# 34/43 Gray Handouts Pennsylvania - Autism · In The 8th Habit, Covey emphasizes that a paradigm may be accurate or inaccurate, ‘...like the map of a territory or city. If inaccurate,

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Retention Pyramid Percentage of material which is retained based on method by which it is learned

Audio-Visual Methods in Teaching (1969) Holt Rinehart,Winston. Edgar Dale (1946).

Check out the social environment: Where am I and who’s here?

Goal Setting: What do I want to accomplish?

How am I feeling

right now?

Selecting the strategy from the social repertoire: What will work? Can I do this (self efficacy)?

Accessing the social repertoire: What have I done in the past to solve this problem? To meet this goal?

Social

“1.oforhavingtodowithhumanbeings,etc.intheirlivingtogether.”

Agnes,M.(2003)Webster’sNewWorldDictionary.NewYork,NewYork:Simon&Schuster,Inc.

Context

“1.thepartsjustbeforeandafterapassage,thatdetermineitsmeaning,2.thewholebackgroundorenvironment,asofanevent”

Agnes,M.(2003)Webster’sNewWorldDictionary.NewYork,NewYork:Simon&Schuster,Inc.

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SocialContext

Peopleplusanyplace,purpose,

predicament,endeavor,and/or

event.

1.Place

2.People

3.Purpose/Predicament

4.Perspective(VantagePoint)

5.Perception

&(Cognitive)

Perspective

6.Past,Present,Future

7.Paradigms

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Wereadily‘know’andapplyanotherperson’svantagepoint,andrespond

accordingly.

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“Typically developing infants demonstrate an understanding of categories before their first birthday (Quinn & Oates, 2004).” From Social Stories™, Categorization, and Generalization in Autism Spectrum Disorders, Gray, C. In press, Brookes Publishing Company

“Evidence suggests that the formation of prototypes is

impaired in individuals with ASDs (Gastgeb et. al., 2006;

Klinger & Dawson, 2001; Plaisted, 2000).”

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“Similar to the way plastic bins can be used to sort toys and bring order to a playroom,

categorization organizes experience.”

Minshew & Williams •  “Studies of the brains of individuals with

autism provide evidence of differences in how the brain is organized, in how it functions, even in its size. Thinking differently is not a choice in autism…” (p.45)

•  Slides in this segment are based on or inspired by a chapter titled, “Brain-Behavior Connections in Autism” by Nancy J. Minshew & Diane L. Williams., in “Learners on the Autism Spectrum: Preparing Highly Qualified Educators.” The book is edited by Kari Dunn Buron and Pamela Wolfberg, and published by Autism Asperger Publishing Company, Kansas, 2008.

Minshew, Goldstein, & Siegel, 1997

33 matched pairs with autism, compared to normal controls

Profile of intact and enhanced abilities

Neuropsychologic functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society, 3, 303-316.

From “Brain-Behavior Connections in Autism” by Nancy J. Minshew & Diane L. Williams, in “Learners on the Autism Spectrum”, 2008, pp. 45-66.

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Intact or Enhanced Abilities and Deficits in Adults with High-Functioning Autism

Intact or Enhanced   Attention   Sensory Perception   Elementary Motor   Simple Memory   Formal Language   Rule Learning   Visuospatial processing

Cognitive Weaknesses   Complex Motor   Complex Memory   Complex Language   Concept Formation   Face Recognition

From “Brain-Behavior Connections in Autism” by Nancy J. Minshew & Diane L. Williams, in “Learners on the Autism Spectrum”, 2008, p. 48.

Complex Memory

You’ll need a pen and paper. Please write your answers in cursive:

1. 2. 3. 4.

Harrison• 2½yearsold• DiagnosedwithASD• Manychallengingresponsestodailyactivities…

Harrison 1. Adherestostopsigns2.Notyetverbal3. Lovestrains4. Playswithblocks5. Preferspeas6. Replaysfamilymovies7. Leaveshome8. Frequentlollipoptantrums9. Difficulttransitions10. ItSPINS!11. WashingmachineON12. Arrangeslandscapestones

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Twoequallyvalidbutdifferentperspectives…

1.Yours

2.Thepersonwithautism

Therefore…

NEVERARGUEPERCEPTION

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What is a Paradigm?

‘...commonly used today to mean a perception, assumption, theory, frame of reference or lens through which you view the world.’

Stephen R. Covey, The 8th Habit, 2004, p.19.

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Regardless of setting or endeavor, a paradigm alters perception, colors judgment, and to a large extent, determines action in the same way a lead domino influences the direction that all of the others fall.

“If you want to make minor, incremental changes and improvements, work on practices, behavior or attitude. But if you want to make significant, quantum improvement, work on paradigms.” (Covey 2004, p. 19)

In The 8th Habit, Covey emphasizes that a paradigm may be accurate or

inaccurate, ‘...like the map of a territory or city. If inaccurate, it will make no

difference how hard you try to find your destination or how positively you think –

you’ll stay lost. If accurate, then diligence or attitude matter. But not until’ (Covey

2004, p. 19).

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Descriptive Sentences Descriptive Sentences are factual, objective, assumption-and- debate-free statements. They are the only required type of sentence in a Social Story™/Article. Collectively they describe 1) context and/or 2) the relevant aspects of a situation, person, activity, skill, or concept.

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Which are Descriptive Sentences?

•  Our house has 3 bedrooms. •  My sister is an infant. She can’t talk yet.

Sometimes when she cries it means, “I’m hungry.”

•  It’s right to share. •  Interrupting is rude. •  It doesn’t help Mom when I tantrum. •  If it rains, we will do something else.

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StoryMaster

Master file n. A computer file that is used as a master for creating others similar to it.

StoryMaster n. A Story that is used as a master or model for others similar to it.

StoryMasters can help: 1. New Authors 2. Quickly develop Stories for a group 3. Support categorization and generalization 4. Develop concepts

The Secrets of Storytelling: Why We Love a Good Yarn

Jeremy Hsu, Scientific American Mind September, 2008

www.sciam.com/article.cfm?id=the-secrets-of-storytelling

“Storytelling is a human universal…”

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“These characteristics of stories… reveal clues about … the roots of empathy and emotion in the mind.” (Hsu, paraphrased)

“…stories are an important tool for learning and for developing relationships within one’s social group.” Hsu, in his summary an article by Steven Pinker, Harvard University Psychologist, in Philosophy and Literature, April (2007)

My reply… I work in the field of autism spectrum disorders, and developed the now popular educational

intervention, Social Stories™, in 1991. A Social Story™ describes a situation, skill, or concept in terms of the relevant social cues, perspectives, and common responses in a specifically defined style and format. The goal of every Social Story™ is to share information using a format, voice and content that is descriptive, meaningful, and socially and emotionally safe for its audience. Every Social Story™ has an overall patient and reassuring quality. This wonderful article further confirms my theory that one of the reasons Social Stories™ "work" so well is because stories

work for all people... While Social Stories™ are defined by ten characteristics that are consistent with the learning profile of people with autism spectrum disorders, I believe ultimately we will discover their success is rooted in human nature. Thank you for a great article. More information on Social Stories™ is available at www.thegraycenter.org. - Carol Gray, President, The Gray Center for Social Learning and Understanding

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The Genuine Art of Conversation: Comic Strip Conversations

“Cracker Jack” by Pete Escobedo

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Social Stories™ Share Information via Text and Format



“I have an invitation to Angela’s birthday party. She is going to be six years old.”

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To guess what we will eat and do at Angela’s party, I may try thinking of other parties.

Last year I went to Tracey’s party. There was a cake. We played games.



There is often a birthday cake at a birthday party. At Angela’s party, there may be a ________.

There are often games at a birthday party. At Angela’s party, there may be _______.

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Last Monday, Ann chose the restaurant. Today, I may choose the restaurant. Next Monday…

When there is an

assembly, many students gather in

the same place.

A deep breath helps some children feel

more relaxed. When my feelings get big, I may try taking a

slow, deep breath.

Five Factors: Voice & Vocabulary

1. 1st or 3rd person perspective 2. Positive & patient tone 3. Past, present, or future tense 4. Literally Accurate 5. Accurate meaning

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The Past Tense: The Key to a Warehouse of Experience

1. Problem Solving: The past holds clues to new solutions.

To learn how to play Candy Land®, we followed the directions on the box.

The Past Tense: The Key to a Warehouse of Experience

2. Emotion Regulation: Self talk often relies on past experience

Sometimes visits to the dentist are quick..

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# 34/43 Gray Handouts Pennsylvania - Autism · In The 8th Habit, Covey emphasizes that a paradigm may be accurate or inaccurate, ‘...like the map of a territory or city. If inaccurate,