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COMMUNICATION STRATEGIES
AMY GORDON, M.ED.
S E C O N D N AT U R E S O C I A L S K I L L S
Social Communication
Escape or avoidance
Private or Sensory
Second Nature Social Skills 2015 (c)
Perspective Taking
PRAGMATICS:
USING LANGUAGE
Examples are:
1) Conventional Greetings or Closings (hi,
bye)
2) Informing (Im going to take a bath)
3) Demanding (Go get your backpack)
4) Promising (Im going to get you a treat)
5) Requesting (I would like a drink please)
www. asha.org
PRAGMATICS:
CHANGING LANGUAGE
Examples include:
1) Talking differently to your students vs.
a colleague
2) Speaking differently in a school vs. a
football game
3) Giving prior knowledge/background
information to a student that comes in
to the classroom (re-cap) after a lecture
(unfamiliar information)
4) Explaining a situation
www.asha.org
Second Nature Social Skills 2015 (c)
PRAGMATICS:
FOLLOWING THE RULES (HIDDEN)
Conversational and Storytelling (Hidden) Rules:
PRAGMATIC CHALLENGES
Unexpected or off topic remarks
Telling a story is disorganized (sequencing issues First,
then, next, finally)
Small variety in language use
Avoiding conversation
Occurs across settings and situations
Seems unexpected for that age (developmentally)
www.asha.org
PRAGMATICS:
PERSPECTIVE TAKING
Simon Baron-Cohens 8 components
1) Thoughts (green, yellow, red)
2) Feelings/Emotions (green, yellow, red)
3) Nonverbal body language (gestures, facial
expressions, tone of voice)
4) Physical State (tired, hungry)
5) Prior knowledge (past experience)
6) Belief systems (opinion vs. fact)
7) Personality (serious, easy going)
8) Situation or Context (in school, restaurant)
Taking all 8 components and within 0-2 seconds figure the
motives and intentions of self and others
Second Nature Social Skills 2015 (c)
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
Newest addition to our brain and it takes many years to
develop (think teenagers and their decision making), but its
the steering wheel of our brain functioning.
Manages higher emotions such as empathy and altruism (The
sub-cortex is emotional memory)
-Empathy: the ability to put yourself in
elses shoes
-Altruism: helping others for the sole benefit of
helping others and you just get to feel good
as a result of it.
Second Nature Social Skills 2011 (c)
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
In the frontal lobe of our brain along with the prefrontal lobe (sub-cortex-emotional
memory)
Its in charge of our higher order thinking skills-think Blooms Taxonomy.
1) Knowledge-Recall or locate information (brainstorm, research, prior knowledgeorganization)
2) Comprehension-Understand learned facts (planning and organizing materials-past, present,
future)
3) Application-Apply what has been learned to new situations (initiating,
staying on task, shifting or transitioning from one thought to the next, time managementpredictions,
multi-tasking, staying on task, controlling your emotions, working under
pressure , using your working memory)
4) Analysis Take apart information to examine different parts (self-monitoring and
problem solving-even within the moment-metacognition)
5) Synthesis Create or invent something; bring together more than one idea (big
picture processing-seeing the outcome from the beginning)
6) Evaluation Consider evidence to support conclusions (What happened? What should
happen next time?-What am I doing right now that isnt working?-Metacognition-reflection)
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
Brainstorm, plan, sequence events (time
management-past, present, future), predict, initiate,
apply the information we know, problem solve in
the moment, and evaluate the information for
future use.
Think about your use of self-talk and self-regulation
during these steps (the inner thoughts you have and
how to control impulses-emotions)
Task analysis (the steps involved with even simple
tasks)
Second Nature Social Skills 2011 (c)
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
How does executive functioning effect our learning?
put into practice (raising hand vs. calling out), safety rules are
become expected, homework packets-up to 20 minutes,
money concepts-budgeting, etc.
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
- Upper Primary (Grades 3-5): future plans (errands,
PRAGMATICS:
SOCIAL EXECUTIVE FUNCTIONING
- Middle school Years (Grades 6-8): building upon the
PRAGMATICS:
LINK IN LISTENING
Brain to think
About what
the speaker is
saying
Personal Space
in a shared
space, face the
speaker with a
quiet body and
posture
Eyes to look at
the speaker
Link In
Listening
Look at the
bridge of their
nose if makes
me feel better
Listening
ears for the
speaker
Quiet mouth
unless its my
turn to talk on
topic
PRAGMATICS:
HOW TO TEACH
Pre-teach direct instruction
Teach all the body parts
Use verbal with gestural prompt (then fade out
verbal and keep gestural/visual)
Carry over across settings
Track the amount of times you use it
Second Nature Social Skills 2015 (c)
PRAGMATICS:
CONVO-GRAPHICS
Convo-Graphics-Conversation Parts
** before you can begin a conversation, you need to be Linked In**
Greetings
What is a greeting? A greeting is a way to begin a conversation or
acknowledge another persons presence.
Give different examples of greetings. They can be verbal, nonverbal,
formal, and/or informal. Hint: think about who you are talking to.
Hi, Hello, Good morning/afternoon/evening, Hey, Whats up?, Sup, a
wave, smile, hand shake, a head nod, pound it fist/knuckles, shoulder
tap
Small Talk
What is small talk? Small talk is a short, generalized (vague)
conversation that includes topics that are shared with other people.
There are generally 2-6 exchanges.
Give different examples of small talk. Hint: think about the time of year
for special events and the situation you are in.
How are you? Look at this weather? Did you hear about the Patriots? Did
you see Avatar? (topics: vacation, food, tv shows, movies, sports, weather,
books, school, work, clothing, haircuts, video games, anime,
family,holidays, etc)
Transitions
What is a transition? A transition is a verbal warning to the
conversation partner that the topic is going to change to a new one. It is
a bridge for changing one topic to another topic. Hint: Wait for a pause
in the conversation and acknowledge the last topic spoken before
changing topics.
When does a transition happen in the conversation? When you are done
talking about one topic, but you want to keep talking about other topics.
Examples: by the way, speaking of, that reminds me, hey, thats cool,
but did you know that I ______, wow, nice, I like ____, I have ___, so,
anyway, etc.
PRAGMATICS:
CONVO-GRAPHICS
Topics
What is a topic? A topic is something that you are talking about during a
conversation. It is the subject that the conversational partners are
talking about during the conversation.
Give different examples of topics in conversations.
Hint: think about the small talk topics: sports, classes, games, making
plans to get together, vacation, holidays, family, friends, sports,
drama/theater, books, toys, errands, weather, stores, clothing,
pets/animals, travelling, different places, current events, TV shows,
movies, technology, video games, etc.
Fillers
What are fillers? Fillers are sounds or gestures you make to the
speaker to know that you are thinking about what they are saying. You
do not make whole words when you use these fillers. Hint: you can use
fillers, but use words too so the speaker knows you are interested the
conversation.
When would you put fillers in a conversation? When you are listening
to a speaker and want to give quick clue that you are listening and want
the speaker to continue talking. Give examples of conversation fillers: uhhuh, hmm, uh-uh, mmmm, ah, oh, eeeeek, ugh, argh, grrr, nah, shaking,
nodding of your head, eyes widening, mouth opening, hand/arm gestures,
etc.
Closing
What is a closing? A closing is a way to end the conversation. Hint: think
about the wh? Questions: when (time elapsed), where (are you going
somewhere else/situation), what (is the other person showing clues they
need to stop talking),and why (its time to move on to something else).
How many different types of closings to a conversation are there? They can
be verbal, nonverbal, formal, and/or informal. Hint: think about who
you saying good-bye to: Bye, Good-bye, Nice to have met you, Nice to see
you again, Good evening, Later, See ya, Take care, a wave, a handshake, a
head nod, pound it fist/knuckles, shoulder tap, See you soon, etc.
PRAGMATICS:
HOW TO TEACH
Pre-teach the conversation parts
Be explicit
Be detailed (give as many different choices
(people, places)
Skits/Video mapping
PRAGMATICS:
FEELINGS/THOUGHTS
Green: Keep them GOing!
Yellow: Slow down to think!
Red: Stop and think!
PRAGMATICS:
GREEN, YELLOW, AND RED
Green Thoughts
Happy
Cheerful
Excited
Pleased
Joyful
Compassionate
Delighted
Kind
Proud
Calm
Relaxed/At ease/Comfortable
Admired
Interested
Agreeable
Appreciated
Confident
Encouraged/Brave
Flexible
Forgiving
Yellow Thoughts
Confused
Guilty
Sad
Nervous
Insecure
Lonely
Embarrassed
Offended
Mocked/Teased
Pressured
Insulted
Resentful
Stereotyped
Worthless
Ignored
Humiliated
Misunderstood
Discouraged
Anxious
Red Thoughts
Scared
Mad
Angry
Frightened
Terrified
Threatened/Bullied
Unsafe
Furious
Frustrated
Failure
Depressed
Overstressed
Intimidated
Voiceless/Not feeling heard
Violated
Untrusting
Enraged
Upset
Furious
PRAGMATICS:
HOW TO TEACH
How to Change Feelings and Thoughts
PRAGMATICS:
HOW TO TEACH
Give examples of different situations
Ask students how they would feel in that situation
Predict how another person would feel
PRAGMATICS:
HOW TO TEACH
PRAGMATICS:
EXPECTED AND UNEXPECTED
Expected:
- Match bodies, words, tone/volume of voice
- People have green feelings/thoughts when
someone is being expected
- Pre-teach social expectations (e.g. Classroom
rules/contract)
PRAGMATICS:
EXPECTED AND UNEXPECTED
Unexpected:
PRAGMATICS:
SECOND THOUGHT BUBBLE
Is it a Talk Bubble or a Second Thought Bubble?
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
*6.
*6.
PRAGMATICS:
HOW TO TEACH
Pre-teach direct instruction
Teach the vocabulary and prompts
Use verbal with gestural prompt (then fade out
verbal and keep gestural/visual)
Carry over across settings
Track the amount of times you use it
Second Nature Social Skills 2015 (c)
PRAGMATICS:
THE COVER UP
The Cover Up
all your little thoughts for the big thought of staying on topic and
being expected!
PRAGMATICS:
HOW TO TEACH
Pre-teach students how we all have thoughts in our
head all day long
Pre-teach expected vs. unexpected
Pre-teach staying on topic (Link in Listening,
convo-graphics)
Show them the gestural prompt that accompanies
the Cover Up to use anywhere at any time!
Sweeping your forefinger across your forehead is
the prompt.
Have the students create their own reminders of
how to make the big thought stay in their mind over
the little thoughts.
Second Nature Social Skills 2015 (c)
PRAGMATICS:
SITUATION RADAR
Green Problems: Let it GO! Let it slide!
Yellow Problems: Slow down to think! Use a fix it
Red Problems: Emergency! I need HELP!!
PRAGMATICS:
HOW TO TEACH
Validate students feelings
(It feels like a red problem, but its in the
yellow zone)
( While youre a learner, it will feel like a
yellow problem, but eventually it will be
green).
Pre-teach coping strategies and let the students create
a toolkit
Praise for identifying the problem and applying the
coping skill
Use indirect prompts (Hmm, if its a green problem or
How do we act with a green problem?
Second Nature Social Skills 2015 (c)
PRAGMATICS:
THE FIX ITS
The FIX ITS
What happened?
How do I feel?
frustrated
worried
happy
annoyed
mad
bored
proud
happy
annoyed
mad
bored
calm
nervous
sad
disappointed
calm
nervous
excited
angry
proud
sad
relaxed
relaxed
excited
disappointed
angry
green
green
yellow
yellow
red
red
PRAGMATICS:
THE FIX ITS
Lets fix it #1:
How can I fix it?
proud
relaxed
calm
excited
frustrated
green
annoyed
yellow
nervous
disappointed
worried
mad
sad
bored
angry
proud
relaxed
worried
sad
calm
green
excited
frustrated
nervous
red
annoyed
yellow
disappointed
mad
bored
angry
red
PRAGMATICS:
THE FIX ITS
Problem:
(Dilemma)
1.
Plan A/Solution 1:
Predictions to consider:
a.
b.
c.
2.
Plan B/Solution 2:
Predictions to consider:
a.
b.
c.
3.
Plan C/Solution 3:
Predictions to consider:
a.
b.
c.
4.
Plan D/Solution 4:
Predictions to consider:
a.
b.
c.
Main Perspectives
Secondary Perspectives
Perspectives to
Consider:
PRAGMATICS:
HOW TO TEACH
The following steps should be considered while trying to solve a
problem:
- Slow down to think or Stop to think.
- Identify the problem.
- Think of your own perspective-(feeling and thoughts) and
anyone else that is directly (main) or indirectly (secondary)
involved with the problem.
- Think of multiple solutions.
- Analyze and predict the outcome.
- Choose one solution.
- Re-assess the situation and apply and analyze the solutions
and feelings.
Second Nature Social Skills 2015 (c)
PRAGMATICS:
PLUG IN PLANNING
Plug in Planning
Insert
Picture of
Activity
Here
Activity:
When:
Who:
Where:
What:
How:
Expectations:
PRAGMATICS:
HOW TO TEACH
Executive Functioning:
- Time-Abstract Concept
- Future Planning
- Steps/Task Analysis of Planning
PRAGMATICS:
HOW TO TEACH
Start with the time
- how much time do you have?
- travel time?
- how long is a particular activity?
Think about who
- activity
-persuasion
- negotiation
- compromise (flexible thinker!)
Second Nature Social Skills 2015 (c)
PRAGMATICS:
IT TAKES A VILLAGE
USE SPECIAL INTERESTS TO HELP..
Pokmon
Minecraft
Legos
Terraria
PRAGMATICS:
IT TAKES A VILLAGE..
Michelle Garcia-Winner, M.S. CCC-SLP
(socialthinking.com)
Dr. Ross Greene (livesinthebalance.org)
Sarah Ward, M.S. CCC-SLP
(executivefunctiontherapy.com)
Jessica Minahan, M.Ed., BCBA
QUESTIONS?
Second Nature Social Skills
15 Main St. Ext. Unit 7
Plymouth, MA 02360
508.747.2663
Amy Gordon, M.Ed.