Social problem solving is at the heart of social competencies and affects how students interpret and respond to social-academic information and assignments. 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 course takes a deeper look at the A, U, G, and H of the ILAUGH Model.

This second part of a two-part series 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 differences and/or challenges in 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.

Attendees will learn a variety of specific teaching strategies from the Social Thinking® Methodology—including ways to teach abstract vs. concrete thinking, flexible reading comprehension strategies, perspective taking in written language, and the role of organization and humor in the social world.

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. Describe the “A” (Abstracting and Inferencing) component of the ILAUGH model and state two examples of how challenges in this area may impact the academic day.
2. Describe one or more strategies for teaching flexible thinking as part of perspective taking.
3. Describe an example of how struggles in the “G” component of the ILAUGH model (i.e., gestalt or getting the big picture) can influence both spoken and written language expression.
4. Using the Social Thinking–Social Learning Tree, describe why it is important to consider the roots (individual), the trunk (ILAUGH), and the branches (situation-based expectations), rather than only the leaves (skills) when planning for assessment and lesson planning.

Agenda

• 1 hour and 20 minutes
  • Understanding the role of abstract information in social and academic information
  • How perspective taking influences reading comprehension of literature, written expression, and social interactions
  • Strategies for teaching
• 10-minute Break
• 2 hour and 10 minutes
  • Deeper exploration of the impact on social interactions and academic expectations through the ILAUGH Model:
    • Gestalt processing
    • Humor and human relationships
  • Using the Social Thinking–Social Learning Tree to better understand the needs of the social learner and develop teaching plans.
  • Previously Recorded Q & A Session

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