Friendship Group. Wednesdays from 10:00-10:45
April 2013
Using Video Social Stories to Teach Expected/Unexpected Behaviors
This month we've been using social skills videos and our Social Behavior Mapping Skills to determine how to enter a conversation, take turns when talking to others, how to invite others to play, how to ask for help in the classroom. Below is an example of a video we watched and mapped out as a team.
http://www.youtube.com/watch?v=3RjRZ9jMfs0&safety_mode=true&persist_safety_mode=1&safe=active
February 2013
Students in Friendship Groups have taken on Social Detective Work of their own!
Students are using Social Mapping skills and expected behaviors to map out their own social skills videos! Together students are developing scripts, props and plans for making social skills videos of expected and unexpected videos.
Once complete, we taught our younger Friendship Group expected and unexpected behaviors using our own videos. We have some future stars amongst us!
Autism Teaching Strategies: Worry Cards
January 2013
Children with ASD’s deal with a lot of anxiety. Here is a card-based activity to use with individuals and small groups. It’s designed to help kids to talk about their anxiety, learn something about what causes it, and begin to explore ways to help themselves.
These cards were introduced to our Friendship Group to help students identify feelings, problems and begin to help problem solving using strategies they already know to help someone else. Steps are used to effectively release students to begin to identify their problems within the characters used on the worry cards.
The characters in the cards:
Lisa: She makes negative predictions about what people are
thinking about her.
Rick: He assumes that if bad things happened before, then
they will continue to occur in the future.
Mary: She views the world as a place full of danger and
peril.
Jeremy: He has “sensory issues” which make him dread
unpleasant sounds, textures, smells, etc.
Tony: He craves sameness and he fears the unexpected.
Jasmine: She lacks confidence in her ability to deal with
new challenges.
Ted: His body (breathing, muscle tension, sweating, etc)
overreacts to stress.
Kayla: She gets panicky when she is away from her family
and her home.
If you'd like more information or where to find these worry cards for your home, please contact Ms. Lemley.
These cards were introduced to our Friendship Group to help students identify feelings, problems and begin to help problem solving using strategies they already know to help someone else. Steps are used to effectively release students to begin to identify their problems within the characters used on the worry cards.
The characters in the cards:
Lisa: She makes negative predictions about what people are
thinking about her.
Rick: He assumes that if bad things happened before, then
they will continue to occur in the future.
Mary: She views the world as a place full of danger and
peril.
Jeremy: He has “sensory issues” which make him dread
unpleasant sounds, textures, smells, etc.
Tony: He craves sameness and he fears the unexpected.
Jasmine: She lacks confidence in her ability to deal with
new challenges.
Ted: His body (breathing, muscle tension, sweating, etc)
overreacts to stress.
Kayla: She gets panicky when she is away from her family
and her home.
If you'd like more information or where to find these worry cards for your home, please contact Ms. Lemley.
Glitches, Big Problems and Solutions...Oh My!!
November 2012
Today in Friendship Group we worked on Social Problem Solving. We first read a story about problems and different LEVELS of problems. We were then introduced to the graphic on the left. This visual chart is intended to support students in identifying the level of problem they may be experiencing and an appropriate reaction to their problem. We then broke into groups and discussed examples of: glitches, small problems, medium and big problems. For example a glitch might be losing a game, breaking a toy or pencil, forgetting homework or losing something. A BIG problem would be a hurricane, earthquake or other detrimental natural disaster.
General Education teachers also have this graph to support students in the classroom and help them to identify the severity of their problem and problem solve through them.
Here are just a few of the strategies for getting through a glitch:
1. Take 3 deep breaths
2. Count to 10
3. Ask for help
4. Walk away for a minute
5. Take a 3 minute break
6. Say "Oh no" or "It's just a glitch, I'll be ok"
Today in Friendship Group we worked on Social Problem Solving. We first read a story about problems and different LEVELS of problems. We were then introduced to the graphic on the left. This visual chart is intended to support students in identifying the level of problem they may be experiencing and an appropriate reaction to their problem. We then broke into groups and discussed examples of: glitches, small problems, medium and big problems. For example a glitch might be losing a game, breaking a toy or pencil, forgetting homework or losing something. A BIG problem would be a hurricane, earthquake or other detrimental natural disaster.
General Education teachers also have this graph to support students in the classroom and help them to identify the severity of their problem and problem solve through them.
Here are just a few of the strategies for getting through a glitch:
1. Take 3 deep breaths
2. Count to 10
3. Ask for help
4. Walk away for a minute
5. Take a 3 minute break
6. Say "Oh no" or "It's just a glitch, I'll be ok"
Social Behavior Mapping
Ex. of a social behavior map . Both expected and
unexpected behaviors are targeted.
In Friendship Group, understanding consequences, feelings of ourselves and others and outcomes of our actions and others. We use these when watching mock scenarios between individuals to address feelings and the behaviors that affected the outcome.
Eventually, we'll role play scenarios and address behaviors, both expected and unexpected, to problem solve and reinforce expected behaviors with students.
Eventually, we'll role play scenarios and address behaviors, both expected and unexpected, to problem solve and reinforce expected behaviors with students.
Whole Body Listening.
We've recently read a book called "Whole Body Listening Larry at School" out of our Social Thinking Curriculum. This book teaches students how we listen with more than our ears. It highlights how we listen with our whole body: ears, eyes, mouth, hands, feet, body, brain and heart. Teachers are using this common language in their classroom and a similar image to remind students of whole body listening and expected behaviors in the classroom.
Expected/Unexpected Behaviors.
We use the terms 'expected' and 'unexpected' behaviors in our classroom as well as throughout our school to remind our students of their actions and what is expected in our school. Here is a student generated list of those behaviors and how they help to identify their behaviors.
EXPECTED BEHAVIORS: UNEXPECTED BEHAVIORS:
Listen with your whole body Hurting others
Pay attention Being rude
Raising Hands Hands on others
Not talking when the teacher is talking Not following directions
Don't distract yourself or others Using foul language
Follow directions Talking when someone else is
Eye contact Looking around/not paying attention
Wandering around
(Body out of the group)
10/10/2012
Friendship Group targeted initiating conversations with peers this week.
We watched examples of videos designed to teach social interactions, then practiced modeling positive behaviors together.
9/26/2012
Over the past few weeks in Friendship Group, we've discussed concepts from Michelle Garcia Winner's social Curriculum. The website http://www.socialthinking.com/ shares many curriculum, resources and concepts that we use in our group. We derive lessons from Think Social!, Superflex, Social Behavior Mapping, Thinking about You Thinking about Me.
A major concept we use in our classroom with regards to behavior is 'expected' and 'unexpected' behaviors. This terminology is used throughout our school: playground, lunch, PE, library, music and general education classes.
In Friendship Group we teach what expected and unexpected behaviors look like, feel like and how they affect ourselves and others. It is in the general education environment that they are reinforced and used as a teaching tool as well as reminder for students to learn about their own behaviors and expectations.
Friendship Group
9/12/2012 10:00-10:45
Each Wednesday from 10:00-10:45 students in 3rd, 4th, and 5th grade gather to learn social skills. Each 2 weeks a summary from the lessons taught will be displayed so the language, lesson and concepts can be shared at home.
Expected/Unexpected Behaviors.
We use the terms 'expected' and 'unexpected' behaviors in our classroom as well as throughout our school to remind our students of their actions and what is expected in our school. Here is a student generated list of those behaviors and how they help to identify their behaviors.
EXPECTED BEHAVIORS: UNEXPECTED BEHAVIORS:
Listen with your whole body Hurting others
Pay attention Being rude
Raising Hands Hands on others
Not talking when the teacher is talking Not following directions
Don't distract yourself or others Using foul language
Follow directions Talking when someone else is
Eye contact Looking around/not paying attention
Wandering around
(Body out of the group)
10/10/2012
Friendship Group targeted initiating conversations with peers this week.
We watched examples of videos designed to teach social interactions, then practiced modeling positive behaviors together.
9/26/2012
Over the past few weeks in Friendship Group, we've discussed concepts from Michelle Garcia Winner's social Curriculum. The website http://www.socialthinking.com/ shares many curriculum, resources and concepts that we use in our group. We derive lessons from Think Social!, Superflex, Social Behavior Mapping, Thinking about You Thinking about Me.
A major concept we use in our classroom with regards to behavior is 'expected' and 'unexpected' behaviors. This terminology is used throughout our school: playground, lunch, PE, library, music and general education classes.
In Friendship Group we teach what expected and unexpected behaviors look like, feel like and how they affect ourselves and others. It is in the general education environment that they are reinforced and used as a teaching tool as well as reminder for students to learn about their own behaviors and expectations.
Friendship Group
9/12/2012 10:00-10:45
Each Wednesday from 10:00-10:45 students in 3rd, 4th, and 5th grade gather to learn social skills. Each 2 weeks a summary from the lessons taught will be displayed so the language, lesson and concepts can be shared at home.