“Socially Savvy & Emotionally Equipped”: Strategies to teach Social/Emotional Skills

1. “Socially Savvy & Emotionally Equipped”: Strategies to teach Social/Emotional Skills Jill D. Kuzma, M.A., CCC-SLP Speech-Language Pathologist Social-Emotional Skill Teacher http://jillkuzma.wordpress.com jill_kuzma@yahoo.com

2. Cute Kid Quote Just prior to starting a small group lesson, kindergarten student, Carter was trying to pay attention. When prompted to listen he said, “But, the guys are having a birthday party in my head!” Kuzma, 2/2010 - http://jillkuzma.wordpress.com

3. Cute Kid Quote A student teacher started in an autism classroom. After a couple of days, Johnny asks, “Is Miss Benton just a background actor?” Kuzma, 2/2010 - http://jillkuzma.wordpress.com

4. Cute Kid Quote 1st grade Jacob asks Mrs. Jenkins, a paraprofessional: “Do you have autism?” Kuzma, 2/2010 - http://jillkuzma.wordpress.com

5. Cute Kid Quotes On explaining relationships, one 3rd grader reveals, “Everyone has a different armpit smell. That’s how a woman can find a really good man is by finding the one with the smell they like the best!” Created by Jill D. Kuzma 2/09

6. Cute Kid Quotes 3rd grade Ryan tells Mrs. Kuzma: “Remember the day you were psychotic?” Created by Jill D. Kuzma 2/09

7. Teaching “Social Skills” – involves 2 frameworks Behavioral Social Skills - the traditional idea about what “social skills” are - instructional methods typically include scripts, role plays, conversation strategies Cognitive Social Skills –NEW framework to look at Social Skills! - “Thinking” in a social manner! - perspective taking and self-monitoring to fit the context - instructional methods emerge from cognitive-behavioral strategies, video modeling, cooperative group activities Kuzma, 2/2010 - http://jillkuzma.wordpress.com

8. Kids with “Social Thinking” challenges do not implicitlylearn social skills like other kids do. We need to explicitly teach what is usually implicitly learned by others. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

9. How do Social Cognitive Deficits impact students? Social Skills Emotional Skills Academic Skills Behavioral Skills Organizational Skills Kuzma, 2/2010 - http://jillkuzma.wordpress.com

10. Impact on Social Skills …expressing his opinions in class discussions. … showing tolerance for contrasting opinions of his classmates respectfully. …initiating work with a partner or enter a small group when the teacher requests students to do so independently. … understanding his role in cooperative group learning activities such as science labs, group projects, or book study circles. …interpreting non-verbal cues from the teacher during instruction. ….understanding the impression he leaves with others. ….showing interest in other people’s interests and experiences. A student may have difficulty…. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

11. Impact on Emotional Skills … showing tolerance for contrasting opinions of his classmates respectfully. …transitioning between activities independently. …calming himself if he becomes frustrated with his independent work. …expressing more abstract difficult feelings such as frustration, disappointment, embarrassment that may occur throughout the day. …with aspects of competitiveness – insists on winning or inflexible about rules. …with large emotional breakdowns to mild triggers – seem explosive orimpulsive. A student may have difficulty…. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

12. Impact on Academic Skills ….with reading comprehension, infering character’s emotions and intensions in literacy activities. ….exploring the main idea of a topic, especially with fiction. ….sorting out relevant details versus details that are interesting, but not the most important. ….interpreting and using figurative language in fiction, poetry, etc. ….understanding their role in group learning projects. A student may have difficulty…. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

13. Impact on Behavioral Skills …calming himself when he becomes agitated by unexpected peer responses. …getting started on his work during a student work time. …handling disappointment or feelings of being excluded when he is not called on immediately or chosen by peers for partner work. ….adjusting to slight changes in behavior expectations as he transitions between different teachers with varying styles. ….completing obligatory tasks not of their own liking. A student may have difficulty…. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

14. Impact on Organization Skills ….. prioritizing steps to complete a multi-part assignment or long term project …keeping track of papers and class materials …turning in assignments that the child completed. … time management. A student may have difficulty…. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

15. If you are….LOST…CONFUSED….. OVERWHELMED….. Consider teaching some Social Cognitive principles first to lay the foundation to work on other social skills. • There are 3 aspects to teaching Social Thinking skills: • Realize other people have a different frame of mind • 2) Learn how to figure out what other people are • thinking and feeling • 3) Use this knowledge to self-adjust your own • social behaviors to fit the social situation so • the other people view you favorably. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

16. http://jillkuzma.wordpress.com Check out the site for over 100 free downloads of PDF documents supporting all of these strategies! Kuzma, 2/2010 - http://jillkuzma.wordpress.com

17. Teaching Ideas Social Sense Talking & Thinking Bubbles Brain and Body in the Group Flexible Thinking Problem Continuum Transitions Social Filter Zones of Regulation Tattling Friend Files

18. Social Sense Created by Jill D. Kuzma 2/09

19. Your “Social Sense” “Social Smarts” • Carol Gray’s lesson, but directed toward the target students • Explain why they come for group or service • Use as a “vocabulary cue” from then on Kuzma 8/2011 - http://jillkuzma.wordpress.com

20. Bubbles Talking Bubbles Words that come out of my mouth Public - other people can hear my talking bubble words Talking bubble words can affect how other people feel Thinking Bubbles Words that I think inside my head Private - no one can hear my talking bubble words Talking bubble words are secret, so they cannot hurt other people’s feelings. But, be careful! If you have hurtful words, Don’t pop your thinking bubble! Created by Jill D. Kuzma 2/09

21. Talking and Thinking Bubbles Over your head Storybooks Paused on the TV Created by Jill D. Kuzma 2/09

22. Movie/TV Clip Analysis with Bubbles Present movie clips and ask the following perspective-taking questions: • “How does ____ feel?” • “How do you know he/she feels that way?” • “What does ____ want?” • “What does ____ really mean when he/she said____” Example clips: Saved by the Bell, 3rd Rock from the Sun, Survivor, Thomas the Tank Engine, Suite Life of Zack and Cody. Kuzma 8/2011 - http://jillkuzma.wordpress.com

23. Brain and Body in the Group Targets: non-verbal cues associated with being perceived as part of a group, joint attention to the group topic, topic maintenance Playdoh and post-it notes Activities: Playdoh balls, tiny playdoh brains & post-it note topics, role play “right & wrong” way, draw “right/wrong” with talking & thinking bubbles, generalize the vocabulary Source: Michelle Garcia Winner, (2006) Think Social www.socialthinking.com Kuzma 8/2011 - http://jillkuzma.wordpress.com

24. Brain & Body in the Group Kuzma 8/2011 - http://jillkuzma.wordpress.com

25. The premise of SUPERFLEX…. Being a Flexible Thinker Kuzma, 2/2010 - http://jillkuzma.wordpress.com Uses a “Superhero” theme staring the main character, “SUPERFLEX”! Along with his sidekick, “Bark”, SuperFlex guides the children of “Social Town”, helping them to be flexible thinkers. SuperFlex strives to defeat his nemesis, “Rock Brain” and his team of “Unthinkables”. This villainous team consists of 14 bad guys that each represent a form of inflexible social behaviors.

26. Introduction: “Look what I have…” Fun to play with Squishy, flexible Could use with other people Not fun to play with Hard, cold Could hurt someone LINK: Kind of like friendships too.. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

27. Rock Thinkers • Only 1 way to fix a problem • No fun to play with. They are hard to talk to – like a rock! They can hurt feelings and friendships Think only about themselves Kuzma, 2/2010 - http://jillkuzma.wordpress.com

28. Flexible Thinkers • Find many ways to fix a problem • Fun to play with! • Accept other people’s ideas • Helpful to others • Try new things • Think about themselves AND other people Kuzma, 2/2010 - http://jillkuzma.wordpress.com

29. Rock and Flexible ThinkerRole Plays & Audience Voting Sticks Kuzma, 2/2010 - http://jillkuzma.wordpress.com

30. Read Aloud Books: Kuzma, 2/2010 - http://jillkuzma.wordpress.com WALLACE’s LISTS (BOTNER & KRUGLIK) BREAD AND JAM FOR FRANCES   (R. HOBAN) BEATRICE DOESN’T WANT TO (L. MUNSINGER) LLAMA LLAMA MAD AT MAMA (A. DEWDNEY) BEING SELFISH (“Help me Be Good” series – J BERRY Book Discussion: What were the character’s Rock Thinking actions & Flexible Thinking actions? What was reason the character started being a more flexible thinker?) Make a T-chart

31. Wallace: Rock Thinking Actions Wallace: Flexible Thinking Actions Kuzma, 2/2010 - http://jillkuzma.wordpress.com

32. Made with the Comic Life application Information at: www.comic-life.en.softonic.com Kuzma, 2/2010 - http://jillkuzma.wordpress.com

33. Application: “What was your Flexible Thinking moment today?” • Classroom Meeting time • Exit Slips • Dinnertime “Table Talk” • Check-in before small group lesson Kuzma, 2/2010 - http://jillkuzma.wordpress.com

34. Problem ContinuumTeach about matching intensity of emotional reactions to the “size of the problem” Created by: Jill Kuzma, 1/2010 - http://jillkuzma.wordpress.com Kuzma, 2/2010 - http://jillkuzma.wordpress.com

35. Problem Continuum Kuzma, 2/2010 - http://jillkuzma.wordpress.com

36. Problem Continuum Kuzma, 2/2010 - http://jillkuzma.wordpress.com

37. Feeling Families • Feeling Families • Happy • Mad • Sad • Scared (includes worry & anxiety) Created by Jill D. Kuzma 2/09

38. Emotion Teaching Ideas Facial Feature Games Feature Memory game Emotional Eye Identification Kuzma, 2/2010 - http://jillkuzma.wordpress.com

39. The Self-Talk Walk: Sportsmanship Feelings • This is an activity that kids can do before playing a game where sportsmanship behavior is an issue. • Props: 6 sheets of brown paper cut into the shape of stepping stones. Write one of following statements on each “stone” • “I’m playing to have fun.” • “It’s okay if I do not win” • “I will keep playing the game, even if I get behind.” • “It’s okay to go 2nd or 3rd” • “I am a flexible thinker” • “This will be a fun game” Place the stones in a line on the floor leading up to the game space. Students step on each stone and read the affirmation aloud as they enter the game space. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

40. Teaching about Transitions Jill D Kuzma, M.A., CCC-SLP, http://jillkuzma.wordpress.com

41. Role play using each tool. Choose one difficult transition instance to try the tool with for a week, etc. Use self-eval form Look at the student’s schedule and star the transition occurrences Jill D Kuzma, http://jillkuzma.wordpress.com

42. Jill D Kuzma, http://jillkuzma.wordpress.com

43. Social Filter Water filter analogy - traps the harmful dirt and germs, so only the “good” stuff comes through the filter Social Filter - traps the harmful words, so only kind words come through Relate to “Don’t pop your thinking bubble!” Created by Jill D. Kuzma 2/09

44. Social Filter Created by Jill D. Kuzma 2/09

45. Social Filter Created by Jill D. Kuzma 2/09

46. The Zones of Regulation • teach students about self-regulation and controlling difficult emotions • by Leah Kuypers, M.A., Ed, OT/L. The “Zones of Regulation”, are described by the author as, “….. a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. The Zones curriculum provides strategies to teach students to become more aware of, and independent in, controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.” • This curriculum weaves principals from the field of sensory integration, use of the 5 Point Scale (Dunn-Buron & Curtis, www.5pointscale.com) and the principles of social cognition as described by the great Michelle Garcia Winner, (www.socialthinking.com). • Check out the website at: www.zonesofregulation.com – cost of curriculum is $42 Kuzma, 2/2010 - http://jillkuzma.wordpress.com

47. Kuzma, 2/2010 - http://jillkuzma.wordpress.com

48. The Social Skills Picture Book, Jed Baker “Right Way” & “Wrong Way” Role Play Topics include: Interrupting, Starting/Maintaining topic of conversation about the present/about the past, Ending a conversation, etc. • Book: My Mouth is a Volcano! (Julia Cook) - about Interrupting - MAR*CO Products An Interrupting Visual Cue - two talking bubbles colliding Created by Jill D. Kuzma 2/09

49. Interrupting - Volcano Created by Jill D. Kuzma 2/09

50. Conversation Menu classroom snack time, lunchroom, or dinner table. “Menu” format of conversation topics Outside Inside Created by Jill D. Kuzma 2/09