We’ve continued to work on being able to accurately identify feelings in static examples and beginning to attach the “why” of thoughts to the feelings. We’ve worked on basic play skills including sharing, taking turns, participating in a game even when it is not our preferred activity, and handling winning and losing. Finally, we’ve begun to work on basic social problem solving in book format by reading a story with a problem and then rewinding back to the beginning to find another way to approach the issue that will result in a more positive solution. These boys are working hard!
  • 1st grade group: We began this 9 weeks by studying the Social Detective. The Social Detective is a super smart dude who uses three tools to help him make good social guesses. The tools in the social detective’s toolbag are his EYES, EARS, and BRAIN. He takes the information he sees and hears and runs it through his brain computer to be able to make a smart social guess about what is expected and what might happen next.

    We practiced first with static images and then moved onto short dynamic video clips where the boys had to identify what in the video was expected/unexpected and make a prediction about what might happen next. This is TOUGH, but they became successful Social Detectives!

    Next, we moved on to beginning to learn about Superflex. Superflex is a super hero who uses his flexible brain power to help him defeat a team of Unthinkables. Unthinkables are not “bad guys”, but instead are troublemakers who bother all of us at different times. So far, we’ve learned about defeating Rockbrain (his power is making you get stuck on your own ideas and not flexing to work with the group) and Crankenstein (who makes you fuss and say or do mean things when you don’t get your way). When the boys demonstrated that they knew basic facts about Superflex and were ready to take on the challenge of growing their Superflexible powers, they were awarded with a Superflex cape. They have since earned their first “power badge” for demonstrating the power to defeat Rockbrain. They are currently working on earning their second “power badge” for defeating Crankenstein.

    One of the ways that we’ve practiced defeating Rockbrain was by running obstacle courses on the playground. But there was a catch! At any time in the routine, we would call “freeze” and change the plan. The kids had to be able to switch their activity to match the new direction. 

    2nd grade: We have learned about applying our Superflex knowledge to solve social problems using the 5 Step Power Plan.
    We have also engaged in a long unit on building conversation skills. The students have learned the parts of a conversation and that to maintain a conversation we have to keep the ball bouncing back and forth between participants. We can keep the ball bouncing by asking a follow-up question or comment. At home, you can practice this by encouraging your child to keep the ball bouncing back and forth between conversation partners during family time at dinner or even in the car as you run errands.
    Feel free to download either of the above visuals to help reinforce these concepts at home by clicking on the link below each image.
    3rd grade: During this 3rd nine weeks, we had a great time applying the social thinking concepts that the boys have been working to develop over the past couple of years in a cooperative movie project. The boys were divided into teams and assigned at least two Unthinkables to target. They had to work together to develop a story with a beginning, middle, and end that stayed on-topic. They created storyboards to tell the story, wrote scripts, designed sets from Legos, and then took about a bazillion photographs with digital cameras. I then helped them construct a stop-action movie on the computer where we applied sound effects and the boys recorded their dialogue. 
    The boys had to use many skills that targeted executive functioning including setting a goal, planning, negotiation and compromise, time management, writing skills, and their individual targeted language/articulation goals.
    Our movie premiere was quite the event and a visiting celebrity (Dr. Pena!) attended. The boys were super proud of themselves! And I was so impressed by the high level the boys applied all the social learning that they’ve done. This is a super group of young people!
    Check out their fantastic movie creations here…
    We also finally harvested our garden. All groups were able to harvest a little bit, but unfortunately I only had my camera with me during one of the groups. 😦 So, here are a few shots of the great carrot/broccoli/cauliflower harvest. 
    The kids (and I!) definitely have great appreciation for anyone who lives off the land. 🙂

Social Thinking Group Topics ~ April 2012

I will periodically be posting updates to keep you informed about the topics that your child is learning in Social Thinking group. I suggest  that you subscribe to this blog or follow by email so that you will be aware when new material is posted.

The kids have been working to create “team” names for each individual social group. You should have received an email letting you know what “team” your child is on for reference purposes. If you are unsure, ask your child or shoot me an email. At this point, the only group who does not yet have a name is the 1st/2nd graders. We will be working on a team name soon.

The Cardinalsaurs is a group made up of Kindergarten and 1st grade students. The team name was created by combining two ideas from group members (Cardinals and Dinosaurs!). The great thing is that the kids figured out how to compromise with no guidance from me! I love it! One of the group members has contributed this fantastic drawing of what a Cardinalsaur looks like. 

The Cardinalsaurs have been working on improving joint attention through building projects. Joint attention is the shared focus of two people on an object or other person. Joint attention is a critical skill for social competence. It is necessary in order to reference the people and context of a situation. Social referencing is crucial in order to monitor the actions and feelings of those around us and to help adjust our own actions in response. We’ve worked on building our joint attention through play without verbal communication. One of the favorite activities is to choose an object that we want to build and each member of the team adds a designated number of pieces to the creation. You direct your partner’s actions through your eye gaze by looking directly at the piece you wish for them to pick up and then directing their movement through your eye gaze.

To practice this at home:


 1. Use Legos, K’Nex or any kind of building toy with varied pieces.

 2. Allow your child to initially decide on an object that you will build as a team. One important rule is that no one can speak, they can only communicate through eye gaze. This emphasizes the rule of thumb “what I’m looking at is what I’m thinking about”. The other rule is that you cannot move or remove any piece that another player adds to the creation. This rule allows for practice of flexible thinking when someone’s idea varies from your own. Decide a number of pieces that can be added on each turn (1-3 is recommended).

3. After the first creation is complete, then the next person gets to pick an object. Emphasize that the pictures we create in our minds of the same object may vary. For example, if we are going to build a boat,  you may picture a speedboat, while I might picture a cruise ship. Neither is wrong and we have to be flexible as we build to accept the ideas of others.

This week the Cardinalsaurs are learning the basics of being Social Detectives. A Social Detective uses his eyes, ears, and brain to figure out what others are likely thinking and feeing and make social predictions. If you would like to read The Social Detective by Michelle Garcia Winner feel free to visit the Baldwin SCORES Wiki at mrshively.wikispaces.com.  The book is available for online viewing under the “Superflex” tab on the right sidebar.  If you do not yet have a login for the wiki, please email me and I will send you the login info.

The Social Detective concepts are important because they lay the foundation for learning basic Social Thinking skills. From this point on, we will begin to use the terms “Expected” and “Unexpected” to describe social behaviors. This takes away the connotation of “good” or “bad”, but instead examines behavior from the perspective of whether it is expected in a given situation or not.  For example, crying when you have to transition activities is unexpected while crying because you fall down and scrape your knee is expected. The behavior of crying is not good or bad. Expected behavior creates calm feelings in others and yourself while unexpected behavior creates uncomfortable or upset feelings in others and yourself.

The other terms that we will begin using are “smart guesses” or “wacky guesses”. Using the Social Detective tools (eyes, ears, brain) allow us to make “smart guesses” about what others are thinking or feeling and predict what may happen next. When we do not use these tools our guesses tend to be wacky and off-base.

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The soon-to-be-named group is made up of 1st and 2nd grade students and the Thinkables are a group of 3rd, 4th, and 5th grade students. Both groups are currently working on expanding their knowledge of the Superflex strategies and techniques to defeat Braineater. Braineater is one of the Unthinkables that is a troublemaker for all of us at one time or another. Braineater causes us to be distracted and make our brain leave the group.

Watch the Superflex page on the right sidebar for various visual tools that I am in the process of uploading. So far the kids have learned about defeating Rockbrain and Glassman. You can also check the SCORES wiki for access to the Superflex books to read from home. If you do not have a username or password, email me and I will make sure you have access to the wiki. The wiki address is: mrshively.wikispaces.com. 

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The 5th Grade Transition group is focusing on preparing for the transition to middle school. This is an exciting and anxious time for students who are moving into this new setting. We are preparing through video clips and discussion about questions and concerns that they have. I have created a series of 20 short video clips of current 8th grade students providing information on topics that they wish someone had told them before they entered 6th grade. Here are the first two clips:
#1 – Reputation Begins on Day 1
#2 – What if I Don’t Get a Class I Want?
More clips will be uploaded as we work on them as a group in class. It would be a good idea to have these clips available from home in the summer before the school year begins in August.