!

“He Chooses Not to Do It!”

... or Does He? In the efforts to comply with the appropriate boards/
! associations, I declare that I do not have any affiliations
Helping Pragmatically Impaired Students with with or financial interest in a commercial organization
High Functioning Autism Meet that could pose a conflict of interest with my
presentation. "
Common Core State Standards
!
!
Timothy P. Kowalski, M.A.,C.C.C."
Speaker"
Timothy P. Kowalski, M.A.,C.C.C.
Professional Communication Services, Inc.
1401-A Edgewater Dr.
Orlando, FL 32804
www.socialpragmatics.com

1 2

!
In the efforts to comply with the appropriate
boards/associations, I declare that I do not
have any affiliations with or financial interest in
Disclosure
• I declare that aside from materials I have authored, I, or my family, do not have
any financial relationship in any amount with a commercial interest whose
products or services are discussed in my presentation.  Additionally all Planners
involved in today’s presentation do not have any financial relationship."

a commercial organization that could pose a • Non-Financial:"

conflict of interest with my presentation.  • Florida Assoc. of Sp-Lang. Path. & Aud.: VP Professional Practices in SLP"
!
• Financial: "
!
Timothy P. Kowalski, M.A.,C.C.C. • Professional Communication Services, Inc.: President"
Speaker
• AS Works: Co-owner"

• Author

3 4
 My books
Timothy P. Kowalski

Social-Pragmatic Success
Asperger Syndrome
ed in
expla
for Asperger Syndrome and Other Related Disorders

Practical Strategies for

Assessment and
Practical Strategies for
Treatment
Assessment and Treatment

Timothy P. Kowalski
Let’s begin with
the DSM-5
Illustrated by Laura S. Kowalski

lf, and You Understanding

Are you In The Zone? Me, Myse Emotions
A Simple Technique to Help Someone with Social Difficulties A Guide for Adults

Timothy P. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski

5 6

Rationale for Change to DSM DSM-IV-TR

Pervasive Developmental Disorder
• over the past 2 decades new information in
neurology, genetics and behavioral sciences
increased our understanding of mental illness" Triad of Impairments 5 Diagnostic Categories

• research expanded knowledge about:"

• prevalence of mental disorders" Rett’s
Disorder
Childhood Asperger
Disintegrative Disorder
Autistic Pervasive
• how the brain functions" Disorder
Disorder Developmental
Disorder-Not
Otherwise
Specified

• effect of genes and environment on health

& behavior
7 8
 What’s new?
• Autism Spectrum Disorder (ASD) now
replaces previous Pervasive
Developmental Disorder"
DSM-5 • eliminates differentiation of:"
Autism Spectrum Disorder • autistic disorder"
• PDD-NOS"
• Asperger Disorder"
• Childhood Disintegrative Disorder
9 10

3 Domains Become 2!
• no differentiation with ASD among • Social Communication"
disorders by etiology" • Restricted Interests and Repetitive Behaviors
• Rett Syndrome"

• Fragile X"

• other known genetic disorders

11 12

A. Persistent deficits in social communication and
Social Communication
Domain
13
• Deficits in nonverbal communicative
behaviors used for social interaction;
ranging from poorly integrated-verbal
and nonverbal communication ,
through abnormalities in eye contact
and body-language, or deficits in
understanding and use of nonverbal
communication, to total lack of facial
expression or gestures.
15
Social Communication Domain
social interaction across contexts, not accounted
for by general developmental delays, and
manifest by all 3 of the following:"
• Deficits in social-emotional reciprocity
ranging from abnormal social approach and
failure of normal back and forth conversation
through reduced sharing of interests,
emotions, and affect and response to total
lack of initiation of social interaction
14
• Deficits in developing and maintaining
relationships appropriate to
developmental level (beyond those
with caregivers); ranging from
difficulties in sharing imaginative play
and in making friends to an apparent
absence of interest in people.
16
B.Restricted Interests and Repetitive
Behaviors Domain Restricted, repetitive
patterns of behavior, interests, or
• Excessive adherence to routines,
activities as manifested by at least two
of the following:"
• Stereotyped or repetitive speech, motor
movements, or use of objects (such as
simple motor stereotypies, echolalia,
repetitive use of objects, or idiosyncratic
phrases
17
• Hyper- or hypo-reactivity to sensory
• Highly restricted, fixated interests that
are abnormal in intensity or focus;
(such as strong attachment to or
preoccupation with unusual objects,
excessively circumscribed or
perseverative interests
19
ritualized patterns of verbal or
nonverbal behavior, or excessive
resistance to change; (such as motoric
rituals, insistence on same route or
food, repetitive questioning or extreme
distress at small change)
18
input or unusual interest in sensory
aspects of environment; (such as
apparent indifference to pain/heat/
cold, adverse response to specific
sounds or textures, excessive smelling
or touching of objects, fascination with
lights or spinning objects).
20
 C. Symptoms must be present in early
childhood (but may not become fully
manifest until social demands exceed
limited capacities)." Specifiers and Modifiers
D. Symptoms together limit and impair
everyday functioning.

21 22

Specifiers and Modifiers Specifier for the etiology:

• ASD label now requires additional

• ASD with Rett Syndrome"
information provided through:"
• ASD with Fragile X"
• specifiers"
• ASD with 15q11-13
• modifiers

23 24
Specifier for Early History
(Pattern of Onset, Losses)

• ASD with onset before 18 months and

loss of words and social skills"
• ASD with onset by age 30 months and
loss of social skills"
• ASD with no clear onset and no loss

25 26

Modifier indicating other

important factors
• ASD with a Language Disorder, ADHD,
Developmental Coordination Disorder, Severity Levels
or Intellectual Disability"
• ASD with tonic-clonic seizures"
• ASD with chronic irritable bowel
syndrome

27 28
 Severity Levels Severity Level Social Communication

Level 3: Requiring Severe deficits in verbal and nonverbal SC skills cause severe
very substantial impairments in functioning; very limited initiation of social
• Level 1: Requiring support" support interactions and minimal response to social overtures from others.

• Level 2: Requiring substantial support" Marked deficits in verbal and nonverbal SC skills; social "
Level 2: Requiring impairments apparent even with supports in place; limited "
• Level 3: Requiring very substantial substantial support initiation of social interactions and reduced or abnormal "
response to social overtures from others.
support
Without supports in place, deficits in SC cause noticeable
impairments.  Has difficulty initiating social interactions and
Level 1: Requiring
demonstrates clear examples of atypical or unsuccessful
support
responses to social overtures of others.  May appear to have
decreased interest in social interactions.

29 30

Severity Level Restricted Interests & Repetitive Behaviors

Preoccupations, fixated rituals and/or RBS markedly "

Social Communication
Level 3: Requiring
interfere with functioning in all spheres.  Marked distress when "
very substantial
rituals or routines are interrupted; very difficult to redirect from "
support
fixated interest or returns to it quickly.

Level 2: Requiring
RRBs and/or preoccupations or fixated interests appear frequently
enough to be obvious to the casual observer and interfere with
substantial support functioning in a variety of contexts.  Distress or frustration is apparent
Disorder
when RRB’s are interrupted; difficult to redirect from fixated interest.
(Autism Light)
RRB’s cause significant interference with functioning in one or
Level 1: Requiring
more contexts.  Resists attempts by others to interrupt RRB’s or
support
to be redirected from fixated interest.

31 32
 Social Communication Disorder
A.Persistent difficulties in pragmatics or the
social uses of verbal and nonverbal
communication in naturalistic contexts, which
affects the development of social reciprocity and
social relationships..."
B.Persistent difficulties in the acquisition and use
of spoken language, written language, and
other modalities of language (e.g., sign
language) for narrative, expository and
conversational discourse...
33
C. Rule out Autism Spectrum Disorder."
D. Symptoms must be present in early
childhood..."
E. ...result in functional limitations in
effective communication, social
participation, academic achievement, or
occupational performance, alone or in
any combination.
34

• captures children who display difficulties in

social communication (similarly to ASD) but
not Restrictive and Repetitive Behavior"

• previously described as Semantic-Pragmatic Why is

Disorder or Pragmatic Language Impairment"
social communication
• similar to Social-Reciprocity Disorder
(ICD-11)"
important?
• “No data are yet available about its
reliability, validity and prevalence.” Lord & Jones
2012

35 36
 Individuals who recognized the need
for improved social thinking had
higher salaries than those who didn’t
How soon into the interview has the
recognize the need.
decision to hire/not hire been made?
!
Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist supported employment service for
high-ability adults with autism or Asperger syndrome. Autism 9: 533-549.

37 38

Outcome in AS was good in 27% of

Those lacking social cognition cases. However, 26% had a very
had less positive employment restricted life, with no occupation
experiences and showed more or activity and no friends.
preference for solitary activities. !

Why?
Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of young men with Asperger syndrome: a brief report. Autism. 10: 403-414.
Poor awareness of social thinking.
!
Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007). Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study
More than 5 Years after Original Diagnosis. Journal of Autism and Developmental Disorders.

39 40
 • happiness"

600
• surprise"

How do emotions impact • fear"

social communication? • sadness"

• disgust"

• anger

41 42

Emotions are a function of the

central nervous system

42 The brain has 100 billion nerve cells

That’s like all the trees in the Amazon

43 44
 Limbic System
Each nerve cell is connected to about
10,000 other nerve cells making the
potential connections about 1000 trillion

• Responsible for
showing,
recognizing,
That’s like all the leaves in the Amazon controlling the
body’s reaction
to emotions

45 46

Emotions & Memory are Linked

? • When remembering an emotional event,
you recall not only what happened, but
also how you felt – an emotional memory"

Do you get scared? • Both can be triggered by something you

heard, saw or even smelt "
• Scientists think that you store early
fear triggers emotional memories, even if you cannot
immediate reactions remember what actually happened. These
memories may still affect you as adults.
47 48
Why do we look at people?

• to see if we recognize them"

• judge gender and age"

• determine their mood

49 50

Can you identify:

happy surprised fearful sad disgusted angry
But, do people with
HFA have the same
ability to recognize facial
expressions as NTs?

51 52
 Comorbidity Exists
Diagnostic criteria recognize the
presence of a clinically • 65% of adolescents with AS have an affective
significant difficulty with or mood disorder"
understanding, expressing, and
• “For teenagers with Asperger’s syndrome,
regulating emotions. an additional mood disorder is the rule
rather than the exception.” Atwood, T., (2007). The Complete Guide to Asperger's
Syndrome. Philadelphia: Jessica Kingsley Publishers (p. 129).

53 54

Most common comorbid Comorbid anxiety

disorders
• anxiety disorder Ghaziuddin, M. Wieder-Mikhail, W. and Ghaziuddin, N. (1998). Comorbidity of Asperger
• anxiety increases attempts at reducing the
Syndrome: a preliminary report. Journal of Intellectual Disability Research. 42: 279-283;Gillot, A. , Furniss, F. and Walter, A. (2001). Anxiety in high-
functioning children with autism. Autism. 5: 277-286; Green, J., Gilchrest, A., Burton, D. and Cox, A. (2000). Social and psychiatric functioning stress levels"
adolescents with Asperger Syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders. 30: 279-293; Kim, J.
Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among children with autism and
Asperger Suyndrome. Autism. 4: 117-132; Konstantareas, M. (2005) Anxiety and depression in children and adolescents with Asperger syndrome In K.
Stoddart (ed) Children, Yourth and Adults with Asperger Syndrome: Integrating Multiple Perspectives. London: Jessica Kingsley Publishers; Russell, E.
and Sofronoff, K. (2004). Anxiety and social worries in children with Asperger syndrome. Australian and New Zealand Journal of Psychiatry. 39:
• AS reduces flexibility and increases
633-638; Tantam, D. (2000). Psychological disorder in adolescents and adults with Asperger disorder. Autism. 4: 47-62; Tonge, B. Brereton, A.,
Gray, K, and Einfeld, S. (1999). Behavioral and emotional disturbance in high-functioning autism and Asperger Syndrome. Autism. 3: 117-130; " tunnel vision"
• obsessive compulsive disorder (OCD) " • antisocial and noncompliant behavior
• post-traumatic stress disorder (PTSD)" often seen as controlling"

• depression" • but it is an attempt at avoiding stress

producing situations
• paranoia
55 56
 Common Anxiety Disorders
• may increase reliance on restricted narrow
range of interest "
• Obsessive Compulsive Disorder (OCD)"
• reclusive behavior often used as an
• restricted narrow range of interest often
avoidance technique"
misdiagnosed as OCD"
• assures mistake will not be made since no • AS individuals’ thought patterns differ from NTs
attempt is made" McDougle, C. Kresch, L., Goodman, W. and Naylor, S. (1995). A case controlled study of repetitive thoughts and behavior in adults with autistic
disorder and obsessive compulsive disorder. American Journal of Psychiatry. 152: 772-777."

• teasing"
• may self-medicate using alcohol or
marijuana • bullying"
• making a mistake
57 58

• selective mutism"
• Post-traumatic stress disorder (PTSD)"
• a severe form of anxiety"
• attempt at avoiding incident or memory of
such" • often impacts girls more than boys"

• fear of bullying" • anxiety increases the behaviors of:"

• fear of harm from a bully" • agitation (fight)"

• these thoughts are difficult to block out" • avoidance (flight)"

• school refusal • inability to participate (freeze)

59 60
 Depression
• social anxiety disorder"
• Common in AS Clarke, D., Baxter, M., Perry, D., and Prasher, V. (1999).
Affective and psychotic disorders in adults with autism: seven case reports. Autism. 3:149-164; Gillot, A. ,

• often a function of the fear of making Furniss, F. and Walter, A. (2001). Anxiety in high-functioning children with autism. Autism. 5: 277-286; Green,
J., Gilchrest, A., Burton, D. and Cox, A. (2000). Social and psychiatric functioning adolescents with Asperger
Syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders. 30: 2; Kim, J.

a mistake" Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and mood problems among
children with autism and Asperger Suyndrome. Autism. 4: 117-132; Konstantareas, M. (2005) Anxiety and
depression in children and adolescents with Asperger syndrome In K. Stoddart (ed) Children, Youth and Adults
with Asperger Syndrome: Integrating Multiple Perspectives. London: Jessica Kingsley Publishers."

• social confusion often leads to social • may be as high as 1 in 3 children

ineffectiveness and adults Ghaziuddin, M. Wieder-Mikhail, W. and Ghaziuddin, N. (1998).
Comorbidity of Asperger Syndrome: a preliminary report. Journal of Intellectual Disability Research. 42:
279-283; Kim, J. Szatmari, P., Bryson, S., Streiner, D. and Wilson, F. (2000). The prevalence of anxiety and
mood problems among children with autism and Asperger Syndrome. Autism. 4: 117-132; Tantam, D.
(1988). Asperger's syndrome. Journal of Child Psychology and Psychiatry. 29: 245-253; Wing, L. (1981).
Asperger's Syndrome: a clinical account. Psychological medicine. 11: 115-130.

61 62

depression often a function of

reactive-depression Anger
• poor self- • being teased"
esteem" • rapid, intense anger often triggered
• being bullied" by trivial events"
• mental
exhaustion " • pessimistic • emotional regulation often disrupted"
view on life"
• feelings of • on a continuum they function
loneliness" • perfectionist
outlook 1-2-9-10"
• being • often can’t think of alternate
tormented"
strategies to resolve situation "
• but can in another environment
63 64
• property destruction often an attempt
at removing unwanted feelings"
• be aware of externalized-agitated
• limited language of emotions " depression where one blames others
for faults"
• not typical of NT peers"
• childhood depression and mania
• aggression may function as a means of associated with bipolar disorder are
achieving solitude" often manifested as anger

• preemptive in nature

65 66

Challenges are
? a function of:

• reduced social reasoning"

• empathetic difficulty"
So why is this a concern? • impaired conversational skills"
• atypical learning style"
• sensory processing deficits

67 68
...which predispose them to:
?
• stress"
• anxiety"
• frustration" Why?
• emotional exhaustion

69 70

Theory of Mind Deficits

Central Coherence Deficits
Executive Function Deficits
Theory of Mind
Emotional Intelligence

71 72
If only it could be this simple...

73 74

But why does

no one like
me?

Because you are not “In the Zone”

75 76
 What’s
Theory of
Mind?

In a nutshell, it’s perspective taking

77 78

“The Zone” is...

• a term used to describe what most
people would expect to see in a given
Borrowing from a movie... situation"
I’ve developed “The Zone”
• based on the idea that for any situation,
a set of expectations has already been
decided upon by a majority of
individuals

79 80
Good social skills are seldom noticed
When walking in a mall...

• we only pay attention to the “unusual”

or “unexpected”"
• Richard LaVoie calls this concept
“Zero Order Skills”"
• "skills that are only significant when
they fail to exist"

81 82

But then
you see...
No one enjoys
going to the
dentist. But is
What do THIS what you
expected?
YOU
do?
83 84
 Ever been told your zipper is down?

We’ve all been “Out of the Zone” at times But did you
purposely
leave the house
KNOWING
it was down?

85 86

?
But say you’re on an
How do people see you?
Oprah show...
Many people with AS are unaware
how they are seen by others

87 88
Surprise! People DO think about you
Terms used to describe these individuals

What the?

odd • weird • rude • foolish • unusual

89 90

?
If your 1st impression is negative, how
many consecutive interactions must be made
before one changes his opinion of you?
Why do they act that way?

91 92
Could it be a smaller brain mass?

Could it be Mirror Neurons?

93 94

?
Mirror Neurons: an accidental discovery

Do mirror neurons
impact individuals with AS?

95 96
Research supporting mirror neuron theory
Face reading
• EEG studies support the hypothesis of
a dysfunctional mirror neuron system
in high-functioning individuals with
ASD Oberman, L., Hubbard, E., McCleery, J., Altschulera, E., Ramachandrana, V.,
Pinedad, J., (2005). EEG evidence for mirror neuron dysfunction in autism spectrum
disorders. Cognitive Brain Research. 24: 190-198"

• mirror neurons necessary for normal

development of recognition, imitation,
theory of mind, empathy, and language
Obermana, L. and Rmachandrana, V. (2007). The simulating social mind: The role of the mirror
neuron system and simulation in the social and communicative deficits of autism spectrum
disorders. Psychological Bulletin. 133: 310-327

97 98

This guy’s face is hard to read It’s also hard for him to “read” us

99 100
 ?
But some people can’t
Can you decide how the person sitting
next to you feels right now?

101 102

Reading the Many Moods of AS/HFA Prosopagnosia

Barton, J., et al. (2004) Are patients with social developmental disorders prosopagnosic? Perceptual heterogeneity in the Asperger and socio-
emotional processing disorders. Brain. 127: 1706-1716; Duchaine, B, Nieminen-von Wendt, T., New, J. and Kulomaki, T. (2003).
Disocciations of visual recognition in a genetic prosopanosic: evidence for separate developmental processes. Neurocase. 9:380-389;
Kracke, I. (1994). Developmental prosopagnosia in Asperger syndrome: presentation and discussion of an individual case. Developmental
Medicine and Child Neurology. 36: 873-876.Nieminen-von Wendt, T. (2004). On the origins and diagnosis of Asperger syndrome: a clinical
neuroimaging and genetic study. Academic dissertation., Medical Faculty. University of Helsinki. Njiokikrjien, C, et al. (2001) Disordered
recognition of facial identity and emotions in three Asperger type autists. European Journal of Child and Adolescent Psychiatry. 10: 79-90.

Happy
• can’t read the face of others "
Depressed Irritated

• may focus only on individual

components of the face"
• may not realize one expression has
multiple meanings
Suicidal Ecstatic Bored

103 104
 Yale Eye-Gaze Study

Who is a famous individual

with prosopagnosia?

105 106

Feelings
?
Can you decide how you feel right now?

107 108
 Alexythymia
Berthoz, S. and Hill, E (2005). The validity of using self-reports to assess emotion regulation abilities in adults with autism spectrum disorder.
European Psychiatry. 20: 291-298; Nieminen-von Wendt, T. (2004). On teh origins and diagnosis of Asperger syndrome: a clinical
neuroimaging and genetic study. Academic dissertation., Medical Faculty. University of Helsinki; Rastam, M., Gillberg, C., Gillberg, I. and
Johansson, M. (1997). Alexithymia in anorexia nervosa: a controlled study using the 20-item Toronto Alexithymia Scale. Acta Psychiatrica
Scandinavica. 95: 385-388; Tani, P. et al (2004). Asperger syndrome, alexityhmia and sleep. Neuropsychobiology. 49: 64-70.

• the inability to identify and describe

But not everyone can feeling states"
• can’t read emotions in others"
• limited vocabulary to describe
these states"
• especially with subtle states

109 110

?
That’s where “The Zone” can help
How can we help these individuals
develop this skill that the rest of us
simply take for granted?

111 112
 The circle is “The Zone” The dot is the client

It represents
what most people
expect to see at
that moment
in time.

113 114

Ever overdress for a party? Embarrassing, right?

115 116
 Being “Out of the Zone”
Appropriate social skills
is not where you want to be
require one to:
• realize a message comes in many forms"
• identify when a message is being sent"
• successfully decode the message"

• produce an “action plan”"

• implement the plan"

• look for feedback to assess it’s “correctness”"

• revise as necessary
117 118

Does this guy use these skills? But I don’t care!

119 120
 Individuals who recognized the
need for improved social thinking
had higher salaries than those
Why is it important to care? who didn’t recognize the need.
Howlin, P., Alcock, J., Burkin, C. (2005). An 8 year follow-up of a specialist
supported employment service for high-ability adults with autism or Asperger
syndrome. Autism 9: 533-549.

121 122

Outcome in AS was good in 27% of

Those lacking social cognition cases. However, 26% had a very
had less positive employment restricted life, with no occupation or
experiences and showed more activity and no friends. Why?
preference for solitary activities. Poor awareness of social thinking.

Jennes-Coussens, M., Magill-Evans, J., Koning, C. (2006). The quality of life of Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I. C., and Gillberg, C. (2007).
young men with Asperger syndrome: a brief report. Autism. 10: 403-414. Asperger Syndrome and Autism: A Comparative Longitudinal Follow-Up Study
More than 5 Years after Original Diagnosis. Journal of Autism and Developmental
Disorders.38: 72-85.

123 124
But I only want to talk about the things I like
125
What’s important?
Adolescent Viewpoint
nonverbal comprehension
perspective taking
vocal tone interpretation
127
...although some mammals do lay eggs.
?
The duck billed, beaver tailed, otter-
footed platypus of Australia...
Do teachers want the
same things out of their students
as their students
want from their peers?
126
What’s unimportant?
Teacher Viewpoint Adolescent Viewpoint Teacher Viewpoint
eye contact humor comprehension
turn taking
narrative slang usage
perspective taking
humor comprehension nonverbal comprehension
logical communication
topic maintenance topic maintenance
clarification slang usage
128
How often do we communicate?
Yorkston, K., Eadie, T., Baylor, C., Deitz, J., Dudgeon, B., Miller, R., Amtmann, D. (2006)
Developing a Scale of Communicative Participation. ASHA 2006 Annual Convention. Miami Beach.
Neuroscience discovered...
• our brain’s design makes it sociable!
• 80% of waking hours are spent
communicating" • it is drawn into a brain-to-brain linkup
whenever we engage
Listening" High
with another person"
Speaking"
• this linkage allows me
Reading" to affect you and you to
Writing Low affect me

129 130

Thank the amygdala

How can that be?

131 132
 Which of the 6 human feelings
arouses the amygdala the most?

•Happiness
?
•Surprise
•Fear
•Anger What’s with the amygdala?
•Sadness
•Disgust
133 134

The amygdala reads emotions

• elation in the tone of someone’s voice"

• hint of anger around the eyes"
• posture reflecting defeat

It then processes this information

subliminally, beyond the reach of
conscious awareness

135 136
 The amygdala instantly recognizes
the emotion we see in others

“When I wish to find out how good or how wicked anyone

is, or what are his thoughts at the moment, I fashion the
expression of my face, as accurately as possible, in
accordance with the expression of his, and then wait to see
what thoughts or sentiments arise in my own mind or heart,
as if to match or correspond with the expression.”
...Edgar Allen Poe

137 138

How Important is
• the stronger the emotion displayed, the Nonverbal Communication?
more intense the amygdala’s reaction
Whalen, P., Shin L., McInerney, S., Fischer, H., Wright, C.,Rauch, S. (2001). A functional MRI
study of human amygdala responses to facial expressions of fear versus anger. 1: 70-83."

• when 2 people interact face-to-face,

contagion spreads via multiple neural • 60-90%"
circuits within each person’s brain • 7% vocabulary, 55% body language,
38% vocal tone

139 140
 Which picture causes you more reaction?

141 142

Social skills depend on

mirror neurons
• the human brain has multiple
mirror neuron systems used to:"

• mirror actions"

• read intentions"

• read emotions

143 144
How fast does our brain make a pro or con
decision about another person?

“The Zone” helps with

1/20th of a second
social awareness

145 146

Ever feel out of place?

You used mirror neurons to

help you analyze the situation

147 148
 Friends can help too So can your eyes

149 150

Are you In The Zone?

So, use your eyes, your amygdala,

A Simple Technique to Help Someone with Social Difficulties

and your mirror neurons to decide if

you are “In the Zone”

Timothy P. Kowalski
Illustrated by Laura S. Kowalski

151 152
Because you don’t want to be
“Out of the Zone”
Other techniques to develop ToM

• Comic Strip Conversations"

• Social Stories"
• Barrier Games"
• Behavioral Cause-Effect"
• Peer Buddies

153 154

Problem

Is it fixed?
Executive Functions

yes no

155 156
 Executive Functions It’s the amygdala!

• typical characteristics associated with

AS: Eisenmajer, R. et al. (1995). Comparison of clinical symptoms in autism and Asperger's disorder. Journal of
the American Academy of Child and Adolescent Psychiatry. 35: 1523-1531; Nyden, A., Gillberg, C., Hjelmquist, E., and
Heiman, M. (1999). Executive function/attention deficits in boys with Asperger syndrome, attention disorder and
reading/writing disorder. Autism: 3: 213-228; Ozonoff, S., South, M. and Miller, J. (2000) DSM0IV defined Asperger
syndrome: cognitive behavioral and early history differentiation from high-functioning autism. Autism. 4: 29-46;
Pennington, B. and Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child
Psychology and Psychiatry Annual Research Review. 38: 51-87."

• disinhibited"
• impulsive

157 158

• research has determined structural and

functional abnormalities exist Adolphs, R., Sears, L. and
Piven, J. (2001). Abnormal processing of social information from faces in autism. Journal of Cognitive Neuroscience. 13:
232-240; Baron-Cohen, S., et al. (1999). Recognition of faux pas by normally developing children and children with
• 4 major concerns:"
Asperger syndrome or High-Functioning Autism. Journal of Autism and Developmental Disorders. 29; 407-418l; Critchley,
H., et al. (2000). The functional neuroanatomy of social behavior. Brain. 123: 2203-2212; Fine, C., Lumsden, J. and Blair,

"
R. (2001) Dissociation between theory of mind and executive functions in a patient with early left amygdala damage.
Brain Journal of Neurology. 124: 287-298;
• goal focus"
• in AS it may not function properly "
• experiential learning"
• individual can’t receive
information as effectively as NT • relation"
peers"
• continues to escalate but can’t • flexibility of thought
recognize the escalation until it is
too late"
159 160
A technique to help understand need for flexible thinking

Central
Coherence

161 162

• details rule"

• inability to outline"
Emotional Intelligence
• inability to summarize"

• inability to come to the point

163 164
 What is EQ? How does AS impact EQ?

• reduced ability to adapt to new

• the ability to perceive, identify, and situations"
manage emotions on a personal and
• reduced coping skills"
social level
• negative impact on job skills

165 166

AS coping strategies
• social regression" u
lf, and Yo Understanding
• fear reaction" Me, Myse Emotions
A Guide for Adults

• somatic complaints (hypchondriasis)"

• paranoid thoughts &/or feelings"
• depression"
• clowning to hide inefficiencies" Timothy P. Kowalski
Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski

• poor self image"

• passive aggression to elicit anger"
• impulsivity
167 168
 Factors Limiting the Ability to
EQ impacts
Recognize Emotional States

• excessive concrete reasoning"

• overuse of literal interpretation" • personal competence"
• limited analytic skills"
• social competence
• limited flexibility"
• limited perspective taking"
• focusing on one aspect and not the whole

169 170

AS intervention must stress EQ

• social skill training does not make one

socially savvy"
• the how is not as important as the why! Decision Trees
• simply knowing how to do something
doesn’t mean knowing when or where to
use it"
• being aware of one’s EQ is critical

171 172
 Theory of Mind Executive Function
Decision Tree

Can he take Does he have Does he have Decision Tree

on the cognitive impaired
perspectives flexibility? imaginative
of others? play?

Does he have Does he think Sequential Rigid Follows a Fixates on

deficient in Black and difficulties? thinking? predetermined special
inferential White? script interests? Does he learn Is he
reasoning? Does he have Does he have inflexible?
from
difficulty goal focus?
mistakes?
Does he know
Poor impulse Perfectionist? Control freak?
relating his
Does he know control?
his behavior people think information to
differently?
impacts
others? topic?
Is he Doesn't learn
from
distractible?
Is he unaware mistakes?
that his
delivery style
can be
abrasive? Organizational Fails to
difficulties? realize a new
approach may
be needed?

173 174

Central Coherence EQ: Personal Competence

Personal
Competence
Decision Tree

Does he have Does he have Does he have

Self- Self- Self-
Regulation? Awareness? Motivation?
Decision Tree

Does he Can he Is he aware of Does he strive Is he

is he
manage his accurately his own to meet or committed to
trustworthy?
emotions assess his emotions? excel the group?
effectively? strengths and expectations?
Can't limits?
Can't outline? summarize? Detail driven? Rambles?
Is he Is he Does he take Is he
adaptable to conscientious? Does he have optomistic?
initiative?
new self-
situations? confidence?

Is he
innovative?

175 176
EQ: Social Competence
Social
Competence
Decision Tree

Is he socially Does he have

aware? social skills?

Does he
empower
others?
Does he
recognize the
benefits of
diversity (E
pluribus
Is he a team
player?
Does he
recognize,
initiate, and
maintain
change when
So what do we do?
unim? necessary?

Does he Does he Does he

display Is he a good
understand collaborate leader?
the needs of empathy? and
others? cooperate?

Is he aware of Does he have Does he

the emotional effective influence
currents and communication others
power skills? appropriately?
relationships
within a
group?
Does he Good conflict
nurture management
relationships? skills?

177 178

Challenging Behaviors
Better teacher training
are Increasing
• 96% of students with disabilities are
included at least some of the day in • students identified with behavioral
general education U.S. Department of Education, Office of Special Education and
issues are increasing"
Rehabilitative Services. (2004). 26th Annual report to Congress on the implementation of the Individuals with Disabilities
Education Act. "
• EBD"
• 37.5% spend most of the day"
• ASD"
• gen. ed. teachers often feel ill prepared
• TBI"
to meet needs of students with
disabilities Cook, B. (2002). Inclusive attitude, strengths, and weaknesses of pre-service general
• OHI
educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education. 25:
262-277; Kamens, M., Loprete, S. and Slostad, F. (2003). Inclusive classrooms: What practicing teachers want to know.
Action in Teacher Education. 25: 20-26; U.S. Department of Education (2002). 24th Annual Report to Congress on the
Implementation of the Individuals with Disabilities Education Act.

179 180
• staff lack effective training in
prevention and management of student • ineffective educational programming
conflict" may exacerbate behavioral cycle Long, N. (1996).
The conflict cycle paradigm on how troubled students get teachers out of control. In N. Long, W. Morse, and R.
Newman (Eds.), Conflict in the classroom (5th Ed., pp 244-266). Austin, TX: Pro-Ed"

• often don’t respond appropriately Couvillon,

"
M. et al. (2010)., A review of crisis intervention training programs for schools. Teaching Exceptional Children. 42:
6-17.
• teachers in inclusive classrooms often
fail to receive adequate information
• 1st minute of crisis situation is crucial on how to successfully include
for prevention of escalation or injury students with disabilities Snyder, L, Garriott, P. and Williams
Alor, M. (2001). Inclusion confusion: Putting the pieces together. Teacher Education and Special Education. 24: 198-207.
prevention Bickel, P. (2010). How long is a minute? The importance of a measured plan of
response to crisis situations. Teaching Exceptional Children. 18-22.

181 182

• be aware that students with AS will

• key predictor for teaching ability is hold it to together in school but collapse
teacher’s confidence to teach " at home"

• those who feel more confident are • he doesn’t realize he is getting

more likely to meet their students’ stressed (alexythymia)"
needs Eggan, P. and Kauchak, D. (2006). Strategies and Models for Teachers: Teaching Content and
Thinking Skills. Boston: Pearson/Allyn & Bacon; Poulou, M. (2007). Student-teachers' concerns about teaching
practice. European Journal of Teacher Education. 30: 91-110. • home is a safe environment for
release

183 184
 ESE Students have
Unique Set of Triggers • touch"
• sensory"
• hallway"
• noise"
• PE"
• fire alarm"
• loud PA system" • cafeteria"

• cafeteria" • assembly"
• assembly"
• change to routine"
• visual"

185 186

Consider the Following:

• specific type of difficulties"

Tools for Social-Pragmatic • frequency of occurrence"

• range of difficulties"
Communication • student’s self-awareness of deficit"
• spontaneous use of compensatory strategies"
• when successful communication strategies
are used
187 188
 And then Mr.
Spock used his
mind meld...

Do standardized tools provide the

necessary information to help us help
him succeed in social settings?

189 190

Social-Pragmatic Assessment
!
• Pragmatic Rating Scale
L. Anderson-Wood and B. Smith, 2000"

• Adolescent Pragmatics Screening Scale

A. Brice, 1992" • Muir’s Informal Assessment for Social
Communication
• Communicative Partner Profile N. Muir, P. Tanner, and J. France, 1992"
L. Anderson-Wood and B. Smith, 2000"

• Halliday’s Functions of Language • Prutting Pragmatic Protocol

J. Miller 1981" C. Prutting, 1983

• Interaction Record
L. Anderson-Wood and B. Smith, 2000

191 192
 • Fey’s Pragmatic Patterns
M. Fey, 1986

Is he assertive in conversation?

• Dore’s Conversational Acts

Yes No
K. Stickler, 1987"

Is he responsive in conversation? Is he responsive in conversation?

• Tough’s Functions of Language
J. Tough, 1977
Yes No Yes No

Active Verbal Passive Inactive

Conversationalist Noncommunicator Conversationalist Communicator

193 194

Social Pragmatic Success

• Conversational Effectiveness Profile -Revised for Asperger Syndrome and Other Related Disorders
T. Kowalski, 2010

C E P- R Social-Pragmatic Success
Conversational Effectiveness Profile - Revised

Summary/Response Form
•
Chap. 1: What to expect" for Asperger Syndrome and Other Related Disorders

Name
Address Practical Strategies for

Chap. 2: Why do they act that way?"

Assessment and
Practical Strategies for
School • Treatment
Assessment and Treatment
Examiner
Setting

Year Month Day

Date

Chap. 3: Using the CEP-R"

Birth Date
Age •

Interpretation of Findings Percent

Somewhat Percent
Percent Inappropri- Extremely

Chap. 4: Writing goals"

Appropriate ate Inappropriate
Social Interaction •
A. With whom does he/she interact?
B. How does he/she interact?
C. How does he/she participate with others?
Social Communication
A. How does he/she comprehend others?

Chap. 5: 100 treatment techniques

B. How does he/she respond to others?
C. How does he/she communicate with others? •
Social-Emotional Regulation Timothy P. Kowalski
A. How does he/she recognize emotional state in him/herself?
B. How does he/she recognize emotional states in others?

Additional copies of this form may be purchased from:

Professional Communication Services, Inc.
Copyright © 2009 1401-A Edgewater Dr., Orlando FL 32804
Professional Communication Services, Inc. 407-245-1026, Fax 407-245-1235, www.socialpragmatics.com

195 196
Communication Assessment • Recommended nonverbal communication
procedures:"
• eye gaze"
• gestures"
• nonverbal communication"
• Recommended non-literal procedures:"
• non-literal language"
• metaphor"
• speech prosody"
• irony"
• social-pragmatic communication
• absurdity"
• humor

197 198

• Recommended social-pragmatic
• Recommended speech prosody communication procedures:"
procedures:"
• turn-taking"
• melody"
• cues & prompts"
• volume (loudness)"
• social-conversational rules"
• stress"
• conversational coherence"
• pitch
• reciprocity

199 200
 INHERENT PROBLEMS:

INHERENT DIFFICULTIES IN • lack of normative data"

THE ASSESSMENT OF • subjectivity of observation"
SOCIAL-PRAGMATIC • definition of “What is acceptable behavior?”"
COMMUNICATION
• partner’s impact on student"

• setting

201 202

COMPLEXITY OF CONTEXT
• student’s
lack of ability versus failure to
• cultural mores"
demonstrate ability "
• environmental situation"
• context and it’s effect on performance"
• demands of a specific activity"
• it has immense implications on assessment
• role and code-shifting"
• relationships and impact of prior events

203 204
 • topic knowledge"
• current
state of relationship (e.g. the mom who
• linguistic context "
helped her daughter using Craig’s list)"
• deleting mutually known information"
• knowledge of the partner "
• inferential context"
• strangers are harder to engage than friends
• one must understand the partner’s intent

205 206

ASSESSMENT METHODS
• Questionnaire data"

• Interview data"

• Observational data" SOCIAL-PRAGMATIC

• pen and paper recording" COMMUNICATION
• audio recording" ASSESSMENT
• video recording"

• video-relay"

• observation window
207 208
 MAJOR COMPONENTS • Recommended nonverbal communication
procedures:"
• eye gaze"
• gestures"
• nonverbal communication"
• Recommended non-literal procedures:"
• non-literal language" • metaphor"
• irony"
• speech prosody"
• absurdity"
• social-pragmatic communication • humor

209 210

• Recommended social-pragmatic
• Recommended speech prosody procedures:" communication procedures:"

• melody" • turn-taking"

• volume • cues & prompts"

(loudness)"

• stress" • social-conversational rules"

• pitch • conversational coherence"

• reciprocity

211 212
 HALLIDAY’S FUNCTIONS OF LANGUAGE
MILLER, J. (1981). ASSESSING LANGUAGE PRODUCTION IN CHILDREN. BALTIMORE, MD: UNIVERSITY PARK PRESS.

• uses 7 categories to assess pragmatics"

TOOLS APPROPRIATE FOR • communication may function as:"
PRE-SCHOOL AGES
• interpersonal: intention to interact with others"

• textual: utterance is based on previous utterance"

• ideational/experiential: an attempt to express meaning

213 214

PRE-VERBAL COMMUNICATION SCHEDULE THE PRAGMATICS PROFILE OF EARLY

KIERNAN, C. AND REID, B. (1987). PRE-VERBAL COMMUNICATION SCHEDULE. LONDON: NFER-NELSON
COMMUNICATION SKILLS
DEWART, H. AND SUMMERS, S. (1995). THE PRAGMATICS PROFILE OF COMMUNICATION SKILLS IN CHILDHOOD. WINDSOR: NFER-NELSON.

• provides a structured set of questions to be asked of

parents, caregivers, etc. "

• targets:"
• TheSchedule is aimed mainly at assessing existing non-verbal
and vocal communication skills and other abilities which may • communicative intentions"
be relevant in program development"
• response to communication"
• Acronym: PVCS
• interaction and conversation"

• contextual variation
215 216
 COMMUNICATIVE INTENTION ECOSCALES
MACDONALD, J. AND GILLETTE, Y. (1986). ECOLOGICAL COMMUNICATION SYSTEM. SAN ANTONIO: HARCOURT BRACE JOVANOVICH,

INVENTORY
INC.

COGGINS, T. AND CARPENTER, R. (1981). THE COMMUNICATIVE INTENTION INVENTORY: A SYSTEM FOR OBSERVING AND CODING CHILDREN’S EARLY
INTENTIONAL COMMUNICATION. APPLIED PSYCHOLINGUISTICS. 2: 235-252.
• provides a model for evaluating the interactive and
communication skills of preconversational children and their
caregivers"

• designed for both program planning and progress

• provides a method of analyzing conversational data" monitoring as well as for determining the child's
performance. "
• composed of 8 intentional categories "
•5 levels of interactive development and delays are
• appropriate for any age group considered"

• identifies disorders, not in terms of linguistic performance

alone, but in terms of interaction skills and their role in
fostering communication

217 218

BRISTOL LANGUAGE DEVELOPMENT

PRAGMATICS OBSERVATION LIST
JOHNSTON, E., WEINRICH, B., JOHNSON, A. (1984). A SOURCEBOOK OF PRAGMATIC ACTIVITIES: THEORY AND INTERVENTION FOR LANGUAGE THERAPY.
SCALESGUTFREUND, M. (1989). BRISTON LANGUAGE DEVELOPMENT SCALES. WINDSOR: NFER-NELSON.
TUCSON: COMMUNICATION SKILL BUILDERS.

• providesa comprehensive approach to the assessment of

• exploresthe level of adequacy demonstrated by children’s language production by children "
pragmatic functioning
• aids in the planning of appropriate therapy

219 220
 SOCIAL INTERACTIVE CODING SYSTEM OTHER STRATEGIES:
RICE, M., SELL, M. AND HADLEY, P. (1990). THE SOCIAL INTERACTIVE CODING SYSTEM (SICS):
AN ON-LINE, CLINICALLY RELEVANT DESCRIPTIVE TOOL. LANGUAGE, SPEECH AND HEARING SERVICES IN SCHOOLS. 21: 2-14.

• Guidelines for the assessment of communication

intent Wetherby, A. and Prizant, B. (1989). The expresion of communicative intent: Assessment Guidelines. Seminars in Speech and Language. 10: 77-91. "
• procedure for structuring observation of the communicative
interactions of children in a naturalistic setting" • Transactional approach to early language McLean, J. and Snyder-McLean, L.
(1988). Application of pragmatics to severely mentally retarded children and youth. In R. Schiefelbusch and L. Lloyd (Eds.). Language Perspectives: Acquisition Retardation
and Intervention. Texas: Pro-Ed."

• codingis based on: initiations, responses, repetitions, and

ignoring. • Systematic method for observing pragmatic
behaviors McTear, M. (1985). Children’s Conversation. Oxford: Blackwells.

221 222

CONVERSATIONAL EFFECTIVENESS PROFILE-

REVISED KOWALSKI, T. (2010) SOCIAL-PRAGMATIC SUCCESS. ORLANDO: PROFESSIONAL COMMUNICATION SERVICES, INC.

C EP - R
Conversational Effectiveness Profile - Revised

Summary/Response Form

TOOLS APPROPRIATE FOR • observational

rating scale
Name
Address

GRADES K-12 AND ADULTS

School
Examiner

comprised of 3 domains:"
Setting

Year Month Day

Date
Birth Date
Age

• social interaction" Interpretation of Findings

Percent
Percent
Somewhat
Inappropri-
Percent
Extremely

"
Appropriate ate Inappropriate

• social communication
Social Interaction
A. With whom does he/she interact?
B. How does he/she interact?
C. How does he/she participate with others?

• social-emotional regulation
Social Communication
A. How does he/she comprehend others?
B. How does he/she respond to others?
C. How does he/she communicate with others?
Social-Emotional Regulation
A. How does he/she recognize emotional state in him/herself?
B. How does he/she recognize emotional states in others?

Additional copies of this form may be purchased from:

Professional Communication Services, Inc.
Copyright © 2009 1401-A Edgewater Dr., Orlando FL 32804
Professional Communication Services, Inc. 407-245-1026, Fax 407-245-1235, www.socialpragmatics.com

223 224
DORE’S CONVERSATIONAL ACTS
STICKLER, K. R. (1987). GUIDE TO ANALYSIS OF LANGUAGE TRANSCRIPTS. EAU CLAIRE, WI: THINKING PUBLICATIONS.
TOUGH’S FUNCTIONS OF LANGUAGE
TOUGH, J. (1977). THE DEVELOPMENT OF MEANING: A STUDY OF CHILDREN’S USE OF LANGUAGE SKILLS. LONDON, UK: ALLEN AND UNWIN.

• used to assess the function of:" • definesthe role language has in problem solving and
thinking"
• requests"
• identifies 4 major functions of language:"
• descriptions"
• directive"
• statements"
• interpretive"
• acknowledgments"
• projective"
• organizational devices" • relational
• performatives
225 226

FEY’S PRAGMATIC PATTERNS:

FEY’S PRAGMATIC PATTERNS
FEY, M.E. (1986). LANGUAGE INTERVENTION WITH YOUNG CHILDREN. SAN DIEGO, CA: COLLEGE-HILL PRESS." ACTIVE CONVERSATIONALISTS
Is the child assertive in conversation? Does he initiate conversation?

• assertive and responsive"

Yes No

• interested in their conversational partner"

Is the child responsive in conversation?
Will he answer questions?
Is the child responsive in conversation?
Will he answer questions? • lend information to the conversation"

• may need assistance in expansion techniques

Yes No Yes No

Active Verbal Passive Inactive

Conversationalist Noncommunicator Conversationalist Communicator

227 228
 FEY’S PRAGMATIC PATTERNS: FEY’S PRAGMATIC PATTERNS:
PASSIVE CONVERSATIONALISTS INACTIVE COMMUNICATOR

• neither responsive or assertive"

• responsive to conversation but doesn’t add to it"
• typically socially isolated"
• fails to provide new and/or relevant information"
• fail to participate in conversation"
• need help in developing assertive acts
• need help in developing interactions

229 230

FEY’S PRAGMATIC PATTERNS: PRUTTING PRAGMATIC

VERBAL NON-COMMUNICATOR PROTOCOL
PRUTTING, C. AND KIRCHNER, D. (1987). A CLINICAL APPRAISAL OF THE PRAGMATIC ASPECTS OF LANGUAGE. JOURNAL OF SPEECH AND HEARING DISORDERS, 52, 105-119."

• assertive but unresponsive to partner"

• used with children 5
• can initiate conversation" years of age and older"
• dominates conversation without regard to partner’s needs/ • defines how language
desires" signifies conversational
intent in social settings
• need help in understanding how their comment relates to
current topic

231 232
 COMMUNICATIVE PARTNER PROFILE
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."
MUIR’S INFORMAL ASSESSMENT FOR
SOCIAL -COMMUNICATION
MUIR, N., TANNER, P. AND FRANCE, J. (1992). “MANAGEMENT AND TREATMENT TECHNIQUES: A PRACTICAL APPROACH”, EDITED BY R. GRAVELL, AND J.
FRANCE, SPEECH AND COMMUNICATION PROBLEMS IN PSYCHIATRY. SAN DIEGO, CA: SINGULAR PUBLISHING GROUP, INC."

• checklist based on the following skills:"

• facilitating relationships"
• providesa quick overview of the social domain of
• facilitating conversational interaction" language"
• facilitating communication development" • uses a rating scale: 1 (severe) to 5 (normal)
• non-facilitating strategies"
• training for communicative partners

233 234

ADOLESCENT PRAGMATICS HALLIDAY’S FUNCTIONS OF LANGUAGE

MILLER, J. (1981). ASSESSING LANGUAGE PRODUCTION IN CHILDREN. BALTIMORE, MD: UNIVERSITY PARK PRESS."

SCREENING SCALE
BRICE, A. (1992). THE ADOLESCENT PRAGMATICS SCREENING SCALE: RATIONALE AND DEVELOPMENT: HOWARD JOURNAL OF COMMUNICATIONS. 3: 177-193."

• uses 7 categories to assess pragmatics"

• communication may function as:"
• can be used to identify pragmatic language deficits"
• interpersonal: intention to interact with others"
• provides a measure on 6 topical subtests and a • textual: utterance is based on previous utterance"
composite total score
• ideational/experiential: an attempt to express
meaning

235 236
PRAGMATIC RATING SCALE
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."
INTERACTION RECORD
ANDERSON-WOOD, L. AND SMITH, B. (2000). WORKING WITH PRAGMATICS. OXON, UK: WINSLOWPRESS, LTD."

• designed
to compare communication • provides for a transcription
performance against others" of communication
interaction"
• non-standardized rating scale
• provides for a visual
demonstration of strengths
and weaknesses

237 238

RATIONALE

THE COMMON CORE

STATE STANDARDS
• represent a set of expectations for student knowledge and
(CCSS) skills that high school graduates need to master to succeed in
college and careers

239 240
 CRITERIA USED POTENTIAL PROBLEMS

• alignment with college and work expectations"

• inclusion
of rigorous content AND application of knowledge • Emphasis on collaborative groups requires intact social skills"
through high-order skills"
• Emphasis on written output and citing evidence to justify
• built upon strengths and lessons of current state standards" statements rather than rely on opinions or personal feelings
requires intact executive functions and central coherence"
• consistent
with top-performing countries to allow students to
succeed in a global economy and society" • Emphasis on effective speaking and listening skills requires
executive functions, central coherence and social skills
• evidence and/or research-based

241 242

INSTRUCTION MUST INCORPORATE

SUPPORTS AND ACCOMMODATIONS

APPLICATION TO STUDENTS
WITH DISABILITIES
How the standards are taught and assessed is of the utmost
importance in reaching this population of students
• supportsand related services designed to meet the unique
needs of these students and to enable their access to the
general education curriculum (IDEA 34 CFR §300.34, 2004)"
• an IEP which includes annual goals aligned with and chosen to
facilitate their attainment of grade-level academic standards"

• teachers/support personnel who are prepared and qualified

to deliver high-quality, evidence-based, individualized
instruction and support services

243 244
 SUPPORTS AND SERVICES

• instructional
supports for learning – based on the principles of
Universal Design for Learning – which foster student
engagement by presenting information in multiple ways and
allowing for diverse avenues of action and expression" ANCHOR STANDARDS
• instructional
accommodations – changes in materials or
procedures – which do not change"

• assistive
technology devices and services to ensure access to
the general education curriculum and the Common Core
State Standards
245 246

To build a foundation for college and career readiness, students

must read widely and deeply from among a broad range of
high-quality, increasingly challenging literary and informational
texts. Through extensive reading of stories, dramas, poems, and
COLLEGE AND CAREER READINESS myths from diverse cultures and different time periods, students
gain literary and cultural knowledge as well as familiarity with
ANCHOR STANDARDS FOR various text structures and elements. By reading texts in history/
! social studies, science, and other disciplines, students build a
READING foundation of knowledge in these fields that will also give them
the background to be better readers in all content areas.
Students can only gain this foundation when the curriculum is
intentionally and coherently structured to develop rich content
knowledge within and across grades. Students also acquire the
habits of reading independently and closely, which are essential
to their future success.
247 248
 KEY FEATURE: READING
TEXT COMPLEXITY AND THE CCSS.ELA-LITERACY.CCRA.R.1
GROWTH OF COMPREHENSION
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
The Reading Standards place equal emphasis on the when writing or speaking to support conclusions drawn from
sophistication of what students read and the skill with which the text. ToM
they read. Students must show a steadily growing ability to Decision
Tree
discern more from and make fuller use of text, including
making an increasing number of connections among ideas and
between texts, considering a wider range of textual evidence, Does the student Does the student
and becoming more sensitive to inconsistencies, ambiguities, need help with
close reading?
need help with
inferring?
and poor reasoning in texts.

249 250

CCSS.ELA-LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.3
Determine central ideas or themes of a text and analyze their Analyze how and why individuals, events or ideas develop and
development; summarize the key supporting details and ideas. interact over the course of a text. ToM-CC-EQ
CC-EF
Decision Decision
Tree Tree

Does the student

Does the student Does the student Does the student
need help with
need help with need help with need help with
ranking
summarizing? prediction? monitoring?
importance?

251 252
CCSS.ELA-LITERACY.CCRA.R.4 CCSS.ELA-LITERACY.CCRA.R.5
• Interpretwords and phrases as they are used in a text, Analyze the structure of texts, including how specific
including determining technical, connotative, and figurative sentences, paragraphs, and larger portions of the text (e.g., a
meanings, and analyze how specific word choices shape section, chapter, scene, or stanza) relate to each other and the
meaning or tone. ToM-CC-EF whole. ToM-CC-EF-EQ
Decision
Tree
Decision
Tree

Does the student Does the student

Does the student need help with need help with
need help with Does the student understanding using structure to
unfamiliar need help with structure? support meaning?
vocabulary? semantics?

253 254

CCSS.ELA-LITERACY.CCRA.R.6 CCSS.ELA-LITERACY.CCRA.R.7
Assess how point of view or purpose shapes the content and Integrate and evaluate content present in diverse media and
style of a text. ToM-EQ formats, including visually and quantitatively, as well as in words.

Decision
Tree
Decision
Tree

Does the student Does the student

need help with need help with
understanding the using point of view Does the student
concept of point of for analysis of need help with Does the student
view? content and style? understanding how need help with
media influences reading media?
meaning?

255 256
CCSS.ELA-LITERACY.CCRA.R.8
• Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence. ToM-CC-EF-EQ
Decision
Tree
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the
approaches the authors take. ToM-CC-EF-EQ
Decision
Tree

Does the student Does the student

need help with need help with
understanding interpreting Does the student
opinion vrs fact? validity? need help with Does the student
comparing and need help with
contrasting relating 2 stories?
information?

257 258

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational
texts independently and proficiently. ToM-CC-EF-EQ COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR
Decision
Tree
!

Does the student Does the student

need help with
WRITING
need help with
reading grade level expanding
material? independent
reading?

259 260
To build a foundation for college and career readiness, students KEY FEATURE: WRITING
need to learn to use writing as a way of offering and supporting TEXT TYPES, RESPONDING TO READING, AND RESEARCH
opinions, demonstrating understanding of the subjects they are
studying, and conveying real and imagined experiences and
events. They learn to appreciate that a key purpose of writing is
to communicate clearly to an external, sometimes unfamiliar
audience, and they begin to adapt the form and content of their
writing to accomplish a particular task and purpose. They The Standards acknowledge some writing skills, such as the
develop the capacity to build knowledge on a subject through ability to plan, revise, edit, and publish, are applicable to many
research projects and to respond analytically to literary and types of writing, other skills are defined in terms of specific
informational sources. To meet these goals, students must writing types: arguments, informative/explanatory texts, and
devote significant time and effort to writing, producing narratives.
numerous pieces over short and extended time frames
throughout the year.

261 262

PRODUCTION AND
TEXT TYPES AND PURPOSES
DISTRIBUTION OF WRITING
• CCSS.ELA-Literacy.CCRA.W.1- Write arguments to support
claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence. ToM-CC-EF-EQ" • CCSS.ELA-Literacy.CCRA.W.4- Produce clear and coherent
writing in which the development, organization, and style are
• CCSS.ELA-Literacy.CCRA.W.2- Write informative/explanatory appropriate to task. CC"
texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, • CCSS.ELA-Literacy.CCRA.W.5- Develop and strengthen
organization, and analysis of content. ToM-CC-EF-EQ" writing as needed by planning, revising, editing, rewriting, or
trying a new approach. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.CCRA.W3- Write narratives to develop
real or imagined experiences or events using effective • CCSS.ELA-Literacy.CCRA.W.6- Use technology, including the
techniques, well-chosen details and well-structured event internet, to produce and publish writing and to interact and
sequences. ToM-CC-EQ collaborate with others. ToM-CC-EQ
263 264
 RESEARCH TO BUILD AND
RANGE OF WRITING
PRESENT KNOWLEDGE
• CCSS.ELA-Literacy.CCRA.W.7- Conduct short as well as
more sustained research projects based on focused questions,
demonstrating understanding of the subject under
investigation."
• CCSS.ELA-Literacy.CCRA.W.10- Write routinely over
• CCSS.ELA-Literacy.CCRA.W.8- Gather relevant information extended time frames (time for research, reflection, and
from multiple print and digital sources, assess the credibility revision) and shorter time frames (a single sitting or a day or
and accuracy of each source, and integrate the information two) for a range of tasks, purposes, and audiences. ToM-CC-EF-EQ
while avoiding plagiarism. ToM-CC-EF-EQ"

• CCSS.ELA-Literacy.CCRA.W.9- Draw evidence from literary

or informational texts to support analysis, reflection, and
research. ToM-CC-EF-EQ
265 266

To build a foundation for college and career readiness, students

must have ample opportunities to take part in a variety of rich,
structured conversations—as part of a whole class, in small
groups, and with a partner. Being productive members of these
conversations requires that students contribute accurate,
relevant information; respond to and develop what others have
COLLEGE AND CAREER READINESS said; make comparisons and contrasts; and analyze and
ANCHOR STANDARDS FOR synthesize a multitude of ideas in various domains."
! New technologies have broadened and expanded the role that
SPEAKING & LISTENING speaking and listening play in acquiring and sharing knowledge
and have tightened their link to other forms of communication.
Digital texts confront students with the potential for continually
updated content and dynamically changing combinations of
words, graphics, images, hyperlinks, and embedded video and
audio.
267 268
 COMPREHENSION AND PRESENTATION OF
COLLABORATION KNOWLEDGE AND IDEAS
• CCSS.ELA-Literacy.CCRA.SL.4- Present information, findings,
• CCSS.ELA-Literacy.CCRA.SL.1- Prepare for and participate and supporting evidence such that listeners can follow the line
effectively in a range of conversations and collaborations with of reasoning and the organization, development, and style are
diverse partners, building on other’s ideas and expressing their appropriate to task, purpose, and audience. ToM-CC-EF-EQ"
own clearly and persuasively. ToM-CC-EQ"
• CCSS.ELA-Literacy.CCRA.SL.5- Make strategic use of digital
• CCSS.ELA-Literacy.CCRA.SL.2- Integrate and evaluate media and visual displays of data to express information and
information presented in diverse media and formats, including enhance understanding of presentations. ToM-CC-EF-EQ"
visually, quantitatively, and orally. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.CCRA.SL.6- Adapt speech to a variety of
• CCSS.ELA-Literacy.CCRA.SL.3- Evaluate a speaker’s point of contexts and communicative tasks, demonstrating command
view, reasoning, and use of evidence and rhetoric. ToM-EQ of formal English when indicated or appropriate. ToM-CC-EF-EQ
269 270

To build a foundation for college and career readiness in

language, students must gain control over many conventions
of standard English grammar, usage, and mechanics as well as
learn other ways to use language to convey meaning
effectively. They must also be able to determine or clarify the
meaning of grade-appropriate words encountered through
COLLEGE AND CAREER READINESS listening, reading, and media use; come to appreciate that
ANCHOR STANDARDS FOR words have nonliteral meanings, shadings of meaning, and
!
relationships to other words; and expand their vocabulary in
the course of studying content. The inclusion of Language
LANGUAGE standards in their own strand should not be taken as an
indication that skills related to conventions, effective language
use, and vocabulary are unimportant to reading, writing,
speaking, and listening; indeed, they are inseparable from such
contexts."

271 272
 CONVENTIONS OF VOCABULARY ACQUISITION
STANDARD ENGLISH AND USE
• CCSS.ELA-Literacy.CCRA.L.4- Determine or clarify the
• CCSS.ELA-Literacy.CCRA.L.1- Demonstrate command of the meaning of unknown and multiple-meaning words and phrases
conventions of standard English grammar and usage when by using context clues, analyzing meaningful word parts, and
writing or speaking." consulting general and specialized reference materials, as
appropriate. ToM-CC"
• CCSS.ELA-Literacy.CCRA.L.2- Demonstrate command of the
conventions of standard English capitalization, punctuation, and • CCSS.ELA-Literacy.CCRA.L.5- Demonstrate understanding of
spelling when writing. figurative language, word relationships, and nuances in word
meanings. ToM-CC-EF-EQ

273 274

• CCSS.ELA-Literacy.CCRA.L.6- Acquire and use accurately a

range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at
ENGLISH LANGUAGE ARTS
the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when
STANDARDS
encountering an unknown term important to comprehension
or expression.
SPEAKING AND LISTENING
STUDENTS ADVANCING THROUGH THE GRADES ARE EXPECTED TO MEET EACH YEAR’S
GRADE-SPECIFIC STANDARDS AND RETAIN OR FURTHER DEVELOP SKILLS AND
UNDERSTANDINGS MASTERED IN PRECEDING GRADES.

275 276
 COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.K.1Participate in collaborative
conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups. ToM-
KINDERGARTEN CC-EF-EQ"

• CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for

discussions (e.g., listening to others and taking turns speaking
about the topics and texts under discussion). ToM-CC-EF-EQ"

• CCSS.ELA-Literacy.SL.K.1b Continue a conversation through

multiple exchanges. ToM-CC-EF-EQ

277 278

PRESENTATION OF
KNOWLEDGE AND IDEAS
• CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text
read aloud or information presented orally or through other • CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places,
media by asking and answering questions about key details and things, and events and, with prompting and support, provide
requesting clarification if something is not understood. CC-EF-EQ" additional detail. ToM-CC-EF"

• CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual

• CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order
displays to descriptions as desired to provide additional detail.
to seek help, get information, or clarify something that is not ToM-CC-EF"
understood. CC-EQ
• CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts,
feelings, and ideas clearly. ToM-CC-EF-EQ

279 280
 COMPREHENSION &
COLLABORATION

• CCSS.ELA-Literacy.SL.1.1 Participate in collaborative

GRADE 1 conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups. ToM-CC-EF-
EQ"

• CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for

discussions (e.g., listening to others with care, speaking one
at a time about the topics and texts under discussion). ToM-
CC-EF-EQ

281 282

• CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in

conversations by responding to the comments of others
through multiple exchanges. ToM-CC-EF-EQ "
• CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any
confusion about the topics and texts under discussion. ToM-
CC-EF-EQ"
• CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key
details in a text read aloud or information presented orally or
through other media. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about
what a speaker says in order to gather additional information
or clarify something that is not understood. ToM-CC-EF-EQ
283
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and
events with relevant details, expressing ideas and feelings
clearly. ToM-CC-EF"
• CCSS.ELA-Literacy.SL.1.5 Adddrawings or other visual displays
to descriptions when appropriate to clarify ideas, thoughts, and
feelings. ToM-CC-EF"
• CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when
appropriate to task and situation.
284

GRADE 2
285
• CCSS.ELA-Literacy.SL.2.1b Build on others’ talk in
conversations by linking their comments to the remarks of
others."
• CCSS.ELA-Literacy.SL.2.1c Askfor clarification and further
explanation as needed about the topics and texts under
discussion. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or
details from a text read aloud or information presented orally
or through other media. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about
what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or
issue. ToM-CC-EF-EQ
287
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.2.1 Participate in collaborative
conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups."
• CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for
discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about
the topics and texts under discussion). ToM-CC-EF-EQ
286
PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.2.4 Tella story or recount an experience
with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories
or poems; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings. ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.2.6 Produce complete sentences when
appropriate to task and situation in order to provide
requested detail or clarification. ToM-CC-EF
288

GRADE 3
289
• CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon
rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care,
speaking one at a time about the topics and texts
under discussion). ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.3.1c Ask questions to check
understanding of information presented, stay on
topic, and link their comments to the remarks of
others. ToM-CC-EF-EQ
291
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building
on others’ ideas and expressing their own clearly."
• CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared,
having read or studied required material; explicitly draw on
that preparation and other information known about the
topic to explore ideas under discussion. ToM-CC-EF-EQ
290
• CCSS.ELA-Literacy.SL.3.1d Explain their own
ideas and understanding in light of the discussion.
ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.3.2 Determine the main ideas
and supporting details of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and orally.
ToM-CC-EF-EQ"
• CCSS.ELA-Literacy.SL.3.3 Askand answer questions
about information from a speaker, offering
appropriate elaboration and detail. ToM-CC-EF-EQ
292
 PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a
story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an
understandable pace. ToM-CC-EF-EQ"
GRADE 4
• CCSS.ELA-Literacy.SL.3.5Create engaging audio recordings of
stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details. ToM-CC-EF-EQ"

• CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when

appropriate to task and situation in order to provide
requested detail or clarification. ToM-CC-EF-EQ
293 294

COMPREHENSION & • CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon

COLLABORATION
• CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building
on others’ ideas and expressing their own clearly."
• CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared,
having read or studied required material; explicitly draw on
that preparation and other information known about the
topic to explore ideas under discussion.
295
rules for discussions and carry out assigned roles."
• CCSS.ELA-Literacy.SL.4.1c Pose and respond to
specific questions to clarify or follow up on
information, and make comments that contribute
to the discussion and link to the remarks of
others."
• CCSS.ELA-Literacy.SL.4.1d Review the key ideas
expressed and explain their own ideas and
understanding in light of the discussion.
296

• CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a
text read aloud or information presented in diverse
media and formats, including visually, quantitatively,
and orally."
• CCSS.ELA-Literacy.SL.4.3Identify the reasons and
evidence a speaker provides to support particular
points.
297
• CCSS.ELA-Literacy.SL.4.6 Differentiate between
contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion); use
formal English when appropriate to task and
situation.
299
PRESENTATION OF
KNOWLEDGE AND IDEAS
• CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a
story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace."
• CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual
displays to presentations when appropriate to enhance the
development of main ideas or themes.
298
GRADE 5
300
 COMPREHENSION & • CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon
rules for discussions and carry out assigned roles."
COLLABORATION
• CCSS.ELA-Literacy.SL.5.1c Pose and respond to
• CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of specific questions by making comments that
collaborative discussions (one-on-one, in groups, and teacher- contribute to the discussion and elaborate on the
led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly."
remarks of others."

• CCSS.ELA-Literacy.SL.5.1a Come to discussions prepared, • CCSS.ELA-Literacy.SL.5.1dReview the key ideas

having read or studied required material; explicitly draw on expressed and draw conclusions in light of
that preparation and other information known about the
topic to explore ideas under discussion. information and knowledge gained from the
discussions.
301 302

PRESENTATION OF
• CCSS.ELA-Literacy.SL.5.2 Summarize a written text KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present
read aloud or information presented in diverse
an opinion, sequencing ideas logically and using appropriate
media and formats, including visually, quantitatively, facts and relevant, descriptive details to support main ideas or
and orally." themes; speak clearly at an understandable pace."

• CCSS.ELA-Literacy.SL.5.5 Include multimedia components

• CCSS.ELA-Literacy.SL.5.3
Summarize the points a (e.g., graphics, sound) and visual displays in presentations when
speaker makes and explain how each claim is appropriate to enhance the development of main ideas or
themes."
supported by reasons and evidence.
• CCSS.ELA-Literacy.SL.5.6 Adapt speech to a variety of
contexts and tasks, using formal English when appropriate to
task and situation.
303 304

GRADE 6
305
• CCSS.ELA-Literacy.SL.6.1b Follow rules for
collegial discussions, set specific goals and
deadlines, and define individual roles as needed."
• CCSS.ELA-Literacy.SL.6.1c Pose and respond to
specific questions with elaboration and detail by
making comments that contribute to the topic,
text, or issue under discussion.
307
COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly."
• CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared,
having read or studied required material; explicitly draw on
that preparation by referring to evidence on the topic, text,
or issue to probe and reflect on ideas under discussion.
306
• CCSS.ELA-Literacy.SL.6.1d Review the key ideas
expressed and demonstrate understanding of
multiple perspectives through reflection and
paraphrasing."
• CCSS.ELA-Literacy.SL.6.2 Interpret information
presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
308
 PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.6.4 Present claims and findings,
• CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use
argument and specific claims, distinguishing claims appropriate eye contact, adequate volume, and clear
that are supported by reasons and evidence from pronunciation."

claims that are not. • CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g.,

graphics, images, music, sound) and visual displays in
presentations to clarify information."

• CCSS.ELA-Literacy.SL.6.6 Adapt
speech to a variety of contexts
and tasks, demonstrating command of formal English when
indicated or appropriate.
309 310

COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
GRADE 7 led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly."

• CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared,

having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under
discussion.

311 312
• CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial
discussions, track progress toward specific goals and
deadlines, and define individual roles as needed."
• CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit
elaboration and respond to others’ questions and
comments with relevant observations and ideas
that bring the discussion back on topic as needed."
• CCSS.ELA-Literacy.SL.7.1d Acknowledge new
information expressed by others and, when
warranted, modify their own views.
313
• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas
and supporting details presented in diverse media
and formats (e.g., visually, quantitatively, orally) and
explain how the ideas clarify a topic, text, or issue
under study."
• CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s
argument and specific claims, evaluating the
soundness of the reasoning and the relevance and
sufficiency of the evidence.
314

PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.7.4 Present claims and findings,
emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear
pronunciation." GRADE 8
• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and
visual displays in presentations to clarify claims and findings
and emphasize salient points."

• CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of

contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
315 316
 COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly."
• CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared,
having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under
discussion.
317
• CCSS.ELA-Literacy.SL.8.1d Acknowledge new
information expressed by others, and, when
warranted, qualify or justify their own views in
light of the evidence presented."
• CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of
information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial,
political) behind its presentation.
319
• CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial
discussions and decision-making, track progress
toward specific goals and deadlines, and define
individual roles as needed."
• CCSS.ELA-Literacy.SL.8.1c Pose questions that
connect the ideas of several speakers and respond
to others’ questions and comments with relevant
evidence, observations, and ideas.
318
• CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s
argument and specific claims, evaluating the
soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when
irrelevant evidence is introduced.
320
 PRESENTATION OF
KNOWLEDGE & IDEAS
• CCSS.ELA-Literacy.SL.8.4 Present claims and findings, • CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety
emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen of contexts and tasks, demonstrating command of
details; use appropriate eye contact, adequate volume, and formal English when indicated or appropriate.
clear pronunciation."

• CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual

displays into presentations to clarify information, strengthen
claims and evidence, and add interest.

321 322

COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively
in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9–10 topics,
GRADE 9-10 texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively."

• CCSS.ELA-Literacy.SL.9-10.1a Come to discussions

prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
323 324
• CCSS.ELA-Literacy.SL.9-10.1b Work with peers to
set rules for collegial discussions and decision-
making (e.g., informal consensus, taking votes on
key issues, presentation of alternate views), clear • CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully
goals and deadlines, and individual roles as needed." to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted,
• CCSS.ELA-Literacy.SL.9-10.1c Propel conversations qualify or justify their own views and understanding
by posing and responding to questions that relate and make new connections in light of the evidence
the current discussion to broader themes or larger and reasoning presented.
ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
325 326

• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple

PRESENTATION OF
sources of information presented in diverse media KNOWLEDGE & IDEAS
or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each
source."
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and
supporting evidence clearly, concisely, and logically such that
• CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s listeners can follow the line of reasoning and the organization,
point of view, reasoning, and use of evidence and development, substance, and style are appropriate to purpose,
audience, and task.
rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.

327 328
• CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of
digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest."
GRADE 11-12
• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a
variety of contexts and tasks, demonstrating
command of formal English when indicated or
appropriate.

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• CCSS.ELA-Literacy.SL.11-12.1b Work with peers to

COMPREHENSION &
COLLABORATION
• CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate
effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively."
• CCSS.ELA-Literacy.SL.11-12.1a Come to discussions
prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
331
promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish
individual roles as needed."
• CCSS.ELA-Literacy.SL.11-12.1c Propel
conversations by posing and responding to
questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative
perspectives.
332

• CCSS.ELA-Literacy.SL.11-12.1d Respond
thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides
of an issue; resolve contradictions when possible;
and determine what additional information or
research is required to deepen the investigation
or complete the task.
333
• CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s
point of view, reasoning, and use of evidence and
• CCSS.ELA-Literacy.SL.11-12.4
rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone
used.
335
• CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple
sources of information presented in diverse formats
and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and accuracy of
each source and noting any discrepancies among
the data.
334
PRESENTATION OF
KNOWLEDGE & IDEAS
Present information, findings,
and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and
informal tasks.
336
• CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of
digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to
enhance understanding of findings, reasoning, and
evidence and to add interest."
SOME HELPFUL TECHNIQUES
• CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a
variety of contexts and tasks, demonstrating a
command of formal English when indicated or
appropriate.

337 338

HOW TO INFER TYPES OF WORDS

• synonyms" • senses "

Take what Apply it to • homonyms" • contractions"

Make a
you already what you
guess
know just learned
• onomatopoeia" • science terms"
No problem. Try again!
• multiple-meanings" • math terms"

• feelings" • social studies terms

339 340
 SEMANTIC PROCESSING
Definition in context
Having or showing
agreeable personal
qualities; pleasant; affable
TEXT INTEGRATION
Sentence from novel
What do I know about What did I learn from
“He waited in amiable the topic before I read the title, headings and What d
silence while I sought to the material? illustrations? the top
reinforce my position. th

Amiable
Synonyms Word families
friendly, sociable, good- amiably, amiability
natured, agreeable,
affable, cordial, kind, What did I learn after I
likeable, good-humored
Antonyms read the passage?

unfriendly, disagreeable

341 342

STORY ELEMENTS POETRY ELEMENTS

• title" • speech bubbles" • title" • line breaks"

• plot" • thought bubbles" • rhyme" • stanza"

• theme" • chapter • rhythm" • verse

• caption" • meter"

343 344
 DRAMA ELEMENTS ZIG ZAGS

• title" • list of props"

• list of characters" • dialogue"

• scene" • plot

• stage directions"

345 346

ZIG ZAGS SIMPLE SUMMARY

1. What happened in the beginning of the story?
3
2 4
5. What happened at the end of the story?

5
1 3. What happened in the middle of the story?

2. What happened between 1 and 3 of the story?

4. What happened between 3 and 5 of the story?

Now put them in the correct order.

347 348
 THE ZONE POINTS OF VIEW

Who is the
author/speaker?

How do you
think HE feels
about the
subject?

How do YOU feel

about the subject?

349 350

SOCIAL AUTOPSY GRAPHIC ORGANIZERS

• compare/contrast"
• go backwards in time" 1. last event" • interval graphs"
2. just before that" • transitive order"
• you’ll
know where the
3. just before that"
breakdown occurred" • flowcharts"
4. just before that"
• ask him where he made 5. just before that" • central idea graphs"
his “oops” " 6. just before that"
• branching diagrams"
7. just before that
• ask
him what he should • class relationships"
have done
• matrix diagram
351 352
 COMPARE/CONTRAST DIAGRAMS INTERVAL GRAPH

• used to examine:" Item 1 Item 2 Quantity 1 Quantity 2

•2 people" • used to examine:"
How are they similar?
•2 solutions" • chronological order"
•2 things"
• number value"
•2 organisms"
How are they different?
• parallel events"
•2 places"
•2 cultures" • graph information
•2 stories"
•2 ideas
353 354

TRANSITIVE ORDER GRAPH FLOWCHART DIAGRAMS

• used to examine:"

• people" • used to represent:" Steps

• events" • sequential events"
Item being ranked

• number value" • processes"

• critical thinking" • critical thinking"

• objects" • decision making

• decision making

355 356
 CENTRAL IDEA GRAPHS BRANCHING DIAGRAMS

• used to describe:" • used to depict:"

• people" • family trees"
• places" • systems"
• things" • organizational charts"
• events" Title • class/subclass"
• stories" • hierarchical
relationships
• decision"
• ideas"
• culture

357 358

CLASS RELATIONSHIPS DIAGRAMS MATRIX DIAGRAM

Overlapping Classes
• used to illustrate:" • used to organize:"
• logical
reasoning • schedules"
concepts" Target Diagram
• data for retrieval"
• class relationships"
• comparisons by multiple
• comparison criteria"
Disjoint Classes
relationships"
• deductive reasoning
• mathematics concepts

359 360
 Cognitive Process Dimension
BLOOM’S TAXONOMY
Remember Understand Apply Analyze Evaluate Create
Definition: Definition: Definition: Definition: Definition: Definition:
L. ANDERSON AND D. KRATHWOHL, 2001 the ability to the ability to the ability to use the ability to the ability to the ability to put
retrieve relevant construct a procedure break info. into make judgments elements together
knowledge from meaning from parts & determine based on criteria to form a whole, a
long-term messages relationship and standards new pattern, or
Cognitive Process Dimension memory structure

Remember Understand Apply Analyze Evaluate Create Requires the Requires the Requires the Requires the Requires the Requires the
ability to: ability to: ability to: ability to: ability to: ability to:
• Recognize • Interpret • Execute • Differentiate • Check • Generate
Factual

• Identify • Give examples • Implement • Organize • Critique • Plan

• Recall • Infer • Provide • Produce
• Retrieve • Compare attribution
Knowledge Dimension

Conceptual

• Explain
AS impact: AS impact: AS impact: AS impact: AS impact: AS impact:
typically strong 1. EF 1. Anxiety 1. EF 1. EF 1. EF
areas for students • flexibility 2. EQ • flexibility • flexibility • flexibility
Procedural

with AS • relevance • self-awareness • relevance • relevance • relevance

2. ToM • self-regulation • goal focus • goal focus • goal focus
3. CC • self-motivation 2. CC 2. CC 2. CC
4. EQ ! 3. EQ 3. ToM 3. ToM
• self-awareness • self-regulation 4. EQ 4. EQ
Cognitive
Meta-"

• social skills • self-motivation • self-regulation

• social • self-motivation
awareness • social
• social skills awareness
• social skills

361 362

Knowledge Dimension
Factual Conceptual Procedural Meta-Cognitive
Definition: Definition: Definition: Definition:
the information a student the inter-relationships with the ability to know how to the ability to know about
must know which elements have to
allow them to function
do something cognition and the
awareness and knowledge • Behavior impacts others"
together of one’s own cognition
Requires the ability to use: Requires the ability to have: Requires the ability to have: Requires the ability to:
• Terminology • Classify • Subject specific skills • Strategic knowledge • Grice’s Maxims"
• Details • Categorize • Subject specific • Knowledge of cognitive
• Elements • Use principles & techniques tasks
generalizations
• Use theories, models &
• Knowledge of when to
use these skills
• Self knowledge • Quantity"
structures
AS impact:
typically strong areas for
AS impact:
1. EF
AS impact:
1. EF
AS impact:
1. EF • Quality"
students with AS • flexibility • flexibility • flexibility
• relevance • relevance • relevance
• experiential learning
• goal focus
• experiential learning
• goal focus
• experiential learning
• goal focus
• Relation"
2. ToM 2. ToM 2. ToM
3. CC 3. CC 3. CC
4. EQ 4. EQ 4. EQ • Manner
• self-awareness • self-awareness • self-awareness
• self-regulation • self-regulation
• social-awareness • self-motivation
• social-skills • social-awareness
• social-skills

363 364
• How do people see you?"
• Do I want to be with you?"
• mustache"
• Zero Order Skills"
• Zipper"
• 8-12"
• Body posture"
• glass 1/2 empty or full?
• zig zags

365 366

• Choices"

! Choice
• Brainstorm ideas"
!
Good Bad
• idea 1"
!
• idea 2"
• Topic Boxes and Friend Facts
• idea 3

367 368
• 4 levels of behavior" • see saw"

• appropriate" • tool box"

• creepy, unusual, weird, strange..." • repair strategy"

• dangerous" • time line"

.
• criminal • The Zone

369 370

Because you don’t want to be

“Out of the Zone” • Peer buddies"

• TV and remote for Cognitive Behavior

Therapy"

• Achillies’ Heel"

• How do you want people to think

about you? "

• good thoughts or bad?

371 372
• social stories" • social autopsy"

• cartoon strips" • teach how to negotiate"

• social etiquette posters & cards" • vocabulary of emotions"

• video tape " • books"

• in the moment (dot in/out?)" • word banks "

• modeling • video clips

373 374

• volcano meters • teach how to self-calm"

• safe zones"

• contingency statements"

• teach how to transition"

• YOU choose a student to model"

• Power Cards, Eliza Gagnon

375 376
• use Time Timers (timetimer.com)
• teach how to react to jokes and sarcasm"

• let bygones be bygones"

• listen with your eyes!"

Also 8” & 12” • use visual supports"

• calendars

377 378

• teacher expectations:"
• checklists"
• how to work in a group"
• helps students remain focused by
• how to walk in the hall"
providing predictability and structure"
• routines:"
• color code per class"
• turning in homework"
• key to success is detail"
• hanging up coats"
• examples:
• morning/afternoon procedures

379 380
• completion steps:" • choices:"

• how to solve a problem" • options when finished ahead of class"

• how to edit written work" • will work for ..."

• reminders:" • schedule changes:"

• what to bring for outing" • substitute teacher"

• $ for book fair • rain necessitates indoor recess

381 382

• Be sure we have the same definition"

• build self-esteem"
• Simplify directions to avoid:"
• assignments:"
• multiple-step commands"
• current to do"
• abstract language"
• expectation of completion
• multiple meaning words

383 384
• teach conversational repairs"

• use barrier games"

• teach the need to adapt conversation

and style to the needs of the audience

385 386

• Friend Facts, Michelle Garcia Winner" • friendship circles"

• interpersonal distance" • not everyone

wants to know
• arm’s length" everything

• 2 floor tiles"

• hoola hoop

387 388
 • friendship bubbles

• use positive reinforcement"

Jo Bob • purposely make mistakes

Mica Sue
Tom

389 390

• Incredible 5-Point Scale, (asperger.net)"

My books
Timothy P. Kowalski

• helps in Social-Pragmatic Success

for Asperger Syndrome and Other Related Disorders
Asperger Syndrome
ed
expla
in

understanding
Practical Strategies for
Assessment and
Practical Strategies for
Treatment
Assessment and Treatment

one’s EQ "
Timothy P. Kowalski

Illustrated by Laura S. Kowalski

• useful for
lf, and You Understanding
anxiety, Are you In The Zone?

A Simple Technique to Help Someone with Social Difficulties

Me, Myse Emotions
A Guide for Adults

emotions, anger,
stress, etc.
Timothy P. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski Illustrated by Laura S. Kowalski
Timothy P. Kowalski
Illustrated by Laura S. Kowalski

391 392
 WHAT’S NECESSARY?
• Collaboration: "

Thank you for attending. Check out my website at “...improvements invariably involve the cooperation of
many minds.”
www.socialpragmatics.com for more information.
Alexander Graham Bell"

• Competence: "

“Real knowledge is to know the extent of one’s

ignorance.” Confucius"

• Communication: "

“When ideas fail, words come in handy.” Goethe

393 394