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Report BackThe 2nd Annual Social Thinking Provider Conference

cum Training Programme

Training Strategy Content

• Superflex• 4 Steps Communication• Body Drawing of Memory Files• Conversation Tree• Emotions Management Games• Thinking with our Eyes• Smile / Laugh Exercise

Superflex –So.Thinking Curriculum

Stephanie Madrigal Michelle Garcia WinnerSpeech language pathologist, MACCC Speech language pathologist, MACCC


• Why is the concept of “Superhero” chosen?– kids have amazing sense of imagination and

creativity– Fun and non-threatening– Motivate the students to explore flexible thinking


• What are the ultimate goals of this superflex curriculum ( 12 lessons )?– Facilitate students to explore social thinking– Enrich their knowledge of social expectation– Increase awareness of their own behavior– Learn hidden social rules across env. context– Consider the perspectives of the others– Modify their behavior/ be “social smart”

• w/ flexible strategies• Regulate body language, words

– Keep others feeling goods


• The theoretical ground?– Cognitive Behavioral Therapy (Dobson & Dozois 2001)

• Cogn. Act. Affects beh.• Cogn.act. May be monitored and altered• Desired beh. change may be affected through cogn. change

– Higher level students w/ social learning challenges– Social story (Gray 1996), comic strip conversations(Gray

1994), the incredible 5 Pt Scale (Dunn and Curtis 2003), SBM (Winner 2007)

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• Target groups?– Higher end of the ASD ( HFA, PDD-NOS, Aspersger

Syndrome )– NLD, ADHD and other related diagnoses– Must hv expressive language skills– Verbal IQ �70


• E.g., Lesson#1– Introduce Superflex,

Bark, social enemies/ team of unthinkable

Superflex –So.Thinking Curriculum Superflex –So.Thinking Curriculum

• E.g., Lesson#1– Go thru. the story of the citizens in the Social Town


• E.g., Lesson#1– Students are provided w/ cape and foam

brain


• E.g., Lesson#1– Imitate the way of

superflex to identify expected and unexpected behaviors of each story

– What are the hidden rules of each situation

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• E.g., Lesson#3– Students identify the

unexpected behavior from the social scenes

– Work out the strategies


• Rock Brain – make people get stuck

• Superflex Strategy :– Try another way– remember u r part of

the gp– What’s their plan?– Do it later


• Brain eater – Distract people

• Superflex Strategy :– Turn body and eyes

away from what is distracting u

– Keep body busy but yr brain focus on the gp


• Grump-Grumppaniny– Make people huge

reaction

• Superflex Strategy – Think abt how people

treat u– Self talk : I’m being

negative, what could be a positive way to think abt it?


• Glassman– Make people huge reaction

• Superflex Strategy – Grade size of the pbs 1 –

10– Match expected reaction to

match the size– Self talk : “ I’m starting to

get mad, I need to move away/ take a break”


• WasFunnyonce– Make people use

humor at the wrong time

• Superflex Strategy – Self talk : is now a silly

moment or a serious moment?

– Use one-time-rule

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• Twister Meister– Make people jump off

the topic

• Superflex Strategy – Check out the

response of the people around u

– Turn off yr “ME” button– What they might want

to talk abt


• E.g., Lesson#4 : Superflex Gym– Students are ask to do

obstacle course under instruction, eg, trampoline jumping 60 times, tunnel creeping, spinner 10 times, etc

– But instruction changing all the times to challenge the flexible thinking

– Class rules : social cooperative


• Enlightenment – By reading the unexpected social behavior of the

others, we usually have a reflective thinking to evaluate ourselves

– It is also easier for discussing the misbehavior of the others and strategies

– May think of the features in the story/ comic immediately when we have the same unexpected social behavior

– increase awareness of how people feel to yr behavior


• Enlightenment – to observe the expected and unexpected social

behavior in a group situation– Write down his feelings and the consequence of

the behavior – Work out the strategies


• Enlightenment – Perspective Taking :

• How others affects u• How others thinking about u

4 Steps Communication Intervention

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• Step 1. think about the person with whom you desire to communicate.– bkgd of the person– what do they think / feel?– What might they want to

talk about then?– How will they feel about

what u want to say?


• Step 2. Establish a physical presence to indicate communicative intent.– to show intimacy/ proximity– position of shoulders and

hip : want to talk to someone or not, plan to stay or leave, etc.

– facial expression, head movement, gesture : how u feel about the things or people around you


• Step 2. Establish a physical presence to indicate communicative intent.– convey sense of

physical relax : ease the communication and also comfort your partner


• Step 3. Shift into directed eye contact to seal your intention to communicate with a person or group of people.


• Step 4. use language to communicate with those people, while maintaining and expanding upon the 1st 3 steps.

Body Drawing of Memory File

• Things about yourself• Things about the

others– Like & dislike– Personal data– Weakness and strength

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Body Drawing of Memory File

• Recognizing the individuality of the others

• Recognizing that another person has his or her own personality.

• Developing and using memory of a person

– to facilitate interpersonal relationship

– to understand person’s potential action.

Conversation Tree

• having an intuitive desire, or social curiosity, to learn about others’ interest and personal histories

• formulating language to inquire about another person’s interests.

• Stress management & Anger management

Emotions Management Games Thinking with our Eyes

• Eye Gaze– Draw their

attention to people eyes

Thinking with our Eyes

• Eye Gaze– Explore eye gaze

direction


• Eye Gaze– Find candies in 16

partitions of memory box by reading eye gaze of the others

– Each box with lid

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• Story book: to guess what’s in their mind and therefore, what will happen next– Listen/ think with eyes

an brain

Smile/ Laugh Exercise

• Practice different level of smile with visual scale– Learn different level of

smile– Match it with appropriate

mood and situation

~The End~

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