Social Thinking Group Updates

We've had a great time over the past month in all of the Social Thinking groups. Here are some highlights of our learning activities.

Kinder only group:  We've worked on a combination of activities focusing on language development (correct prepositional use, pronouns, descriptive words and sequencing). We've also worked on identifying expected behaviors for indoor play and outdoor play. We've practiced playing free center  activities, playing on the playground, and how to play tag in a group.

Kinder/1st grade group: We've spent a lot of time on play skills including indoor and outdoor play. We've identified expected and unexpected behavior for both and spent time practicing how to play in ways that create good thoughts and feelings in others in both free play settings as well as cooperative learning groups.

2nd grade group: We've begun to delve into the Superflex curriculum. We have learned how to defeat Rockbrain, Blurting Bob, and Braineater. We've studied in-the-brain distractors (such as recurrent thoughts, worries, or preferred topics) and out-of-the-brain distractors. We've practiced finding strategies that will help us get our brain back in the group.

5th grade: We started off the semester designing Vision Boards. We first brainstormed all the parts of a balanced life (social relationships, education, health, leisure, work/school, goals) and created boards with picture representations of our goals in each of these areas. These vision boards help us relate our social thinking skills to personal goals for each student. We've also focused on in-the-brain and out-of-the-brain distractors and strategies to help refocus attention. We have spent time revisiting the nonverbal cues that show others that we are listening and paying attention in class. A very important connection that we have been discussing is deciding what thought we want to create in others and remembering to show our listening through non-verbal behaviors even if we can listen without those non-verbals. For example, some students argue that they don't need to turn their eyes or shoulders toward the teacher to listen in class. We acknowledge that many students on the Autism spectrum can listen and learn without turning toward the teacher, but turning your eyes and shoulders toward the teacher and raising your hand to ask/answer questions tells the teacher that you are listening and creates positive thoughts and feelings in teachers.