Joe is disappointed, but he thinks, "I can have pizza another day" and takes the corn dog. When he gets there, he is told that they just ran out and now only have corn dogs. Joe doesn't like Brandon and so he gets upset and yells, "I don't want to work with him!" Joe and Brandon are asked to work together on a project.Penny pushes Lilly out of the way and takes her place. Lilly gets there first and Penny gets mad because she wanted to be first. Lilly and Penny are supposed to line up to go to lunch.Lilly asks Penny if she could please pass the crayons. Lilly decides she wants to use the color red but the crayons are on the other side of Penny. Lilly and Penny are coloring a picture.Brandon wants to play so he takes the ball away from Joe. The students can then see the consequences that choice has and you can point out how that solution doesn't seem to be working. If the students come up with an idea that you know will not work, it is OK to try it anyway. The puppet should go through the situation again while trying out the student's ideas. If the puppet was a rock thinker, have the students help the puppet be a flexible thinker by giving some alternate solutions to the problem. As you act out the situation, ask the students to tell you if the puppet was being a flexible thinker or a rock thinker. Use puppets to act out the following situations or create your own.(Just like a rock thinker can easily hurt other's feelings). The rock would not be good for these things because if it is tossed to someone it might hurt that person. If needed, point out that you can play games with the flexible object such as tossing it, playing hot potato, or use as a fidget. Ask the students which item would be more fun to play with.They only think of themselves and are not good social thinkers. Explain that a "rock thinker" is unable to make their brains move around a problem.Ask "are they able to move it at all?" "Is it flexible?" For example, if the recess bell rings and it is time to go in, a flexible thinker would think, "I wanted to swing some more, but I can swing again next recess." Give a few examples of a flexible thinker.If you have a soft brain, this is a great time to squeeze it in your hand to show how the brain moves and "conforms" in your hand. A flexible thinker also thinks of solutions while trying to think of others. Explain to the students that they are going to learn how to be good social thinkers by becoming "flexible thinkers." Talk about how when we are faced with a problem, that a good, flexible thinker is able to make their brain move around the problem and think of different solutions.Make sure they get a chance to squeeze the item. Ask them how they like the feel of the object. Pass around the soft object for all the students to feel. The children will be able to differentiate between different examples while using the language of "Flexible thinker" and "Rock Thinker."Ī flexible object such as a soft foam ball or preferably a soft foam brain (Michelle Winner sells these on her website for $4.00 A large rock This lesson is ideal as a beginning lesson for a social thinking group. This lesson focuses on understanding what social thinking is while giving some concrete examples that children with ASD can understand.
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