One’s ability to think socially forms the bedrock not only for how we socially interact with one another, but also how we learn to write, comprehend, use narrative language, participate in groups, and learn in classrooms or online. Understanding what it takes to think socially in both home and academic settings can be summarized in the ILAUGH Model of Social Cognition (Thinking). The ILAUGH Model is an acronym for six components designed to guide interventionists (parents and professionals) to understand and teach social competencies through the exploration of social thinking, social problem solving, and the social emotional learning experience, including the social-academic connection. Each component of the ILAUGH Model is grounded in a rich evidence base surrounding the needs of social learners. These include: Initiating communication, Listening with the eyes and brain, Abstracting and inferencing, Understanding perspective, Getting the big picture (gestalt), and Humor and human relationships.

This first course, in a two-part series, includes an exploration of the relationship between social learning and social competencies, both of which impact day-to-day interactions and school work. Using examples from students’ work, we explore how initiation and social attention impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms.

You’ll learn a variety of teaching strategies from the Social Thinking® Methodology—including ways to teach initiation, how to avoid the blurt, how the social rules change with age, and surviving the boring moment.

Who Should Attend

The Social Thinking Methodology is used by a wide variety of professionals; including speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.

The first course, Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model Part 1: The Social-Academic Brain: The Role of Initiation and Listening with One’s Eyes and Brain in this two-part series, includes an exploration of the relationship between social learning and social competencies, both of which impact day-to-day interactions and schoolwork. Using examples from students’ work, we explore how initiation and social attention impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms.

In the second part of the two-part series, Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model Part 2: Thinking Socially Through the Lens of Abstract Thinking, Understanding Perspectives, Gestalt Thinking, and Humor, takes a closer look at the connection between social learning and social competencies in home, school and screen landscapes. Using practical examples, we explore how perspective taking, understanding abstract information, and executive functioning impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving, and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms. We also explore how to go deeper into social emotional lessons through a visual framework called the Social Thinking–Social Learning Tree.

Objectives

Participants will be able to:

1. Explain why teaching “think with your eyes” is different than teaching “good eye contact.”
2. Explain why a person with social emotional learning differences and/or challenges may have problems comprehending literature.
3. Describe a strategy to help social learners avoid blurting.
4. Identify the different components of the ILAUGH Model and how this framework forms the foundation for our social learning.

Agenda

• 1 hour and 20 minutes
  • Social competencies are part of the broader social world
  • Introduction of core concepts from the Social Thinking Methodology
  • Discussion of the social-academic connection
• 10-minute Break
• 2 hours and 10 minutes
  • Introduction of the ILAUGH Model and deeper exploration of the impact on social interactions and academic expectations:
    • Initiating Communication
    • Listening with Eyes and Brain
  • Previously Recorded Q & A Session

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