![]() ![]() The reality is that the social learning process is dynamic and synergistic, and many of the frameworks (both conceptual and treatment) overlap with a variety of research-based concepts, constructs, and therapies. NOTE: The Layers of Evidence helps to show the research-based foundation of the Social Thinking Methodology and is not meant to show a 1:1 correlation between each column from left to right. It is also a way to make sense of the many different pathways of information we have created over time. The Layers of Evidence illustrates a structured way to show how the Social Thinking Methodology is grounded in theoretical research-based concepts and constructs, and how each lesson and activity can be traced back to its roots in the research literature. ![]() Social Thinking Methodology: A deeper look at the evidence base underlying the practice In the same vein, CASEL's five Social and Emotional Learning (SEL) Core Competencies are reflected within and throughout the Social Thinking Methodology. And while PBIS is not an approach, it is a framework that encourages schools to consider the uptake of a variety of practices where the "mutually beneficial relationship between academic and social behavior student success is highlighted (Chard, Harn, Sugai, & Horner, 2008 Sugai, Horner, & Gresham, 2002). Many of the components of Social Thinking fit well into the multi-tiered research-based implementation framework of Positive Behavioral Intervention and Supports (PBIS). Also, the methodology anchors to the research in fields that study how individuals evolve and develop to function in society. The Social Thinking Methodology embraces what the literature tells us about working directly with individuals who have social learning challenges (e.g., Social Communication Disorder, ADHD, Learning Disabilities, Twice Exceptional, Autism Spectrum Levels 1 and 2, etc.) and promotes the use of visual supports, modeling, naturalistic teaching, and self-management.
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