Professional Documents
Culture Documents
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!
Disclosure
In the efforts to comply with the appropriate • I declare that aside from materials I have authored, I, or my family, do not have
any financial relationship in any amount with a commercial interest whose
boards/associations, I declare that I do not products or services are discussed in my presentation. Additionally all Planners
have any affiliations with or financial interest in involved in today’s presentation do not have any financial relationship."
• Author
3 4
My books
Timothy P. Kowalski
Social-Pragmatic Success
Asperger Syndrome
ed in
expla
for Asperger Syndrome and Other Related Disorders
Timothy P. Kowalski
Let’s begin with
the DSM-5
Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski
5 6
3 Domains Become 2!
• no differentiation with ASD among • Social Communication"
disorders by etiology" • Restricted Interests and Repetitive Behaviors
• Rett Syndrome"
• Fragile X"
11 12
Social Communication Domain
A. Persistent deficits in social communication and
social interaction across contexts, not accounted
for by general developmental delays, and
Social Communication manifest by all 3 of the following:"
15 16
B.Restricted Interests and Repetitive
Behaviors Domain Restricted, repetitive
patterns of behavior, interests, or
• Excessive adherence to routines,
ritualized patterns of verbal or
activities as manifested by at least two
nonverbal behavior, or excessive
of the following:"
resistance to change; (such as motoric
• Stereotyped or repetitive speech, motor rituals, insistence on same route or
movements, or use of objects (such as food, repetitive questioning or extreme
simple motor stereotypies, echolalia, distress at small change)
repetitive use of objects, or idiosyncratic
phrases
17 18
19 20
C. Symptoms must be present in early
childhood (but may not become fully
manifest until social demands exceed
limited capacities)." Specifiers and Modifiers
D. Symptoms together limit and impair
everyday functioning.
21 22
23 24
Specifier for Early History
(Pattern of Onset, Losses)
25 26
27 28
Severity Levels Severity Level Social Communication
Level 3: Requiring Severe deficits in verbal and nonverbal SC skills cause severe
very substantial impairments in functioning; very limited initiation of social
• Level 1: Requiring support" support interactions and minimal response to social overtures from others.
• Level 2: Requiring substantial support" Marked deficits in verbal and nonverbal SC skills; social "
Level 2: Requiring impairments apparent even with supports in place; limited "
• Level 3: Requiring very substantial substantial support initiation of social interactions and reduced or abnormal "
response to social overtures from others.
support
Without supports in place, deficits in SC cause noticeable
impairments. Has difficulty initiating social interactions and
Level 1: Requiring
demonstrates clear examples of atypical or unsuccessful
support
responses to social overtures of others. May appear to have
decreased interest in social interactions.
29 30
Social Communication
Level 3: Requiring
interfere with functioning in all spheres. Marked distress when "
very substantial
rituals or routines are interrupted; very difficult to redirect from "
support
fixated interest or returns to it quickly.
Level 2: Requiring
RRBs and/or preoccupations or fixated interests appear frequently
enough to be obvious to the casual observer and interfere with
substantial support functioning in a variety of contexts. Distress or frustration is apparent
Disorder
when RRB’s are interrupted; difficult to redirect from fixated interest.
(Autism Light)
RRB’s cause significant interference with functioning in one or
Level 1: Requiring
more contexts. Resists attempts by others to interrupt RRB’s or
support
to be redirected from fixated interest.
31 32
Social Communication Disorder
C. Rule out Autism Spectrum Disorder."
A.Persistent difficulties in pragmatics or the
social uses of verbal and nonverbal D. Symptoms must be present in early
communication in naturalistic contexts, which childhood..."
affects the development of social reciprocity and
E. ...result in functional limitations in
social relationships..."
effective communication, social
B.Persistent difficulties in the acquisition and use participation, academic achievement, or
of spoken language, written language, and occupational performance, alone or in
other modalities of language (e.g., sign any combination.
language) for narrative, expository and
conversational discourse...
33 34
35 36
Individuals who recognized the need
for improved social thinking had
higher salaries than those who didn’t
How soon into the interview has the
recognize the need.
decision to hire/not hire been made?
!
Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist supported employment service for
high-ability adults with autism or Asperger syndrome. Autism 9: 533-549.
37 38
Why?
Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of young men with Asperger syndrome: a brief report. Autism. 10: 403-414.
Poor awareness of social thinking.
!
Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007). Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study
More than 5 Years after Original Diagnosis. Journal of Autism and Developmental Disorders.
39 40
• happiness"
600
• surprise"
• disgust"
• anger
41 42
43 44
Limbic System
Each nerve cell is connected to about
10,000 other nerve cells making the
potential connections about 1000 trillion
• Responsible for
showing,
recognizing,
That’s like all the leaves in the Amazon controlling the
body’s reaction
to emotions
45 46
49 50
51 52
Comorbidity Exists
Diagnostic criteria recognize the
presence of a clinically • 65% of adolescents with AS have an affective
significant difficulty with or mood disorder"
understanding, expressing, and
• “For teenagers with Asperger’s syndrome,
regulating emotions. an additional mood disorder is the rule
rather than the exception.” Atwood, T., (2007). The Complete Guide to Asperger's
Syndrome. Philadelphia: Jessica Kingsley Publishers (p. 129).
53 54
• teasing"
• may self-medicate using alcohol or
marijuana • bullying"
• making a mistake
57 58
• selective mutism"
• Post-traumatic stress disorder (PTSD)"
• a severe form of anxiety"
• attempt at avoiding incident or memory of
such" • often impacts girls more than boys"
59 60
Depression
• social anxiety disorder"
• Common in AS Clarke, D., Baxter, M., Perry, D., and Prasher, V. (1999).
Affective and psychotic disorders in adults with autism: seven case reports. Autism. 3:149-164; Gillot, A. ,
• often a function of the fear of making Furniss, F. and Walter, A. (2001). Anxiety in high-functioning children with autism. Autism. 5: 277-286; Green,
J., Gilchrest, A., Burton, D. and Cox, A. (2000). Social and psychiatric functioning adolescents with Asperger
Syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders. 30: 2; Kim, J.
a mistake" Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among
children with autism and Asperger Suyndrome. Autism. 4: 117-132; Konstantareas, M. (2005) Anxiety and
depression in children and adolescents with Asperger syndrome In K. Stoddart (ed) Children, Youth and Adults
with Asperger Syndrome: Integrating Multiple Perspectives. London: Jessica Kingsley Publishers."
61 62
• preemptive in nature
65 66
Challenges are
? a function of:
67 68
...which predispose them to:
?
• stress"
• anxiety"
• frustration" Why?
• emotional exhaustion
69 70
71 72
If only it could be this simple...
73 74
75 76
What’s
Theory of
Mind?
77 78
79 80
Good social skills are seldom noticed
When walking in a mall...
81 82
But then
you see...
No one enjoys
going to the
dentist. But is
What do THIS what you
expected?
YOU
do?
83 84
Ever been told your zipper is down?
We’ve all been “Out of the Zone” at times But did you
purposely
leave the house
KNOWING
it was down?
85 86
?
But say you’re on an
How do people see you?
Oprah show...
Many people with AS are unaware
how they are seen by others
87 88
Surprise! People DO think about you
Terms used to describe these individuals
What the?
89 90
?
If your 1st impression is negative, how
many consecutive interactions must be made
before one changes his opinion of you?
Why do they act that way?
91 92
Could it be a smaller brain mass?
93 94
?
Mirror Neurons: an accidental discovery
Do mirror neurons
impact individuals with AS?
95 96
Research supporting mirror neuron theory
Face reading
• EEG studies support the hypothesis of
a dysfunctional mirror neuron system
in high-functioning individuals with
ASD Oberman, L., Hubbard, E., McCleery, J., Altschulera, E., Ramachandrana, V.,
Pinedad, J., (2005). EEG evidence for mirror neuron dysfunction in autism spectrum
disorders. Cognitive Brain Research. 24: 190-198"
97 98
This guy’s face is hard to read It’s also hard for him to “read” us
99 100
?
But some people can’t
Can you decide how the person sitting
next to you feels right now?
101 102
Happy
• can’t read the face of others "
Depressed Irritated
103 104
Yale Eye-Gaze Study
105 106
Feelings
?
Can you decide how you feel right now?
107 108
Alexythymia
Berthoz, S. and Hill, E (2005). The validity of using self-reports to assess emotion regulation abilities in adults with autism spectrum disorder.
European Psychiatry. 20: 291-298; Nieminen-von Wendt, T. (2004). On teh origins and diagnosis of Asperger syndrome: a clinical
neuroimaging and genetic study. Academic dissertation., Medical Faculty. University of Helsinki; Rastam, M., Gillberg, C., Gillberg, I. and
Johansson, M. (1997). Alexithymia in anorexia nervosa: a controlled study using the 20-item Toronto Alexithymia Scale. Acta Psychiatrica
Scandinavica. 95: 385-388; Tani, P. et al (2004). Asperger syndrome, alexityhmia and sleep. Neuropsychobiology. 49: 64-70.
109 110
?
That’s where “The Zone” can help
How can we help these individuals
develop this skill that the rest of us
simply take for granted?
111 112
The circle is “The Zone” The dot is the client
It represents
what most people
expect to see at
that moment
in time.
113 114
115 116
Being “Out of the Zone”
Appropriate social skills
is not where you want to be
require one to:
• realize a message comes in many forms"
• identify when a message is being sent"
• successfully decode the message"
119 120
Individuals who recognized the
need for improved social thinking
had higher salaries than those
Why is it important to care? who didn’t recognize the need.
Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist
supported employment service for high-ability adults with autism or Asperger
syndrome. Autism 9: 533-549.
121 122
Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007).
young men with Asperger syndrome: a brief report. Autism. 10: 403-414. Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study
More than 5 Years after Original Diagnosis. Journal of Autism and Developmental
Disorders.38: 72-85.
123 124
But I only want to talk about the things I like
125 126
127 128
How often do we communicate?
Yorkston, K., Eadie, T., Baylor, C., Deitz, J., Dudgeon, B., Miller, R., Amtmann, D. (2006)
Developing a Scale of Communicative Participation. ASHA 2006 Annual Convention. Miami Beach.
Neuroscience discovered...
• our brain’s design makes it sociable!
• 80% of waking hours are spent
communicating" • it is drawn into a brain-to-brain linkup
whenever we engage
Listening" High
with another person"
Speaking"
• this linkage allows me
Reading" to affect you and you to
Writing Low affect me
129 130
131 132
Which of the 6 human feelings
arouses the amygdala the most?
•Happiness
?
•Surprise
•Fear
•Anger What’s with the amygdala?
•Sadness
•Disgust
133 134
135 136
The amygdala instantly recognizes
the emotion we see in others
137 138
How Important is
• the stronger the emotion displayed, the Nonverbal Communication?
more intense the amygdala’s reaction
Whalen, P., Shin L., McInerney, S., Fischer, H., Wright, C.,Rauch, S. (2001). A functional MRI
study of human amygdala responses to facial expressions of fear versus anger. 1: 70-83."
139 140
Which picture causes you more reaction?
141 142
• mirror actions"
• read intentions"
• read emotions
143 144
How fast does our brain make a pro or con
decision about another person?
145 146
147 148
Friends can help too So can your eyes
149 150
Timothy P. Kowalski
Illustrated by Laura S. Kowalski
151 152
Because you don’t want to be
“Out of the Zone”
Other techniques to develop ToM
153 154
Problem
Is it fixed?
Executive Functions
yes no
155 156
Executive Functions It’s the amygdala!
• disinhibited"
• impulsive
157 158
"
R. (2001) Dissociation between theory of mind and executive functions in a patient with early left amygdala damage.
Brain Journal of Neurology. 124: 287-298;
• goal focus"
• in AS it may not function properly "
• experiential learning"
• individual can’t receive
information as effectively as NT • relation"
peers"
• continues to escalate but can’t • flexibility of thought
recognize the escalation until it is
too late"
159 160
A technique to help understand need for flexible thinking
Central
Coherence
161 162
• details rule"
• inability to outline"
Emotional Intelligence
• inability to summarize"
163 164
What is EQ? How does AS impact EQ?
165 166
AS coping strategies
• social regression" u
lf, and Yo Understanding
• fear reaction" Me, Myse Emotions
A Guide for Adults
169 170
171 172
Theory of Mind Executive Function
Decision Tree
173 174
Is he
innovative?
175 176
EQ: Social Competence
Social
Competence
Decision Tree
Does he
empower
others?
Does he
recognize the
benefits of
diversity (E
pluribus
Is he a team
player?
Does he
recognize,
initiate, and
maintain
change when
So what do we do?
unim? necessary?
177 178
Challenging Behaviors
Better teacher training
are Increasing
• 96% of students with disabilities are
included at least some of the day in • students identified with behavioral
general education U.S. Department of Education, Office of Special Education and
issues are increasing"
Rehabilitative Services. (2004). 26th Annual report to Congress on the implementation of the Individuals with Disabilities
Education Act. "
• EBD"
• 37.5% spend most of the day"
• ASD"
• gen. ed. teachers often feel ill prepared
• TBI"
to meet needs of students with
disabilities Cook, B. (2002). Inclusive attitude, strengths, and weaknesses of pre-service general
• OHI
educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education. 25:
262-277; Kamens, M., Loprete, S. and Slostad, F. (2003). Inclusive classrooms: What practicing teachers want to know.
Action in Teacher Education. 25: 20-26; U.S. Department of Education (2002). 24th Annual Report to Congress on the
Implementation of the Individuals with Disabilities Education Act.
179 180
• staff lack effective training in
prevention and management of student • ineffective educational programming
conflict" may exacerbate behavioral cycle Long, N. (1996).
The conflict cycle paradigm on how troubled students get teachers out of control. In N. Long, W. Morse, and R.
Newman (Eds.), Conflict in the classroom (5th Ed., pp 244-266). Austin, TX: Pro-Ed"
"
M. et al. (2010)., A review of crisis intervention training programs for schools. Teaching Exceptional Children. 42:
6-17.
• teachers in inclusive classrooms often
fail to receive adequate information
• 1st minute of crisis situation is crucial on how to successfully include
for prevention of escalation or injury students with disabilities Snyder, L, Garriott, P. and Williams
Alor, M. (2001). Inclusion confusion: Putting the pieces together. Teacher Education and Special Education. 24: 198-207.
prevention Bickel, P. (2010). How long is a minute? The importance of a measured plan of
response to crisis situations. Teaching Exceptional Children. 18-22.
181 182
183 184
ESE Students have
Unique Set of Triggers • touch"
• sensory"
• hallway"
• noise"
• PE"
• fire alarm"
• loud PA system" • cafeteria"
• cafeteria" • assembly"
• assembly"
• change to routine"
• visual"
185 186
189 190
Social-Pragmatic Assessment
!
• Pragmatic Rating Scale
L. Anderson-Wood and B. Smith, 2000"
• Interaction Record
L. Anderson-Wood and B. Smith, 2000
191 192
• Fey’s Pragmatic Patterns
M. Fey, 1986
Is he assertive in conversation?
193 194
C E P- R Social-Pragmatic Success
Conversational Effectiveness Profile - Revised
Summary/Response Form
•
Chap. 1: What to expect" for Asperger Syndrome and Other Related Disorders
Name
Address Practical Strategies for
195 196
Communication Assessment • Recommended nonverbal communication
procedures:"
• eye gaze"
• gestures"
• nonverbal communication"
• Recommended non-literal procedures:"
• non-literal language"
• metaphor"
• speech prosody"
• irony"
• social-pragmatic communication
• absurdity"
• humor
197 198
• Recommended social-pragmatic
• Recommended speech prosody communication procedures:"
procedures:"
• turn-taking"
• melody"
• cues & prompts"
• volume (loudness)"
• social-conversational rules"
• stress"
• conversational coherence"
• pitch
• reciprocity
199 200
INHERENT PROBLEMS:
• setting
201 202
COMPLEXITY OF CONTEXT
• student’s
lack of ability versus failure to
• cultural mores"
demonstrate ability "
• environmental situation"
• context and it’s effect on performance"
• demands of a specific activity"
• it has immense implications on assessment
• role and code-shifting"
• relationships and impact of prior events
203 204
• topic knowledge"
• current
state of relationship (e.g. the mom who
• linguistic context "
helped her daughter using Craig’s list)"
• deleting mutually known information"
• knowledge of the partner "
• inferential context"
• strangers are harder to engage than friends
• one must understand the partner’s intent
205 206
ASSESSMENT METHODS
• Questionnaire data"
• Interview data"
• video-relay"
• observation window
207 208
MAJOR COMPONENTS • Recommended nonverbal communication
procedures:"
• eye gaze"
• gestures"
• nonverbal communication"
• Recommended non-literal procedures:"
• non-literal language" • metaphor"
• irony"
• speech prosody"
• absurdity"
• social-pragmatic communication • humor
209 210
• Recommended social-pragmatic
• Recommended speech prosody procedures:" communication procedures:"
• melody" • turn-taking"
• reciprocity
211 212
HALLIDAY’S FUNCTIONS OF LANGUAGE
MILLER, J. (1981). ASSESSING LANGUAGE PRODUCTION IN CHILDREN. BALTIMORE, MD: UNIVERSITY PARK PRESS.
213 214
• targets:"
• TheSchedule is aimed mainly at assessing existing non-verbal
and vocal communication skills and other abilities which may • communicative intentions"
be relevant in program development"
• response to communication"
• Acronym: PVCS
• interaction and conversation"
• contextual variation
215 216
COMMUNICATIVE INTENTION ECOSCALES
MACDONALD, J. AND GILLETTE, Y. (1986). ECOLOGICAL COMMUNICATION SYSTEM. SAN ANTONIO: HARCOURT BRACE JOVANOVICH,
INVENTORY
INC.
COGGINS, T. AND CARPENTER, R. (1981). THE COMMUNICATIVE INTENTION INVENTORY: A SYSTEM FOR OBSERVING AND CODING CHILDREN’S EARLY
INTENTIONAL COMMUNICATION. APPLIED PSYCHOLINGUISTICS. 2: 235-252.
• provides a model for evaluating the interactive and
communication skills of preconversational children and their
caregivers"
217 218
219 220
SOCIAL INTERACTIVE CODING SYSTEM OTHER STRATEGIES:
RICE, M., SELL, M. AND HADLEY, P. (1990). THE SOCIAL INTERACTIVE CODING SYSTEM (SICS):
AN ON-LINE, CLINICALLY RELEVANT DESCRIPTIVE TOOL. LANGUAGE, SPEECH AND HEARING SERVICES IN SCHOOLS. 21: 2-14.
221 222
C EP - R
Conversational Effectiveness Profile - Revised
Summary/Response Form
comprised of 3 domains:"
Setting
"
Appropriate ate Inappropriate
• social communication
Social Interaction
A. With whom does he/she interact?
B. How does he/she interact?
C. How does he/she participate with others?
• social-emotional regulation
Social Communication
A. How does he/she comprehend others?
B. How does he/she respond to others?
C. How does he/she communicate with others?
Social-Emotional Regulation
A. How does he/she recognize emotional state in him/herself?
B. How does he/she recognize emotional states in others?
223 224
DORE’S CONVERSATIONAL ACTS
STICKLER, K. R. (1987). GUIDE TO ANALYSIS OF LANGUAGE TRANSCRIPTS. EAU CLAIRE, WI: THINKING PUBLICATIONS.
TOUGH’S FUNCTIONS OF LANGUAGE
TOUGH, J. (1977). THE DEVELOPMENT OF MEANING: A STUDY OF CHILDREN’S USE OF LANGUAGE SKILLS. LONDON, UK: ALLEN AND UNWIN.
• used to assess the function of:" • definesthe role language has in problem solving and
thinking"
• requests"
• identifies 4 major functions of language:"
• descriptions"
• directive"
• statements"
• interpretive"
• acknowledgments"
• projective"
• organizational devices" • relational
• performatives
225 226
227 228
FEY’S PRAGMATIC PATTERNS: FEY’S PRAGMATIC PATTERNS:
PASSIVE CONVERSATIONALISTS INACTIVE COMMUNICATOR
229 230
231 232
COMMUNICATIVE PARTNER PROFILE
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."
MUIR’S INFORMAL ASSESSMENT FOR
SOCIAL -COMMUNICATION
MUIR, N., TANNER, P. AND FRANCE, J. (1992). “MANAGEMENT AND TREATMENT TECHNIQUES: A PRACTICAL APPROACH”, EDITED BY R. GRAVELL, AND J.
FRANCE, SPEECH AND COMMUNICATION PROBLEMS IN PSYCHIATRY. SAN DIEGO, CA: SINGULAR PUBLISHING GROUP, INC."
233 234
SCREENING SCALE
BRICE, A. (1992). THE ADOLESCENT PRAGMATICS SCREENING SCALE: RATIONALE AND DEVELOPMENT: HOWARD JOURNAL OF COMMUNICATIONS. 3: 177-193."
235 236
PRAGMATIC RATING SCALE
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."
INTERACTION RECORD
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."
• designed
to compare communication • provides for a transcription
performance against others" of communication
interaction"
• non-standardized rating scale
• provides for a visual
demonstration of strengths
and weaknesses
237 238
RATIONALE
239 240
CRITERIA USED POTENTIAL PROBLEMS
• inclusion
of rigorous content AND application of knowledge • Emphasis on collaborative groups requires intact social skills"
through high-order skills"
• Emphasis on written output and citing evidence to justify
• built upon strengths and lessons of current state standards" statements rather than rely on opinions or personal feelings
requires intact executive functions and central coherence"
• consistent
with top-performing countries to allow students to
succeed in a global economy and society" • Emphasis on effective speaking and listening skills requires
executive functions, central coherence and social skills
• evidence and/or research-based
241 242
APPLICATION TO STUDENTS
• supportsand related services designed to meet the unique
WITH DISABILITIES needs of these students and to enable their access to the
general education curriculum (IDEA 34 CFR §300.34, 2004)"
How the standards are taught and assessed is of the utmost • an IEP which includes annual goals aligned with and chosen to
importance in reaching this population of students
facilitate their attainment of grade-level academic standards"
243 244
SUPPORTS AND SERVICES
• instructional
supports for learning – based on the principles of
Universal Design for Learning – which foster student
engagement by presenting information in multiple ways and
allowing for diverse avenues of action and expression" ANCHOR STANDARDS
• instructional
accommodations – changes in materials or
procedures – which do not change"
• assistive
technology devices and services to ensure access to
the general education curriculum and the Common Core
State Standards
245 246
249 250
CCSS.ELA-LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.3
Determine central ideas or themes of a text and analyze their Analyze how and why individuals, events or ideas develop and
development; summarize the key supporting details and ideas. interact over the course of a text. ToM-CC-EQ
CC-EF
Decision Decision
Tree Tree
251 252
CCSS.ELA-LITERACY.CCRA.R.4 CCSS.ELA-LITERACY.CCRA.R.5
• Interpretwords and phrases as they are used in a text, Analyze the structure of texts, including how specific
including determining technical, connotative, and figurative sentences, paragraphs, and larger portions of the text (e.g., a
meanings, and analyze how specific word choices shape section, chapter, scene, or stanza) relate to each other and the
meaning or tone. ToM-CC-EF whole. ToM-CC-EF-EQ
Decision
Tree
Decision
Tree
253 254
CCSS.ELA-LITERACY.CCRA.R.6 CCSS.ELA-LITERACY.CCRA.R.7
Assess how point of view or purpose shapes the content and Integrate and evaluate content present in diverse media and
style of a text. ToM-EQ formats, including visually and quantitatively, as well as in words.
Decision
Tree
Decision
Tree
255 256
CCSS.ELA-LITERACY.CCRA.R.8 CCSS.ELA-LITERACY.CCRA.R.9
• Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the Analyze how two or more texts address similar themes or
relevance and sufficiency of the evidence. ToM-CC-EF-EQ topics in order to build knowledge or to compare the
Decision
approaches the authors take. ToM-CC-EF-EQ
Tree
Decision
Tree
257 258
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational
texts independently and proficiently. ToM-CC-EF-EQ COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
Decision
Tree
!
259 260
To build a foundation for college and career readiness, students KEY FEATURE: WRITING
need to learn to use writing as a way of offering and supporting TEXT TYPES, RESPONDING TO READING, AND RESEARCH
opinions, demonstrating understanding of the subjects they are
studying, and conveying real and imagined experiences and
events. They learn to appreciate that a key purpose of writing is
to communicate clearly to an external, sometimes unfamiliar
audience, and they begin to adapt the form and content of their
writing to accomplish a particular task and purpose. They The Standards acknowledge some writing skills, such as the
develop the capacity to build knowledge on a subject through ability to plan, revise, edit, and publish, are applicable to many
research projects and to respond analytically to literary and types of writing, other skills are defined in terms of specific
informational sources. To meet these goals, students must writing types: arguments, informative/explanatory texts, and
devote significant time and effort to writing, producing narratives.
numerous pieces over short and extended time frames
throughout the year.
261 262
PRODUCTION AND
TEXT TYPES AND PURPOSES
DISTRIBUTION OF WRITING
• CCSS.ELA-Literacy.CCRA.W.1- Write arguments to support
claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence. ToM-CC-EF-EQ" • CCSS.ELA-Literacy.CCRA.W.4- Produce clear and coherent
writing in which the development, organization, and style are
• CCSS.ELA-Literacy.CCRA.W.2- Write informative/explanatory appropriate to task. CC"
texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, • CCSS.ELA-Literacy.CCRA.W.5- Develop and strengthen
organization, and analysis of content. ToM-CC-EF-EQ" writing as needed by planning, revising, editing, rewriting, or
trying a new approach. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.CCRA.W3- Write narratives to develop
real or imagined experiences or events using effective • CCSS.ELA-Literacy.CCRA.W.6- Use technology, including the
techniques, well-chosen details and well-structured event internet, to produce and publish writing and to interact and
sequences. ToM-CC-EQ collaborate with others. ToM-CC-EQ
263 264
RESEARCH TO BUILD AND
RANGE OF WRITING
PRESENT KNOWLEDGE
• CCSS.ELA-Literacy.CCRA.W.7- Conduct short as well as
more sustained research projects based on focused questions,
demonstrating understanding of the subject under
investigation."
• CCSS.ELA-Literacy.CCRA.W.10- Write routinely over
• CCSS.ELA-Literacy.CCRA.W.8- Gather relevant information extended time frames (time for research, reflection, and
from multiple print and digital sources, assess the credibility revision) and shorter time frames (a single sitting or a day or
and accuracy of each source, and integrate the information two) for a range of tasks, purposes, and audiences. ToM-CC-EF-EQ
while avoiding plagiarism. ToM-CC-EF-EQ"
271 272
CONVENTIONS OF VOCABULARY ACQUISITION
STANDARD ENGLISH AND USE
• CCSS.ELA-Literacy.CCRA.L.4- Determine or clarify the
• CCSS.ELA-Literacy.CCRA.L.1- Demonstrate command of the meaning of unknown and multiple-meaning words and phrases
conventions of standard English grammar and usage when by using context clues, analyzing meaningful word parts, and
writing or speaking." consulting general and specialized reference materials, as
appropriate. ToM-CC"
• CCSS.ELA-Literacy.CCRA.L.2- Demonstrate command of the
conventions of standard English capitalization, punctuation, and • CCSS.ELA-Literacy.CCRA.L.5- Demonstrate understanding of
spelling when writing. figurative language, word relationships, and nuances in word
meanings. ToM-CC-EF-EQ
273 274
275 276
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.K.1Participate in collaborative
conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups. ToM-
KINDERGARTEN CC-EF-EQ"
277 278
PRESENTATION OF
KNOWLEDGE AND IDEAS
• CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text
read aloud or information presented orally or through other • CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places,
media by asking and answering questions about key details and things, and events and, with prompting and support, provide
requesting clarification if something is not understood. CC-EF-EQ" additional detail. ToM-CC-EF"
279 280
COMPREHENSION &
COLLABORATION
281 282
285 286
289 290
respectful ways, listening to others with care, • CCSS.ELA-Literacy.SL.3.2 Determine the main ideas
speaking one at a time about the topics and texts and supporting details of a text read aloud or
under discussion). ToM-CC-EF-EQ" information presented in diverse media and
• CCSS.ELA-Literacy.SL.3.1c Ask questions to check formats, including visually, quantitatively, and orally.
ToM-CC-EF-EQ"
understanding of information presented, stay on
topic, and link their comments to the remarks of • CCSS.ELA-Literacy.SL.3.3 Askand answer questions
others. ToM-CC-EF-EQ about information from a speaker, offering
appropriate elaboration and detail. ToM-CC-EF-EQ
291 292
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a
story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an
understandable pace. ToM-CC-EF-EQ"
GRADE 4
• CCSS.ELA-Literacy.SL.3.5Create engaging audio recordings of
stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details. ToM-CC-EF-EQ"
297 298
299 300
COMPREHENSION & • CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon
rules for discussions and carry out assigned roles."
COLLABORATION
• CCSS.ELA-Literacy.SL.5.1c Pose and respond to
• CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of specific questions by making comments that
collaborative discussions (one-on-one, in groups, and teacher- contribute to the discussion and elaborate on the
led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly."
remarks of others."
PRESENTATION OF
• CCSS.ELA-Literacy.SL.5.2 Summarize a written text KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present
read aloud or information presented in diverse
an opinion, sequencing ideas logically and using appropriate
media and formats, including visually, quantitatively, facts and relevant, descriptive details to support main ideas or
and orally." themes; speak clearly at an understandable pace."
305 306
307 308
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.6.4 Present claims and findings,
• CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use
argument and specific claims, distinguishing claims appropriate eye contact, adequate volume, and clear
that are supported by reasons and evidence from pronunciation."
• CCSS.ELA-Literacy.SL.6.6 Adapt
speech to a variety of contexts
and tasks, demonstrating command of formal English when
indicated or appropriate.
309 310
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
GRADE 7 led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly."
311 312
• CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial
discussions, track progress toward specific goals and • CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas
deadlines, and define individual roles as needed." and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and
• CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit explain how the ideas clarify a topic, text, or issue
elaboration and respond to others’ questions and under study."
comments with relevant observations and ideas
that bring the discussion back on topic as needed." • CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s
argument and specific claims, evaluating the
• CCSS.ELA-Literacy.SL.7.1d Acknowledge new soundness of the reasoning and the relevance and
information expressed by others and, when sufficiency of the evidence.
warranted, modify their own views.
313 314
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.7.4 Present claims and findings,
emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear
pronunciation." GRADE 8
• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and
visual displays in presentations to clarify claims and findings
and emphasize salient points."
317 318
319 320
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.8.4 Present claims and findings, • CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety
emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen of contexts and tasks, demonstrating command of
details; use appropriate eye contact, adequate volume, and formal English when indicated or appropriate.
clear pronunciation."
321 322
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively
in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9–10 topics,
GRADE 9-10 texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively."
327 328
• CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of
digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest."
GRADE 11-12
• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a
variety of contexts and tasks, demonstrating
command of formal English when indicated or
appropriate.
329 330
333 334
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s
point of view, reasoning, and use of evidence and
• CCSS.ELA-Literacy.SL.11-12.4 Present information, findings,
rhetoric, assessing the stance, premises, links among and supporting evidence, conveying a clear and distinct
ideas, word choice, points of emphasis, and tone perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the
used. organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks.
335 336
• CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of
digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest."
SOME HELPFUL TECHNIQUES
• CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a
variety of contexts and tasks, demonstrating a
command of formal English when indicated or
appropriate.
337 338
339 340
SEMANTIC PROCESSING TEXT INTEGRATION
Definition in context Sentence from novel
What do I know about What did I learn from
Having or showing “He waited in amiable the topic before I read the title, headings and What d
agreeable personal silence while I sought to the material? illustrations? the top
qualities; pleasant; affable reinforce my position. th
Amiable
Synonyms Word families
friendly, sociable, good- amiably, amiability
natured, agreeable,
affable, cordial, kind, What did I learn after I
likeable, good-humored
Antonyms read the passage?
unfriendly, disagreeable
341 342
• caption" • meter"
343 344
DRAMA ELEMENTS ZIG ZAGS
• scene" • plot
• stage directions"
345 346
5
1 3. What happened in the middle of the story?
347 348
THE ZONE POINTS OF VIEW
Who is the
author/speaker?
How do you
think HE feels
about the
subject?
349 350
• decision making
355 356
CENTRAL IDEA GRAPHS BRANCHING DIAGRAMS
357 358
359 360
Cognitive Process Dimension
BLOOM’S TAXONOMY
Remember Understand Apply Analyze Evaluate Create
Definition: Definition: Definition: Definition: Definition: Definition:
L. ANDERSON AND D. KRATHWOHL, 2001 the ability to the ability to the ability to use the ability to the ability to the ability to put
retrieve relevant construct a procedure break info. into make judgments elements together
knowledge from meaning from parts & determine based on criteria to form a whole, a
long-term messages relationship and standards new pattern, or
Cognitive Process Dimension memory structure
Remember Understand Apply Analyze Evaluate Create Requires the Requires the Requires the Requires the Requires the Requires the
ability to: ability to: ability to: ability to: ability to: ability to:
• Recognize • Interpret • Execute • Differentiate • Check • Generate
Factual
Conceptual
• Explain
AS impact: AS impact: AS impact: AS impact: AS impact: AS impact:
typically strong 1. EF 1. Anxiety 1. EF 1. EF 1. EF
areas for students • flexibility 2. EQ • flexibility • flexibility • flexibility
Procedural
361 362
Knowledge Dimension
Factual Conceptual Procedural Meta-Cognitive
Definition: Definition: Definition: Definition:
the information a student the inter-relationships with the ability to know how to the ability to know about
must know which elements have to
allow them to function
do something cognition and the
awareness and knowledge • Behavior impacts others"
together of one’s own cognition
Requires the ability to use: Requires the ability to have: Requires the ability to have: Requires the ability to:
• Terminology • Classify • Subject specific skills • Strategic knowledge • Grice’s Maxims"
• Details • Categorize • Subject specific • Knowledge of cognitive
• Elements • Use principles & techniques tasks
generalizations
• Use theories, models &
• Knowledge of when to
use these skills
• Self knowledge • Quantity"
structures
AS impact:
typically strong areas for
AS impact:
1. EF
AS impact:
1. EF
AS impact:
1. EF • Quality"
students with AS • flexibility • flexibility • flexibility
• relevance • relevance • relevance
• experiential learning
• goal focus
• experiential learning
• goal focus
• experiential learning
• goal focus
• Relation"
2. ToM 2. ToM 2. ToM
3. CC 3. CC 3. CC
4. EQ 4. EQ 4. EQ • Manner
• self-awareness • self-awareness • self-awareness
• self-regulation • self-regulation
• social-awareness • self-motivation
• social-skills • social-awareness
• social-skills
363 364
• How do people see you?"
• Do I want to be with you?"
• mustache"
• Zero Order Skills"
• Zipper"
• 8-12"
• Body posture"
• glass 1/2 empty or full?
• zig zags
365 366
• Choices"
! Choice
• Brainstorm ideas"
!
Good Bad
• idea 1"
!
• idea 2"
• Topic Boxes and Friend Facts
• idea 3
367 368
• 4 levels of behavior" • see saw"
.
• criminal • The Zone
369 370
• Achillies’ Heel"
371 372
• social stories" • social autopsy"
373 374
• safe zones"
• contingency statements"
375 376
• use Time Timers (timetimer.com)
• teach how to react to jokes and sarcasm"
• calendars
377 378
• teacher expectations:"
• checklists"
• how to work in a group"
• helps students remain focused by
• how to walk in the hall"
providing predictability and structure"
• routines:"
• color code per class"
• turning in homework"
• key to success is detail"
• hanging up coats"
• examples:
• morning/afternoon procedures
379 380
• completion steps:" • choices:"
381 382
383 384
• teach conversational repairs"
385 386
• 2 floor tiles"
• hoola hoop
387 388
• friendship bubbles
389 390
understanding
Practical Strategies for
Assessment and
Practical Strategies for
Treatment
Assessment and Treatment
one’s EQ "
Timothy P. Kowalski
• useful for
lf, and You Understanding
anxiety, Are you In The Zone?
emotions, anger,
stress, etc.
Timothy P. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski
391 392
WHAT’S NECESSARY?
• Collaboration: "
Thank you for attending. Check out my website at “...improvements invariably involve the cooperation of
many minds.”
www.socialpragmatics.com for more information.
Alexander Graham Bell"
• Competence: "
• Communication: "
393 394