Cartography

As I was sitting in a training this morning, a particular metaphor about the Social Sensory Cognition Process came into focus for me. As parents, and educators, we work hard to help our children build maps of the social landscape around them. A map of course, is a tool that represents the relationship of things to each other, most often places. The social maps we create for our children is a reference tool for them to look to to avoid dangers that we ourselves have discovered the hard way, and to take the path we hope will lead to happiness which is sometimes but not always the one of least resistance. 

But here's the thing.

A map is useless if you can't locate yourself on it. 

That, in a nutshell is why the central focus of the processes we use in our social groups is to bring focus to the three social senses that create the possibility for authentic social connection. In other words, the work of the social sensory process is to bring the child's awareness to the space they are present in, and that of those around them. 

You can hear me talk ad nauseum about the Social Sensory Process here: http://kidscooperate.com/blog/playdhd 

PlayDHD

Kids Cooperate director Aaron Weintraub discusses the importance of play, and the Social Sensory Cognition Proces on PlayDHD TV.

Play is a Child's Work

Play is a child's work. It is through imaginative play that children process and integrate the social and cultural information that they experience. The social learning that happens during play lays the foundation for social communication and emotional regulation skills that become important for getting and keeping a job, and maintaining close healthy relationships throughout life. 

The imaginative games that children play equip them to read and intuit the feelings of others, laying the groundwork for the development of authentic empathy. For children on the autism spectrum, the ability to take the perspective of another is one of the most important challenges.

Cognitive development progresses through stages of grouping information, or schemas. As new information is encountered, it must be fit into an existing schema or a new schema can be developed. For example, the "cat" schema may include house cats, lions, and tigers, but when your child sees a weasel with catlike paws and whiskers, they must process and integrate that it does not fit into the "cat" category.

April is Autism Awareness Month, so it is worth mentioning that for children on the autism spectrum, imaginative and cooperative play may not come naturally. Adults can scaffold play by including neuro-typical children, interactive manipulatives, a well organized environment, visual supports, and a consistent routine.

An example of how prosocial behavior is supported by cooperative play can be seen in a simple game of "hot and cold". One child must hide an object and then encourage the other child to locate it by encouraging them with "hot"as they get closer to discovering it and "cold" as they get further away. This interaction requires perspective taking (I know something my friend does not), social exchange (I offer verbal prompts which affect my friends movements), and central coherence or situational appropriateness (I can give hints but should not reveal the answer because it would ruin the game).

Children process their experiences through imaginative play. You can support your child's development by engaging them in make believe! Remember to let your child take the lead in setting up the scenario and be flexible about rapidly shifting rules and roles.

Aaron Weintraub, MS runs child-centered social skills groups with a focus on children and teenagers withPervasive Developmental Disorder, Asperger Syndrome, High Functioning Autism, Attention Deficit Hyperactivity Disorder, and Shyness. Strengths-based approach in a community based setting. Groups available in Tolland, Mansfield, Willimantic, Hartford, Vernon and Coventry Connecticut. 
http://kidscooperate.com
860-576-9506

We Are The 1.01%

We are the 1.01%. According to the New York Times, a new report out last Thursday from the CDC " ...estimates that in 2008 one child in 88 received one of these diagnoses, known as autism spectrum disorders, by age 8, compared with about one in 110 two years earlier. The estimated rate in 2002 was about one in 155." The Times article notes that it is unclear whether this increase in diagnosed cases of Autism Spectrum Disorder has been caused by a nebulas definition of what constitutes the spectrum, greater awareness of the disorder, or some, as of yet unidentified environmental, social, or genetic factors. Changes to the DSM diagnostic manual that will take effect next year will narrow the criteria for a diagnosis and may reduce the number of children who qualify for ASD services. The PPD-NOS and Aspergers diagnoses will disappear entirely, and revised categories for other spectrum disorders will be more clearly defined in a way that the organizers of the DSM say should absorb most of the children already diagnosed. 

It is important to consider that, according to the Times piece, "boys were almost five times as likely as girls to get such a diagnosis - at a rate of one in 54, compared with one in 252 for girls. The sharpest increases appeared among Hispanic and black children, who historically have been less likely to receive an autism spectrum diagnosis than white children." If we unpack this, it means that the increase in diagnosed ASD most likely came from the rise in the traditionally under diagnosed minority communities, and that the proposed changes to the DSMV have the potential to disproportionately effect access to services for these children. This does not mean conspiracy. What it does mean is that families dealing with Autism Spectrum Disorders and their allies must continue to educate themselves and advocate for their children. We are the 1.01%.

Aaron Weintraub, MS runs child-centered social skills groups with a focus on children and teenagers withPervasive Developmental Disorder, Asperger Syndrome, High Functioning Autism, Attention Deficit Hyperactivity Disorder, and Shyness. Strengths-based approach in a community based setting. Groups available in Tolland, Mansfield, Willimantic, Hartford, Vernon and Coventry Connecticut. 
http://kidscooperate.com
860-576-9506

A Strengths Based Approach to Social Skills Programming

Many autism interventions are built on a deficit model that begins by identifying the behaviors that are causing the most social difficulty, and then designing a curriculum to address problems. For example, according to Bellini (2006), the six major areas of impairment in social functioning include:

1. Nonverbal communication
2. Social initiation
3. Reciprocity and terminating interactions
4. Social cognition
5. Behaviors associated with perspective taking and self-awareness
6. Social anxiety and social withdrawal

These concerns are real, tangible, and difficult to cope with. The impulse as a parent or educator is to ameliorate problem areas by targeting deficits as quickly and effectively as possible. In the rush to target valuable energy and resources to solve problems, your child's innate strengths and capabilities can be forgotten.

As a pracitioner offering social skills groups in the greater Hartford region, I feel that it is critical to design interventions using a strengths based approach. I propose the following six inherent strengths of children with autism spectrum disorder and ADHD. 

1. Elasticity: the ability to adapt 
2. Desire to make social connections
3. Inherent ability for growth
4. Individuality: each child has individual interests and motivations
5. Natural supports: family, faith community, and anyone invested in the child's success
6. Resiliency: the ability to recover from setbacks

A strengths based approach can be reflected in the language used by the constellation of professionals and informal caregivers supporting your child, and this learned optimism will begin to transform the way that you and your child view growth and progress. A study by Shirvani (2007) found that positive teacher communication improved both students performance and parents attitudes. The growth you are working towards can be scaffolded by acceptance, support, and an unwaivering belief in your child's innate capabilities.

Aaron Weintraub, MS runs child-centered social skills groups with a focus on children and teenagers withPervasive Developmental Disorder, Asperger Syndrome, High Functioning Autism, Attention Deficit Hyperactivity Disorder, and Shyness. Strengths-based approach in a community based setting. Groups available in Tolland, Mansfield, Willimantic, Hartford, Vernon and Coventry Connecticut. 

http://kidscooperate.com

860-576-9506