Part 2 of this two-part series explores
- Strategies to use Social Thinking Vocabulary to make abstract social concepts more concrete
- Practical examples for guiding social learners to build social competencies in conversations, executive functions, self-regulation, perspective taking, and more
Part 1 of this two-part series introduces two core teaching frameworks, multiple tools, and practical strategies as part of the Social Thinking® Methodology’s concrete vocabulary. Discover social emotional learning strategies for teaching how the social world works to guide planning.
Part 2: Strategies and Concepts for How to Navigate to Regulate in the Social World
Series Name: Social Thinking Vocabulary and Strategies
Replay access through September 30
Who should attend
Understanding how the social world works forms the foundation for learning how to navigate to regulate in the social world, whether alone or sharing space with others. This course, Part 2 of The Social World series, provides practical tools and logical examples of how to teach social learners how to navigate within the social world through the lens of social responsibility and learning about one’s own and others’ social thinking.
We investigate how to teach conversational language by deconstructing the components, including how people share an imagination in the process. Attendees will also take a deeper look at how thoughts, feelings, actions and reactions are linked to social situations, the people present, and what is happening through the framework called Social Behavior Mapping. Attendees will also learn strategies for dealing with the size of the problem, flexible thinking, and self-regulation as we consider how to think more deeply about social concepts required for navigation and regulation in school, home, and online learning environments.
Who Should Attend
The Social Thinking Methodology is used by a wide variety of professionals; including speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
About this Series
The Social World
Using the 4 Steps of Communication and the Social Thinking–Social Competency Model as a backdrop, attendees will learn about the role of social attention, interpretation, problem solving, and social responses as part of navigating the social world. We explore how to teach, and learn the evidence base for, core teaching frameworks and a handful of unique and practical strategies based on the Social Thinking Vocabulary. Attendees will learn how one’s social attention to the situation and people in the situation can encourage understanding of the expected behaviors for that social context. We also describe ways to teach interpreting and responding by making smart guesses to discover hidden social rules and the relationship to social emotional learning.
In The Social World – Part 1: Practical Vocabulary and Concepts for Teaching How It Works of this two-part series, we introduce two core teaching frameworks and a handful of concrete Social Thinking Vocabulary to use with individuals of different ages and social learning characteristics. Learn practical ways to make abstract social concepts more concrete. Understand the foundation of evidence underlying the tools.
In The Social World – Part 2: Practical Vocabulary and Concepts to Navigate to Regulate you will learn additional Social Thinking Vocabulary to make abstract social concepts more concrete. We describe examples for guiding social learners to build social competencies in conversations, executive functions, self-awareness, self-regulation, perspective taking, and flexible thinking.
Learning Objectives and Agenda
Participants will be able to:
- Explain how sharing an imagination is connected to the fourth step (i.e., language) in the Four Steps of Communication and the reasoning underlying the order.
- Describe an activity that uses visual supports for teaching individuals the three language components of a conversation: add-a-thought, ask questions, and supportive comments.
- Describe two examples of lessons using tele-education or teletherapy to teach concepts or vocabulary from the Social Thinking® Methodology.
- Explain what is meant by the Social Emotional Chain Reaction and give one example of how to teach it.
- 1 hour and 20 minutes
- Explore how to teach social language to encourage conversation.
- Discuss the deeper role vocabulary in triggering concepts.
- 2 hours and 10 minutes
- Discover tools for teaching social self-regulation, emotional understanding, emotion compression, with mention of the Superflex and The Zones of Regulation curricula.
- Previously Recorded Q & A Session
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