Falling in love with the social world · 2019. 11. 18. · The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4 oxytocin, opioids, and dopamine oxytocin,

 Emily Rubin, MS, CCC-SLP, Director 

Educational Outreach Program  Marcus Autism Center 

Fostering Social Emotional Engagement in Classroom Settings for Students on the Spectrum

Social connections provide fuel for the brain to grow

▪Falling in love with the social world

Emily Rubin, MS, CCC-SLP Social Engagement - Part 1 & 2

SHAA - February 22, 2018 1

Seeking out social connections with words

Succeeding in a range of social settings

Unique neurodevelopment in our classrooms

…may create barriers during this learning curve

▪Children with genetic differences such as autism may show limited neural sensitivity to social stimuli and tend not to orient toward social stimuli.

▪The caregiving environment and other developmental differences also significantly contribute to differences in social and emotional neurodevelopment.



“Risk and resilience” factors in the developing brain…

…impact this learning curve

“Risk and resilience” factors in the developing brain…

…impact this learning curve

We can create risk or resilience…



We can create risk or resilience…

▪Neuroscience highlights that children with autism have differences in the process of orienting toward social stimuli and, ultimately, understanding the “thoughts” of others.

Unique neurological differences in  social competence

▪While children with “genetic advantages” process speech sounds as social and stimulating stimuli, children with genetic differences may be “indifferent” to speech sounds, limiting attention and interest in vocal engagement.




▪As children with differences in these areas mature and “brain architecture is formed,” neuroimaging has shown that children with with specific social and emotional learning differences (such as autism) tend to process social stimuli in regions typically used to process images and sounds that are non-social.

▪This makes predictions of actions, intentions, and emotions more inefficient and intellectualized.


The neurology of social engagement Child with both interpersonal and genetic “advantages” for social engagement

Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57, 331 – 340.

The neurology of social engagement Child with autism or related social emotional learning difference

Shultz, et. al. (2000, April). Archives in General Psychiatry, Vol. 57, 331 – 340.



The “Why” of Social Emotional Engagement Engagement & Relationships = Learning

Chevallier, et. al. (2012). The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4

Social Orienting “attending and responding”

Social Liking “increased initiations and

active seeking”

Social Maintaining “reputation management or

fitting in”


oxytocin, opioids, and dopamine



 Our Goal – Social Engagement!

3 elements of active engagement  




Focus on the three i 3

Getting the emotional “hook”

ENGAGE

Providing information in different ways

Letting kids “show what they know”

EXPRESS

When does positive engagement occur? Early Childhood Examples

ACCESS

When does positive engagement occur? School Aged Examples


ENGAGEACCESS

Providing information in different ways

Letting kids “show what they know”

EXPRESS



The “What” of Engagement Universal Design for Learning

Getting the emotional “hook” in classroom lessons

Fostering deeper comprehension in classroom lessons

Fostering students’ abilities to show what they know!

All children benefit

B. Provide information in multiple

ways

A. Foster Engagement

C. Encourage expression

INSERT SLIDE FOR UDL GUIDELINES

http://www.cast.org

Acc

ess

Sup

port

Sel

f- D

eter

min

atio

n

▪ Spontaneous nonverbal

communication

▪ Before

Words

▪ Combining peoples’

names, verbs, and nouns to

share intentions

▪ Emerging

language

▪ Building self-efficacy and

social conventions

▪ Conver-

sational

A universal design for learning framework can create a pathway for engagement

Engagement

Spontaneous nonverbal

communication

Before Words

Combining peoples’ names, verbs, and nouns

to share intentions

Emerging language

Building self-efficacy and

social conventions

Conver-sational

!

A universal design for learning framework can create a pathway for engagement

Engagement



The SEE-KS Quick Reference

SEE-KS Mentorship ChecklistFinding “what’s working” and identifying “next steps”

Fostering Social Emotional Engagement


“Investment” All children benefit

A. Foster Engagement



A.Fosteringengagement1.Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists,and/orbasketsofmaterialsinsequence)?2.Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofcopingstrategiestohelpstudentsremainalertand/orsoothewhenneeded,adjustingdemands,andprovidingsocialengagement)?3.Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?

Before words A. Foster engagement

…with hands-on materials, messy play and exploration with different textures (e.g., art, building, cooking, etc.)

Emerging language A. Foster engagement

…by pairing academic concepts with imaginative play and hands-on materials



…by connecting academic concepts to real – life application.

Conversational A. Foster engagement

Fostering Social Emotional Engagement  

Fostering deeper comprehension

“Independence” All children benefit

B. Provide information in multiple

ways

B.PresentingInformationinMultipleWays

1.Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)?2.IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?3.Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?



Before words B. Provide information in multiple ways

…by providing objects of reference to ensure understanding.

…by providing visuals for the sequence & the steps within activitiesWhat do we get to do today?

What do we get to do right now?

Emerging language B. Provide information in multiple ways

Tape on tables for visual boundaries of shared space

Table labels (number for quick identity)

…by ensuring social expectations are presented in multiple ways

Emerging language B. Provide information in multiple ways



Conversational language B. Provide information in multiple ways

…by providing visuals for the sequence & the steps within activities

…by pairing academic concepts

with hands-on materials


By ensuring social expectations are presented in multiple ways




By ensuring social expectations are presented in multiple ways


Fostering Social Emotional Engagement

Fostering an ability to show

what they know!

“Initiation”All

children benefit

C. Foster expression

Before words C. Encourage expression

…by providing see-through containers for before words children to make choices.



Emerging Language C. Encourage expression

…by providing visuals for

children to use people’s names

and verbs.

…by providing options for physical action by varying response methods

Conversational Language C. Encourage expression

 In summary, we can help create learning

environments to …

Increase investment by fostering engagement in multiple ways.

Increase independence by providing information in multiple ways.

Increase initiation by fostering multiple means of action and expression.



Social Orienting “attending and responding”

Social Liking “increased initiations and

active seeking”

Social Maintaining “reputation management or

fitting in”






Focus on the three I’s

Independence

Investment

Initiation


Focus on the three i 3



Let practice!

Let’s Talk MentorshipWe need to ignite learning amongst our colleagues and teachers…adult learners are motivated by talking about success and imagining what could be....

“Let’s discuss engagement”

 The “How” of Mentorship 

Examining the traditional expert model



 The “How” of Appreciative Inquiry 

Igniting Social Engagement

Coaching is not about what’s wrong…  it’s about what’s next.

-Eric Sandberg, Ph.D

In appreciative inquiry, we focus on what’s working and collaborating to brainstorm ideas for increasing

opportunities for engagement.

 The “How” of Appreciative Inquiry 

Igniting Social Engagement in Staff Members

I noticed how effective it was to….?

I noticed when you….

I saw that students lit up when they had access to….

And then the educator imagining what could be.....

I wonder if there are opportunities to increase initiation…

I wonder if there may be opportunities to enhance independence…

I wonder if there may be opportunities to inspire investment…



Our Mentorship Tools – The Coaching Form

 The “How” of Appreciative Inquiry

Appreciative Inquiry

Classroom Observation



Step 1

Remind those involved about the key principles of appreciative inquiry

1. We are looking for what is working to foster engagement (not for problems that need to be fixed)

2. Next, we will look for opportunities where student engagement might be increased.

Step 2

Engage in the initial conversation

1. What were your goals for this lesson/activity?

2. What is already working for your group for engagement?

3. What questions do you have about opportunities for student engagement?

4. Recast what you learned

Step 3 Record what’s

working

Using your UDL sheet and your What’s Working column, watch the video and only record what you see already working to benefit engagement levels in your section! You will have time to discuss with your partners after the video.



Your Turn!You now have time to discuss with your partners and record what you saw already working in your section. You have three minutes!

Times Up… Provide feedback using phrases such as “I noticed that you….” or “I saw that you….” and this appear to foster the students’ investment, independence, or initiation."

Times Up!  

Let’s hear the good stuff

and summarize 

Step 4 Revisit the teacher’s questions about opportunities for increasing student engagement.

Tip: Go back to the initial conversation notes!



Step 5 Next Steps  

Using our UDL Quick Reference

Make sure you are looking in theAppropriate Developmental Stage

• ”…provideadditionaloptionsforactionsandexpressiontofosterinitiation?”

• “…drawonindividualintereststomotivateandincreaseinvestment?

• “...presentedthisinformationinadifferentwaytofosterindependence?

Sampleendings

• Inoticedhoweffectiveitwaswhen…howmight…”

• “Howmightwe…” • “Arethereopportunitiesto…”

• “Whatwoulditlooklikeifwe…”

• “Iwonderif….

Samplestarters

Collaboration&DiscussionHelpBox• Rememberwhich“I”(Independence,Investment,Initiation)

we’relookingtofoster

Step 6



References

▪ Belfield, et al. (2015, Feb.). The economic value of social and emotional learning. Center for Benefit-Cost Studies in Education. Teachers College, Columbia University Accessed via: www.cbcse.org

▪ Jones, D., Greenberg, M. & Crowley, M (2015, July). Early social-emotional functioning and public health. American Journal of Public Health.

▪ Meyer, A., Rose, D., & Gordon, D. (2013). Universal Design for Learning; Theory and Practice. CAST Professional Publishing (www.cast.org). Wakefield, MA.

References

▪ Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment & Volume II Program planning and intervention. Baltimore, MD: Brookes Publishing.

▪ Rubin, E., Townsend, J. & Vittori, L. (2015). Social Emotional Engagement – Knowledge and Skills (www.SEE-KS.com).

▪ Sparapani, et al. (2015, Oct,). Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, DOI 10.1007/s10803-015-2615-2.

To learn more

To learn more about the Educational Outreach Program at the Marcus Autism Center and Social Emotional Engagement (SEE-KS), contact: [email protected]



Copyright–SEE-KS(2015).Rubin,E.,Townsend,J.&Vittori,L.Permissiongrantedforuseofmaterialsforeducationalpurposes.

EngagementLadder(WholeGroup)

District/Site: SchoolYear: Teacher: Coach/Observer(s): Activity/Segment/Time: CommunicationStage: 43210

Indicate#orNamesofStudents

Criterion

4 Fullyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.spontaneouslyinitiatingahighfrequency(throughnonverbalorverbalmeans),b.demonstratingindependenceinengagingwithtargetedmaterials,andc.highlyemotionallyinvested(asevidencedbyfrequentexpressionofsharedpositiveemotion).

3 Mostlyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.spontaneouslyinitiatingamildtomoderatefrequency(throughnonverbalorverbalmeans),b.demonstratingsomeindependenceinengagingwithtargetedmaterials,andc.emotionallyinvested(asevidencebyoccasionalexpressionofsharedpositiveemotion).

2 Partiallyengaged.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.predominantlyresponsivetoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans),b.followingteacherorpeerdirectionstoengagewithtargetedmaterials,andonlyseldomsharepositiveemotion.

1 Emerging/Fleeting.SEE-KScoachesshouldtallythenumberof

studentswhoare:a.onlyintermittentlyresponsivetoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans)andshownoinitiation,b.arereliantonfollowingteacherorpeerdirectionstoengagewithtargetedmaterials,anddonotsharepositiveemotion.

0 Nofocus.SEE-KScoachesshouldtallythenumberofstudentswhoare:a.donotrespondtoteacherorpeers’bidsforinteraction(throughnonverbalorverbalmeans)andshownoinitiation,b.arenotyetfollowingteacherorpeerdirectionstoengagewithtargetedmaterials,andarenotyetsharingemotion.

Foradditionalinformationaboutstudentengagement,pleasevisit:

http://complexld.ssatrust.org.uk/project-resources/how-to-use-it.html



SEE-‐

KS –

Rub

in, E

., To

wns

end,

J. &

Vitt

ori,

L. (2

015)

. Pe

rmiss

ion

gran

ted

for u

se o

f mat

eria

ls fo

r edu

catio

nal p

urpo

ses.

Essential U

nive

rsal Design for L

earning Su

pport –

Quick Referen

ce

Before W

ords Stage

Co

nsid

er th

ese

supp

orts

whe

n co

mmun

ication is

acco

mplishe

d throug

h bo

dy la

ngua

ge, g

estures,

and facial exp

ressions a

nd n

ot y

et th

roug

h sp

eech

, pic

ture

s, si

gns,

or a

ssist

ive

tech

nolo

gy.

Emerging

Lan

guag

e Stag

e Co

nsid

er th

ese

supp

orts

whe

n co

mmun

ication is

acco

mplishe

d using sing

le w

ords, com

bina

tions of

words, a

nd brie

f or “

scrip

ted”

phrases (u

se o

f spe

ech,

pi

ctur

es, s

ign

lang

uage

, or a

ssist

ive

tech

nolo

gy).

Conv

ersatio

nal S

tage

Co

nsid

er th

ese

supp

orts

whe

n co

mmun

ication

consists of u

sing

senten

ces a

nd con

versationa

l lev

el

discou

rse

(usin

g sp

eech

, sig

n la

ngua

ge, o

r ass

istiv

e te

chno

logy

). A. Fosterin

g en

gage

men

t

1. H

ave

supp

orts

bee

n em

bedd

ed to

fost

er

the

abili

ty to

pre

dict

the

sequ

ence

of

activ

ities

and

the

step

s with

in e

ach

activ

ity

to su

ppor

t sel

f-‐reg

ulat

ion?

Prov

ide

acce

ss to

and

dire

ctly

refe

renc

e co

ncre

te

obje

cts a

nd m

ater

ials

to d

enot

e th

e se

quen

ce o

f ac

tiviti

es (e

.g.,

bins

of m

ater

ials

for e

ach

activ

ity)

and

to d

enot

e th

e st

eps t

owar

d co

mpl

etio

n (e

.g.,

bins

laid

out

in se

quen

ce);

and

embe

d m

ulti-‐

mod

al e

nviro

nmen

tal c

ues (

e.g.

, mus

ic, l

ight

s, a

nd

rout

ine

actio

ns) i

n fa

mili

ar a

nd n

ovel

situ

atio

ns.

Prov

ide

acce

ss to

, dire

ctly

refe

renc

e, a

nd e

ncou

rage

in

depe

nden

t use

of d

aily

age

ndas

and

with

in ta

sk

sche

dule

s (w

ritte

n la

ngua

ge p

aire

d w

ith p

hoto

s,

grap

hics

) and

mul

ti-‐m

odal

env

ironm

enta

l cue

s (e.

g.,

mus

ic, l

ight

s, a

nd ro

utin

e ac

tions

) to

pred

ict t

he

sequ

ence

of a

ctiv

ities

and

the

step

s tow

ard

com

plet

ion;

us

ing

the

actu

al m

ater

ials

whe

n ne

cess

ary

to su

ppor

t pr

ogre

ss w

ithin

a ta

sk in

bot

h fa

mili

ar a

nd n

ovel

sit

uatio

ns.

Prov

ide

acce

ss to

, ref

eren

ce, a

nd e

ncou

rage

in

depe

nden

t use

and

cre

atio

n (w

hen

appr

opria

te) o

f w

ritte

n da

ily a

gend

as a

nd w

ithin

task

sche

dule

s to

pred

ict t

he se

quen

ce o

f act

iviti

es a

nd st

eps t

owar

d co

mpl

etio

n; A

ND

mod

el st

rate

gies

to p

repa

re fo

r the

oc

curr

ence

of n

ew a

nd c

hang

ing

situa

tions

(e.g

., re

fere

ncin

g or

join

tly c

reat

ing

a w

ritte

n da

ily a

gend

a or

to-‐d

o lis

t to

prep

are

for s

teps

with

in ta

sks a

nd

nove

l situ

atio

ns).

2. H

ave

supp

orts

bee

n em

bedd

ed to

fost

er

the

abili

ty to

stay

act

ivel

y en

gage

d an

d pe

rsist

in d

aily

act

iviti

es?

Plan

and

impl

emen

t sup

port

s to

fost

er re

gula

tion

stra

tegi

es in

ord

er to

sust

ain

activ

e en

gage

men

t an

d pr

even

t esc

alat

ion

(e.g

., of

ferin

g ch

oice

s of

mat

eria

ls to

ale

rt o

r soo

the)

; whi

le a

lso

mon

itorin

g sig

nals

of a

tten

tion,

mot

ivat

ion,

and

re

gula

tion

AND

adju

stin

g de

man

ds a

s nee

ded

to

prev

ent p

robl

em b

ehav

ior (

e.g.

, inf

usin

g ch

oice

s of

stra

tegi

es a

nd in

crea

sing

or d

ecre

asin

g de

man

ds).

Plan

and

impl

emen

t sup

port

s to

fost

er in

depe

nden

t use

of

regu

latio

n st

rate

gies

in o

rder

to su

stai

n ac

tive

enga

gem

ent a

nd p

reve

nt e

scal

atio

n (e

.g.,

an e

mot

ion

key

ring

to e

xpre

ss e

mot

ion

and

requ

est a

ssist

ance

or

copi

ng su

ppor

ts);

whi

le a

lso m

onito

ring

signa

ls of

at

tent

ion,

mot

ivat

ion,

and

regu

latio

n AN

D ad

just

ing

dem

ands

as n

eede

d to

pre

vent

pro

blem

beh

avio

r (e.

g.,

infu

sing

choi

ces o

f str

ateg

ies a

nd in

crea

sing

or

decr

easin

g de

man

ds).

Plan

and

impl

emen

t sup

port

s to

fost

er in

depe

nden

t us

e of

regu

latio

n st

rate

gies

in o

rder

to su

stai

n ac

tive

enga

gem

ent a

nd p

reve

nt e

scal

atio

n (e

.g.,

acce

ss to

a

wat

er b

ottle

, a w

ritte

n sc

hedu

le, a

nd p

lan

for s

eeki

ng

assis

tanc

e); w

hile

mon

itorin

g sig

nals

of a

tten

tion,

m

otiv

atio

n, a

nd re

gula

tion

AND

adju

stin

g de

man

ds a

s ne

eded

to p

reve

nt p

robl

em b

ehav

ior (

e.g.

, inf

usin

g ch

oice

s of s

trat

egie

s and

incr

easin

g or

dec

reas

ing

dem

ands

). 3.

Hav

e in

divi

dual

inte

rest

s bee

n co

nsid

ered

as

a m

eans

to st

imul

ate

inte

rest

and

m

otiv

atio

n fo

r eng

agem

ent a

nd le

arni

ng?

Ensu

re th

at ta

sks i

nvol

ve p

urpo

sefu

l, ca

use-‐

effe

ct,

and

intr

insic

ally

mot

ivat

ing

sens

ory-‐

mot

or

expl

orat

ory

elem

ents

bas

ed u

pon

pref

eren

ces a

nd

abili

ties (

e.g.

, han

ds-‐o

n m

ovem

ent-‐

base

d,

mus

ical

) AN

D em

bed

thos

e el

emen

ts w

ithin

na

tura

l rou

tines

(e.g

., pl

ay, m

usic

, art

, coo

king

, an

d ev

eryd

ay a

ctiv

ities

) as a

mea

ns to

recr

uit

inte

rest

s pro

activ

ely.

Ensu

re th

at ta

sks i

nvol

ve p

urpo

sefu

l app

licat

ion

or a

n en

gagi

ng so

cial

inte

ract

ion

(e.g

., w

ritin

g a

wor

d or

ph

rase

= a

soci

al re

ques

t or c

omm

ent a

bout

a re

al-‐li

fe

even

t) A

ND

embe

d m

ater

ials

that

incl

ude

indi

vidu

al

inte

rest

s or s

enso

ry p

refe

renc

es (e

.g.,

hand

s-‐on

, mus

ic,

mov

emen

t), a

s a m

eans

to re

crui

t int

eres

ts p

roac

tivel

y.

Link

mea

ning

ful t

opic

s and

mat

eria

ls to

task

s with

cl

ear a

pplic

atio

n to

dai

ly li

fe (e

.g.,

linki

ng m

ath

equa

tions

to re

al-‐li

fe a

pplic

atio

n), t

o cr

eatio

n of

a

prod

uct (

e.g.

, offe

ring

a ch

oice

of a

per

suas

ive

lett

er

vs. a

new

spap

er su

bmiss

ion)

, or t

hrou

gh a

n en

gagi

ng

soci

al in

tera

ctio

n (e

.g.,

usin

g ro

le p

lay

paire

d w

ith a

so

cial

stud

ies r

ead

alou

d); A

ND

embe

d in

divi

dual

in

tere

sts a

s a m

eans

to re

crui

t int

eres

ts p

roac

tivel

y.

B. Presenting inform

ation in m

ultip

le ways

1.

Is v

erba

l lan

guag

e pa

ired

with

mul

tiple

fo

rms o

f rep

rese

ntat

ion

to fo

ster

co

mpr

ehen

sion?

Pres

ent v

erba

l inf

orm

atio

n in

mul

tiple

way

s to

ensu

re c

ompr

ehen

sion

by su

pply

ing

cont

extu

al

info

rmat

ion

(em

bedd

ing

lang

uage

in n

atur

al

rout

ines

), vi

sual

tool

s (e.

g., c

oncr

ete

obje

cts,

gr

aphi

cs, p

hoto

grap

hs),

and

hand

s-‐on

mat

eria

ls to

en

sure

that

info

rmat

ion

is lin

ked

to p

revi

ous

expe

rienc

es; A

ND

that

tran

sfer

of i

nfor

mat

ion

to

new

con

text

s is m

axim

ized

by u

sing

obje

cts o

f re

fere

nce

acro

ss c

onte

xts

and

thro

ugh

rout

ine,

re

petit

ion,

and

exp

erie

ntia

l lea

rnin

g.

Pres

ent v

erba

l inf

orm

atio

n in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n by

supp

lyin

g co

ntex

tual

info

rmat

ion,

vi

sual

tool

s (e.

g., g

raph

ics a

nd p

hoto

grap

hs),

hand

s-‐on

m

ater

ials,

and

imag

inat

ive

play

to e

nsur

e th

at

info

rmat

ion

is lin

ked

to p

revi

ous e

xper

ienc

es A

ND

that

tr

ansf

er o

f inf

orm

atio

n to

new

con

text

s is m

axim

ized

thro

ugh

use

of v

isual

tool

s ac

ross

con

text

s, a

nd th

roug

h re

hear

sal a

nd e

xper

ient

ial l

earn

ing.

Pres

ent v

erba

l inf

orm

atio

n in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n by

supp

lyin

g co

ntex

tual

info

rmat

ion,

vi

sual

tool

s, h

ands

-‐on

mat

eria

ls, a

nd ro

le p

lay

to

ensu

re th

at in

form

atio

n is

linke

d to

pre

viou

s ex

perie

nces

; AN

D th

at tr

ansf

er o

f inf

orm

atio

n to

new

co

ntex

ts is

max

imize

d th

roug

h us

e of

visu

al to

ols,

ac

ross

con

text

s, a

nd th

roug

h re

hear

sal a

nd

expe

rient

ial l

earn

ing.



SEE-‐

KS –

Rub

in, E

., To

wns

end,

J. &

Vitt

ori,

L. (2

015)

. Pe

rmiss

ion

gran

ted

for u

se o

f mat

eria

ls fo

r edu

catio

nal p

urpo

ses.

Before W

ords Stage

Em

erging

Lan

guag

e Stag

e Co

nversatio

nal S

tage

B. Presenting inform

ation in m

ultip

le ways c

ont.

2.

Is in

form

atio

n re

late

d to

cog

nitiv

e sk

ills o

r ac

adem

ic c

once

pts e

mbe

dded

thro

ugho

ut a

va

riety

of a

ctiv

ities

AN

D pr

esen

ted

in

mul

tiple

way

s to

fost

er c

ompr

ehen

sion?

Pres

ent i

nfor

mat

ion

rela

ted

to c

ogni

tive

skill

s or

acad

emic

con

cept

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n by

em

bedd

ing

cont

extu

al

info

rmat

ion

in n

atur

al ro

utin

es (e

.g.,

mus

ic,

dres

sing

rout

ines

, and

mea

ls), r

efer

enci

ng v

isual

to

ols (

e.g.

, con

cret

e ob

ject

s, g

raph

ics,

ph

otog

raph

s), a

nd p

rovi

ding

han

ds-‐o

n m

ater

ials;

so

that

info

rmat

ion

is lin

ked

to p

revi

ous

expe

rienc

es A

ND

that

tran

sfer

of i

nfor

mat

ion

to

new

con

text

s is m

axim

ized

usin

g of

obj

ects

of

refe

renc

e ac

ross

con

text

s and

thro

ugh

rout

ine

repe

titio

n, a

nd e

xper

ient

ial l

earn

ing.

Pres

ent i

nfor

mat

ion

rela

ted

to c

ogni

tive

skill

s or

acad

emic

con

cept

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n by

em

bedd

ing

cont

extu

al in

form

atio

n,

refe

renc

ing

visu

al to

ols (

e.g.

, gra

phic

s and

ph

otog

raph

s), p

rovi

ding

han

ds-‐o

n m

ater

ials,

and

en

gagi

ng in

imag

inat

ive

play

rela

ted

to re

al-‐li

fe

appl

icat

ions

; so

that

info

rmat

ion

is lin

ked

to p

revi

ous

expe

rienc

es A

ND

that

tran

sfer

of i

nfor

mat

ion

to n

ew

cont

exts

is m

axim

ized

thro

ugh

use

of v

isual

tool

s acr

oss

cont

exts

and

thro

ugh

rehe

arsa

l and

exp

erie

ntia

l le

arni

ng.

Pres

ent i

nfor

mat

ion

rela

ted

to c

ogni

tive

skill

s or

acad

emic

con

cept

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n by

em

bedd

ing

cont

extu

al in

form

atio

n,

refe

renc

ing

visu

al to

ols,

pro

vidi

ng h

ands

-‐on

mat

eria

ls,

and

enga

ging

in ro

le p

lay;

so th

at in

form

atio

n is

linke

d to

pre

viou

s exp

erie

nces

AN

D th

at tr

ansf

er o

f in

form

atio

n to

new

con

text

s is m

axim

ized

thro

ugh

use

of v

isual

tool

s acr

oss c

onte

xts a

nd th

roug

h re

hear

sal

and

expe

rient

ial l

earn

ing.

3. A

re so

cial

cue

s pre

sent

ed in

mul

tiple

way

s to

ens

ure

accu

rate

per

cept

ion

and

com

preh

ensio

n of

act

iviti

es?

Pres

ent s

ocia

l cue

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n of

exp

ecta

tions

by

supp

lyin

g co

ntex

tual

info

rmat

ion

(e.g

., em

bedd

ing

soci

al

cues

in n

atur

al ro

utin

es su

ch a

s son

gs, s

ocia

l pla

y,

and

mea

ls), v

isual

tool

s (e.

g., c

oncr

ete

obje

cts,

gr

aphi

cs, p

hoto

grap

hs),

and

hand

s-‐on

mat

eria

ls;

so th

at in

form

atio

n is

linke

d to

pre

viou

s ex

perie

nces

AN

D th

at tr

ansf

er o

f inf

orm

atio

n to

ne

w c

onte

xts i

s max

imize

d us

ing

obje

cts o

f re

fere

nce

acro

ss c

onte

xts a

nd th

roug

h ro

utin

e,

repe

titio

n, a

nd e

xper

ient

ial l

earn

ing.

Pres

ent s

ocia

l cue

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n of

exp

ecta

tions

and

soci

al n

orm

s by

supp

lyin

g vi

sual

tool

s (e.

g., s

ocia

l nar

rativ

es p

aire

d w

ith

grap

hics

and

pho

togr

aphs

), ha

nds-‐

on m

ater

ials,

and

by

enga

ging

in im

agin

ativ

e pl

ay in

fam

iliar

rout

ines

; so

that

tr

ansf

er o

f inf

orm

atio

n to

new

con

text

s is m

axim

ized

thro

ugh

use

of v

isual

tool

s acr

oss c

onte

xts a

nd th

roug

h re

hear

sal a

nd e

xper

ient

ial l

earn

ing

to p

repa

re fo

r new

an

d ch

angi

ng si

tuat

ions

.

Pres

ent s

ocia

l cue

s in

mul

tiple

way

s to

ensu

re

com

preh

ensio

n of

exp

ecta

tions

of s

ocia

l nor

ms b

y su

pply

ing

visu

al to

ols,

han

ds-‐o

n m

ater

ials,

and

en

gagi

ng in

role

pla

y in

fam

iliar

rout

ines

; so

that

tr

ansf

er o

f inf

orm

atio

n to

new

con

text

s is m

axim

ized

thro

ugh

use

of v

isual

tool

s acr

oss c

onte

xts a

nd

thro

ugh

rehe

arsa

l and

exp

erie

ntia

l lea

rnin

g to

pre

pare

fo

r new

and

cha

ngin

g sit

uatio

ns.

C. Allo

wing multip

le options fo

r action an

d expression

1. A

re th

ere

freq

uent

opp

ortu

nitie

s to

INDE

PEN

DEN

TLY

i. ac

cess

mat

eria

ls, ii

. en

gage

with

oth

ers,

and

iii.

refe

r to

deve

lopm

enta

lly a

ppro

pria

te U

DL su

ppor

ts

for s

elf-‐r

egul

atio

n, c

omm

unic

atio

n, a

nd

prob

lem

-‐sol

ving

?

Plan

and

pro

vide

opt

ions

to p

ract

ice

self-‐

regu

latio

n by

allo

win

g in

depe

nden

t acc

ess t

o m

ater

ials

and

embe

ddin

g fr

eque

nt o

ppor

tuni

ties

to se

ek e

ngag

emen

t with

oth

ers (

e.g.

, obj

ects

of

refe

renc

e fo

r tra

nsiti

ons,

act

ivity

bin

s in

sequ

ence

, an

d ch

oice

s of m

ater

ials

in se

e-‐th

ru c

onta

iner

s)

with

in fa

mili

ar ro

utin

es a

nd u

nfam

iliar

act

iviti

es.

Plan

and

pro

vide

opt

ions

to p

ract

ice

self-‐

regu

latio

n by

al

low

ing

inde

pend

ent a

cces

s to

mat

eria

ls an

d em

bedd

ing

freq

uent

opp

ortu

nitie

s to

seek

eng

agem

ent

with

oth

ers;

AN

D by

pro

vidi

ng to

ols t

o de

velo

p se

lf-‐m

onito

ring

abili

ty (e

.g.,

visu

al ti

me-‐

tabl

es, t

imer

s, a

nd

to-‐li

sts w

ith g

raph

ics)

with

in fa

mili

ar ro

utin

es a

nd

unfa

mili

ar a

ctiv

ities

.

Plan

and

pro

vide

opt

ions

to p

ract

ice

self-‐

regu

latio

n an

d ex

ecut

ive

func

tioni

ng b

y al

low

ing

inde

pend

ent

acce

ss to

mat

eria

ls an

d em

bedd

ing

freq

uent

op

port

uniti

es to

seek

eng

agem

ent w

ith o

ther

s; A

ND

by p

rovi

ding

tool

s to

deve

lop

self-‐

mon

itorin

g ab

ility

(e

.g.,

visu

al ti

me-‐

tabl

es, t

imer

s, a

nd to

-‐do

lists

) with

in

fam

iliar

rout

ines

and

by

prov

idin

g op

port

uniti

es to

in

depe

nden

tly p

lan

ahea

d fo

r upc

omin

g ac

tiviti

es.

2. A

re m

ultip

le o

ptio

ns fo

r exp

ress

ion

and

com

mun

icat

ion

prov

ided

and

tailo

red

to

deve

lopm

enta

l lev

el?

Fost

er o

ppor

tuni

ties f

or e

xpre

ssio

n an

d co

mm

unic

atio

n by

enc

oura

ging

act

ive

lear

ning

an

d in

tera

ctio

n AN

D by

pro

vidi

ng v

isual

supp

orts

fo

r key

soci

al la

ngua

ge ta

rget

s at t

he B

efor

e W

ords

stag

e (e

.g.,

offe

ring

choi

ces o

f des

ired

mat

eria

ls in

see-‐

thru

con

tain

ers t

o fo

ster

in

itiat

ions

of n

onve

rbal

com

mun

icat

ion)

in b

oth

fam

iliar

and

nov

el si

tuat

ions

.

Fost

er o

ppor

tuni

ties f

or e

xpre

ssio

n an

d co

mm

unic

atio

n by

enc

oura

ging

act

ive

lear

ning

and

inte

ract

ion

AND

by

prov

idin

g vi

sual

supp

orts

for k

ey so

cial

lang

uage

targ

ets

at th

e Em

ergi

ng L

angu

age

stag

e (e

.g.,

grap

hics

to

deno

te p

eopl

e’s n

ames

and

ver

bs fo

r sub

ject

+ v

erb

wor

d co

mbi

natio

ns) i

n bo

th fa

mili

ar a

nd n

ovel

sit

uatio

ns.

Fost

er o

ppor

tuni

ties f

or e

xpre

ssio

n an

d co

mm

unic

atio

n by

enc

oura

ging

act

ive

lear

ning

, di

alog

ue, w

hole

gro

up p

artic

ipat

ion,

and

pee

r in

tera

ctio

n; A

ND

by p

rovi

ding

visu

al su

ppor

ts fo

r co

nten

t (w

hat t

o sa

y), t

imin

g (w

hen

to ta

lk),

and

soci

al

conv

entio

ns (h

ow to

eng

age)

in b

oth

fam

iliar

and

no

vel s

ituat

ions

.

3. A

re m

ultip

le o

ptio

ns p

rovi

ded

for i

nitia

ting

and

sust

aini

ng e

ngag

emen

t in

ever

yday

ac

tiviti

es?

Prov

ide

optio

ns fo

r phy

sical

act

ion

and

expr

essio

n to

sust

ain

enga

gem

ent b

y va

ryin

g th

e re

spon

se

met

hods

with

in th

e ac

tivity

(e.g

., sit

ting

and

atte

ndin

g is

paire

d w

ith e

ngag

ing

thro

ugh

the

use

of h

ands

-‐on

mat

eria

ls, m

ovem

ent,

and

sens

ory

actio

ns) a

nd b

y pr

ovid

ing

conc

rete

visu

als (

the

actu

al m

ater

ials)

as r

emin

ders

of c

opin

g st

rate

gies

fo

r sta

ying

ale

rt a

nd re

ques

ting

assis

tanc

e; w

hile

AL

SO a

ctiv

ely

mon

itorin

g sig

nals

of e

ngag

emen

t to

adj

ust a

ctiv

ity d

eman

ds.

Prov

ide

optio

ns fo

r phy

sical

act

ion

and

expr

essio

n to

su

stai

n en

gage

men

t by

vary

ing

the

resp

onse

met

hods

w

ithin

the

activ

ity (e

.g.,

prov

idin

g du

plic

ate

sets

of

mat

eria

ls or

visu

als)

and

by

prov

idin

g vi

sual

s and

as

sistiv

e te

chno

logi

es a

s rem

inde

rs o

f cop

ing

stra

tegi

es

for s

tayi

ng a

lert

and

requ

estin

g as

sista

nce;

whi

le A

LSO

ac

tivel

y m

onito

ring

signa

ls of

eng

agem

ent t

o ad

just

ac

tivity

dem

ands

acc

ordi

ngly

.

Prov

ide

optio

ns fo

r phy

sical

act

ion

and

expr

essio

n to

su

stai

n en

gage

men

t by

vary

ing

the

resp

onse

met

hods

w

ithin

less

ons (

e.g.

, ver

bal,

raisi

ng h

ands

, rol

e pl

ay,

and

part

ner-‐

talk

) and

by

prov

idin

g vi

sual

s and

ass

istiv

e te

chno

logi

es a

s rem

inde

rs o

f cop

ing

stra

tegi

es fo

r st

ayin

g al

ert a

nd re

ques

ting

assis

tanc

e; w

hile

ALS

O

activ

ely

mon

itorin

g sig

nals

of e

ngag

emen

t to

adju

st

less

on d

eman

ds a

ccor

ding

ly.



SocialEmotionalEngagement-Knowledge&Skills(SEE-KS) EssentialUniversalDesignforLearningSupports–CoachingForm

Copyright©SEE-KS–Rubin,E.,Townsend,J.&Vittori,L.(2015).Permissiongrantedforuseofmaterialsforeducationalpurposes.

District/Site: Date: ①Educator: Coach/Observer(s): VideoLink(s): NextCoachingSessionDate:MutuallyAgreedUponQuestion④:

② Subject/Segment:Goal/TargetoftheLesson:

ReferenceSelf-AssessmentSurvey,RaterRubric&EngagementLadder

③ What’sWorking ⑤ NextStepsUsingCollaborativeDiscussion

A. Fosteringengagement1. Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists)?

2. Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofstrategiestoaidestudentsinremainingalert/soothewhenneeded,adjustdemands,andprovidesocialengagement)?

3. Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?

B. Presentinginformationinmultipleways1. Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)?

2. IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?

3. Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?

C. Allowingmultipleoptionsforactionandexpression1. AretherefrequentopportunitiestoINDEPENDENTLYi.accessmaterials,ii.engagewithothers,iii.refertodevelopmentallyappropriateUDLsupportsforself-regulation,communication,andproblem-solving?

2. Aremultipleoptionsforexpressionandcommunicationprovidedandtailoredtodevelopmentallevel(e.g.,visual/writtenremindersformaintainingsocialconversation,visualstoremindemerginglanguagestudentstousepeople’snamesandverbs,choicesofsee-thrucontainersforthosewithminimallanguage)?

3. Aremultipleoptionsprovidedforinitiatingandsustainingengagementineverydayactivities(e.g.,participatingwithaccesstohands-onmaterials,withoptionsforusingvisuals/writtenchoices,andwithassistanceofothersasasupport)?

ActionPlanforNextStep(s)⑥: SEE-KSCoachingGuidelines:①②③④⑤⑥



CopyrightSEEKS2016–AllRightsReserved;E.Rubin&J.Townsend

CoachingFramework–QuickReference

CaseStudyCoaching&Mentorship

TheAppreciativeInquiryPhilosophy

TheSEEKSprogramhasadoptedthephilosophyofappreciativeinquirytoguideourcoachingandmentorship.Thisphilosophyisbasedonthepremisethatacollectivediscussionof“what’sworking”inaclassroomlessonfostersanabilitytoimagine“whatcouldbe”andacollectivedevelopmentofanactionplanfor“nextsteps.”Thisprocessreducestheneedforan“expert”modelofconsultationthatisbaseduponmorecoerciveorpersuasivemechanismsforplannedchangeandratherfocusesonthepositivepsychologytoenhancelearning.Thefollowingguidelinesareofferedtofosteraproductiveandemotionallyregulatingpeer-to-peercoachingsession:

1. Describetheprocessofappreciativeinquiry(5minutes):Pleaseremindthoseinvolvedthatwearenotlookingfor“deficiencies”or“problems.”Rather,wearefocusingonidentifyingtheinstructionalelementsthatarealreadyeffectiveatfosteringactiveengagementandthenidentifyopportunitiesforincreasinginitiation,independence,andemotionalinvestment–the3I’s.

2. Engageininitialconversation(5minutes):Provideanopportunityfortheeducatorand/orco-teachertoshareperspectivesontargetactivityandstudentsbydiscussingtheoverallgoals,whathasworkedandquestionsforconsiderationthatrelatetostudentengagement.

3. Discussandrecord‘what’sworking’(10minutes):ProvideastructuredtimetousetheSEE-KS

CoachingChecklisttoidentify“what’sworking”ineacharea.Remindmentorstoholdoffondiscussing“nextsteps”untilafterthesesuccessfulelementshavebeennoted,recordedandshared.Targeteducatorsshouldbeanactiveparticipantinthisself-reflection.

4. Selectthequestion(s)thataremutuallyagreeduponbythegroup(5minutes):Revisit

questionsforconsiderationrelatedtostudentengagementtodevelopaquestion(s)forexplorationinthecollaborativediscussionofnextsteps;suchas,“Iwonderifthereareopportunitiestoincreaseindependence…increaseemotionalinvestment…orincreaseinitiation…”

5. Collaboratetodiscusspossible‘nextsteps’(10minutes).Allowwaittimetoensurethatthe

teacherand/orco-teacherinitiateacollectivediscussion.Questionstostimulatecollaborationmightinclude,“Howmightprovidinginformationinmultiplewaysbehelpful…Howmightallowingmultipleoptionsforactionandexpressionbehelpful…”.Allowthisdiscussiontoflowasideasmaybesharedinabrainstormformattoenhanceoverallcreativityandpossibility.

6. Identifyanactionplanofnextstepsandwhoisresponsibleforaction.

SEE-KSCoachingGuidelines:①②③④⑤⑥



SocialEmotionalEngagement-Knowledge&Skills(SEE-KS) EssentialUniversalDesignforLearningSupports–CoachingForm

Copyright©SEE-KS–Rubin,E.,Townsend,J.&Vittori,L.(2015).Permissiongrantedforuseofmaterialsforeducationalpurposes.

District/Site: Date: ① Educator: Coach/Observer(s): VideoLink(s): NextCoachingSessionDate: MutuallyAgreedUponQuestion④:

②Subject/Segment: Goal/TargetoftheLesson:

ReferenceSelf-AssessmentSurvey,RaterRubric&EngagementLadder

③What’sWorking ⑤NextSteps UsingCollaborativeDiscussion

A.Fosteringengagement 1.Havesupportsbeenembeddedtofostertheabilitytopredictthesequenceofactivitiesandthestepswithineachactivitytosupportself-regulation(e.g.,dailyagendas,timers,todolists)?

2.Havesupportsbeenembeddedtofostertheabilitytostayactivelyengagedandpersistindailyactivities(e.g.,providingchoicesofstrategiestoaidestudentsinremainingalert/soothewhenneeded,adjustdemands,andprovidesocialengagement)?

3.Haveindividualinterestsbeenconsideredasameanstostimulateinterestandmotivationforengagementandlearning(e.g.,linkingacademicstoreal-lifeapplicationorspecialinterests,creatingaproduct,orhands-on,movement-basedstimulation)?

B.Presentinginformationinmultipleways 1.Isverballanguagepairedwithmultipleformsofrepresentationtofostercomprehension(e.g.,writteninformation,graphics,photos,dramaticrole-play,integratedarts,andreal-lifematerials)? 2.IsinformationrelatedtocognitiveskillsoracademicconceptsembeddedthroughoutavarietyofactivitiesANDpresentedinmultiplewaystofostercomprehension(e.g.,hands-onand/ormanipulativematerials,multiplemedia,andtechnology)?

3.Aresocialcuespresentedinmultiplewaystoensureaccurateperceptionandcomprehensionofactivities(e.g.,providingvisualstoclarifyexpectationsforvocalvolume,proximitytoothers,conversationaltiming,andturn-taking)?

C.Allowingmultipleoptionsforactionandexpression 1.AretherefrequentopportunitiestoINDEPENDENTLYi.accessmaterials,ii.engagewithothers,iii.refertodevelopmentallyappropriateUDLsupportsforself-regulation,communication,andproblem-solving?

2.Aremultipleoptionsforexpressionandcommunicationprovidedandtailoredtodevelopmentallevel(e.g.,visual/writtenremindersformaintainingsocialconversation,visualstoremindemerginglanguagestudentstousepeople’snamesandverbs,choicesofsee-thrucontainersforthosewithminimallanguage)?

3.Aremultipleoptionsprovidedforinitiatingandsustainingengagementineverydayactivities(e.g.,participatingwithaccesstohands-onmaterials,withoptionsforusingvisuals/writtenchoices,andwithassistanceofothersasasupport)?

ActionPlanforNextStep(s)⑥: SEE-KSCoachingGuidelines:①②③④⑤⑥



Documents

Falling in love with the social world · 2019. 11. 18. · The social motivation theory of autism. Trends in Cognitive Sciences., Vol. 16, No. 4 oxytocin, opioids, and dopamine oxytocin,