ZOOMING IN: Strategies for
Individuals with Subtle but
Significant Social Problems
November 14, Brooklyn NY
Explore the needs of nuance-challenged social communicators who may have diagnoses such as autism levels 1 and 2, ADHD, and social anxiety as well as traits such as perfectionism, being oppositional, etc. Usually in mainstream classes, these individuals struggle with the intricacies of developing social relationships, working through assignments, and engaging in peer-based groups. Learn how even a slight impairment in flexible thinking, emotional understanding of self and others, problem solving, self-advocacy, and nuanced social interpretations can contribute to subtle but significant social challenges. Explore related treatment* strategies while also learning tips to motivate students, clients, and patients to participate in treatment activities encouraging the development of executive functioning, perspective taking, and emotion management!
*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social skills and competencies
Participants will be able to:
Describe three characteristics of Nuance-Challenged Social Communicators and the impact of these characteristics on mental health and executive functioning.
Explain how having a shared imagination is important not only for interactive play but also for collaboration and conversational skills.
Describe two or more project-based learning examples and their role in teaching self-management, social awareness, and group relationship skills.
Explain how the camera in a student’s cell phone can be used for teaching about the student’s own facial expressions.
7:30-8:30 Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee while getting to know fellow attendees.
8:30-10 Define Nuance-Challenged Social Communicators (Weak Interactive and Socially Anxious) and why people are less likely to forgive them for their social errors. Explore how these characteristics present across different age groups and examine the Group Collaboration, Play and Problem Solving Scale for 4- to 7-year-olds.
10:30-12:00 Unpack some more sophisticated aspects of advanced theory of mind and executive functioning by exploring flexible thinking, problem solving, advance perspective taking, and emotional regulation.
12:00-12:50 Lunch provided
12:50-2:15 Learn to teach students about their learning strengths and weaknesses and how to adjust lessons for different age groups. Ideas to enhance teamwork in project-based learning.
2:25-3:45 Strategies to manage social anxiety, develop subtle but significant relationship skills, and help students develop awareness of their social operating system.