1 Ed Tronick Meaning Making With Physio June 2012

Dynamic Informal Social
Thinking Assessment
Michelle Garcia-Winner
Speech-Language Pathologist
www.socialthinking.com
4/2/2010 1
Disclosure
z Relevant Financial Relationships when speaking
about this information:
z This information has been published in books
authored by myself and published through
Thinking About You Thinking About Me, 2nd ed. (2007)
Inside Out: What Makes a Person With Social Cognitive
Deficits Tick? (2000)
A Politically Incorrect Look at Evidence Based Practices and
Teaching Social Skills (2008)
4/2/2010 Copyright©2008 Michelle G. Winner 2
There’s a lot going on with social
communication and interpretation!
z Elements related to the ILAUGH Model of
social cognition
I=Initiation of communication
L=Listening with eyes and brain
A=Abstract and inferential interpretation
U=Understanding Perspective/Jt. Attention
G=Getting the Big Picture (conceptualizing)
H=Humor and Human Relations
Social Learning Challenges
Involve
1. Theory of Mind
2. Executive Functioning
3. Central Coherence
Social Communication
Requires Perspective taking
Ability to monitor and adjust to your own and
others’:
z Thoughts
z Emotions
z Physical motives
z Language based motives
z Prior knowledge and beliefs
z Belief Systems
z Personality
4/2/2010 Copyright©2008 Michelle G. Winner
5
Social Pragmatics
Requires
Synergistic and Dynamic
processing and responding to all
of the above information in
milliseconds to 2 seconds!
4/2/2010 6
The problem with Standardized
Tests
z Standardized tests:
z Usually assess parts of a process, eliminating social
executive function challenges.
z Unlike the process of communication, standardized tests
are rigidly administered not allowing for dynamic problems
solving that is at the base of social relations.
z They fail to assess social processing and responses in
REAL TIME (milliseconds to 2 seconds)
z Tend to focus most on Language Pragmatics, but a
students social response is key and critical to the
communicative process!
What can you expect from
traditional measures?
z Acceptable to excellent IQ
z Often verbal IQ is higher than performance
z Acceptable to excellent achievement
scores
z Acceptable to excellent Basic Language
Scores
z Often pragmatic test scores are in
acceptable range for schools.
Dynamic Informal Assessment
Goal is to assess the more abstract elements of
the process of communication and language
without depending on formalized tests, in spite
of what the state standards may tell you.
We all have a professional responsibility to

understand our client, even if our knowledge is
in advance of formalized test development!
Why are these tasks called
Dynamic?
z We can adjust the task based on how the
student is doing to try and encourage positive
outcomes for them while observing the
process they need to go through to get there.
Social Thinking Dynamic
Informal Assessment Tasks:
z Explore functional interpretations and responses, very often in
the here and now to see how students do in the here and now:
z Think With Your Eyes

z Shift gears: The Double Interview
z Interpret social scenarios
z Reading comprehension of “Strange Stories” (Happe).
z Do you know what I know?
z Narrative Language: talk to me
z Sequence socially themed information
z Physical Presence
Think With Your Eyes
z Can the student follow your
eyes to tell you what you
are looking at?
z Can the students tell you
what you are likely thinking
about based on where you
are looking? (basic joint
attention assessment)
The Double Interview
1. After interviewing the
student by asking them
questions about their own
life, review with them what
you learned from your
interview.
2. Then show them 3 pictures
related to your life (without
pets in the picture)
3. Then tell them that it is only
fair that they get a chance to
interview you, since they
don’t know you either.
Research from graduate students
about this technique is
posted on my website
(www.socialthinking.com)
Conversations: do they connect to
other’s minds?
z Crawling under the Emmett: too much information
table, do they notice
you are not there?
z Twins: click manually
Social Scenario Pictures
z From Emotion and Expression Cards
www.proedinc.com (speech and language
materials)
Have the student look at pictures of social

situations where someone is being tricked or
where the situation is causing an emotional
response and have them describe what is
going on in the picture.
Social scenario picture example
Social Scenario Interpretation
Reading Comprehension
z Strange Stories
z Francesca Happe'
z Have the student read the
passage and then try and
answer the questions about
people’s intentions.
z If students can easily pass this
then use age related social
literature passages to see if they
can infer social information in a
longer passage.
Who knows what I know?
z Based on 1st order ToM testing: Do you know
that my thoughts are different from your
thoughts based on my different experiences?
“Who knows what you had for breakfast?”
“Why do you always ask your mom about your
parrot? Why don’t you ask Dr. Crooke, she’s
smart too?”
Narrative Language: Talk to
Me
Description of tasks: do
they give just the right
amount of information
(too much/too little).
Telling the story of
wordless picture books:
do they tell the social
emotional story or the
fact based story?
Sharing an imagination versus
having a singular imagination
z Shared imagination activities: can they
connect and sustain with a shared
imagination
z Or…do they insist it needs to be all about
their thoughts?
Physical Presence
z When you go to stand in the therapy room in
a group, do they understand their own
physical presence in that group?
z Stand too far away?
z Not establish appropriate posture for the group?
z Send a “mis-cue” to their communicative partner?
Sequence Socially Themed
Information
z Sequence Pictures
www.speechmark.com
6-8 sequence pictures:
children/adult
z Can they sequence 6-8 pictures
without any assistance
arranging the social events in
the proper order? (do they read
the context and the events given
the visual cues?)
z Can they fix their errors if they
do run into problems or do they
just get stuck? (flexible
brain/executive func.skills)
Report Writing and Meetings
z Add a sentence stating something to the effect:
z “Given the dynamic nature of interpersonal communication,
there is currently few good standardized tests available tha
provide qualitative information about the complexity of the
communicative interaction. Therefore the examiner used
informal assessment techniques to help understand the
synergistic nature of this task as it relates to this student’s
social thinking and related social pragmatic behavior and
it’s impact on daily social and academic functioning, if any”.
z We need to discuss social processing at it’s base
rather than at the level of output.
z Need to address teaching thinking (conceptual)
rather than just teaching social skills (behavioral)
In summary
Assessment for treatment of social

pragmatics should look to see how
social learning challenges impact not
only social relations but academic
performance.
Learning specialists and therapists
should work together to focus on
increased social knowledge which can
help learning span across the school
4/2/2010 day in related areas. 25

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Dynamic Informal Social

z Language based motives

z Prior knowledge and beliefs

We all have a professional responsibility to

z Think With Your Eyes

z Twins: click manually

Have the student look at pictures of social

Assessment for treatment of social

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