Executive Functioning & Social Thinking How it impacts one’s perception

Perception The process of attaining awareness or understanding of sensory information from ones environmental surroundings to form a perspective

Complexities of Perspective Taking…  Perspective within conversations becomes the ability to interrupt both…  Verbal message of language  The non-verbal message of body language

Immediate Perspective Taking 1.You think about the other person as soon as you see them. 2.The other person thinks about you as soon as they see you. 3.You think about what the other person is thinking about you…and you adjust your behavior accordingly to how you wan them to perceive you. 4.The other person thinks about what you think about them…and they adjust their behavior accordingly to how they want you to perceive them.

Autism Spectrum Disorder DSM – IV  Three domains:  Social Interactions  Communication  Restricted Repetitive & Stereotyped Patterns of Behavior DSM – V (proposed)  Three domains become two:  Social/Communication Deficits  Fixated Interests and Repetitive Restrictive Behaviors (RRBs)  Severity Levels  Level 3: requiring very substantial support  Level 2: requiring substantial support  Level 1: requiring support

Executive Functioning “Executive Functions refers to a group of neuropsychological skills that allow a person to maintain an appropriate problem-solving set in order to attain a goal…various constructs subsumed under executive functions include planning and particularly flexibility or set-shifting are thought to be skills most affected in autism.” (A. Klin, et.al. 2002) Researchers Agree the Common Skills Associated Effect: Organization & Planning including Time Management – Prioritizing Working-Memory (holding information while solving problems) Inhibition and Impulse Control Understanding Complex and Abstract Concepts Applying New Strategies

The Executive Skills Metacognitive -Goal Setting -Planning -Sequencing -Organization -Time Management -Task Initiation -Task Persistence -Self Monitoring -Working Memory -Set Shifting Social/Emotional Regulation -Response Inhibition (impulse control) -Emotional Control -Adaptability What tools are we using?

Challenges that Impact Active Engagement Neurodevelopmental difference causing a significant impact… Predicting that others are a source of assistance Predicting that others are a source of engagement or pleasure Predicting the sequence of activities Predicting the steps within each activity Predicting what to say Predicting how to engage in activities Predicting how to regulate emotions in a manner sensitive to others Predicting the purpose of academic and social activities

As a Result, Children with Social Learning Differences …  May not realize that others can be a source of help as evidence by limited initiations and reduced rates of spontaneous communication  May not realize that others can be a source of emotional support & engagement as evidence by difficulties responding to bids for interaction and a limited range of communication for social purposes  May not realize that others are a source of information as evidence by the use of unconventional gestures, language and coping strategies as those learned through social imitation

 May not know what to expect as evidence by difficulties with transitions initiated by others  May not be motivated to engage in tasks initiated by others as they may not be able to determine the steps within the task as well as why they are being asked to engage in the task  May have limited trust in others as evidence by heightened anxiety, frequent activity avoidance and/or aggression towards others; miscommunication and lack of predictability often leads to a history of repeated failure in social situations and negative emotional memory. As a Result, Children with Social Learning Differences …

The Executive Skills Metacognitive -Goal Setting -Planning -Sequencing -Organization -Time Management -Task Initiation -Task Persistence -Self Monitoring -Working Memory -Set Shifting Social/Emotional Regulation -Response Inhibition (impulse control) -Emotional Control -Adaptability Student Example Technology Supports

Resources  Share Apps or Other Technology Resources

So…What do we do now? Resource Review Discussion Philosophical Shift Participation Model

They’re not lazy!! Work on the assumption that this is NOT a behavioral problem. Rather, assume that it’s a skill deficit with a neurological cause. Assume the student doesn’t have, or can’t use, the skills. Use explicit teaching strategies to teach these skills.

Social Thinking – The Bigger Picture

ILAUGH model  I – initiation  L – listening with eyes and brain  A – abstract and inferential language/communication  U – understanding perspectives  G – Gestalt processing / getting the big picture  H – humor and human relatedness Acronym representing the many different concepts we each need to consider and respond to in order to 1) relate to those around us, 2) interpret social information in academic lessons, 3) express ourselves in writing Social Thinking: Michelle Garcia Winners & Pamela Crooke

Video – Social Thinking  Stop after the ‘rubber chicken’

Teaching Social Thinking - Discussion Four Steps of Communication 1.Thinking about others and how they think about me 2.Body proximity, body language & body movement 3.Eyes have thoughts 4.Use of language to show people our thought  Share Example of “When People Enter the Room”

Autism Self Advocates Brian King Wendy Lawson ww.mugsy.org/wendy Temple Grandin Lars Perner John Elder Robinson or Stephen Shore Sarah Stup Daniel Tammer Donna Williams

Technology Resources