S.C.A.E.P .

1. S.C.A.E.P. Social Competence And Enhancement Programme Sandy Burbach Specialist Speech and Language Therapist Shapwick School, Somerset, TA7 9NJ 01458 210384 sandyburbach@gmail.com

2. RATIONALE The key features of the SCAEP programme are an attempt (in progress!) to design a multidisciplinary intervention which serves three purposes: • 1) Taking students back through the sensorybuildingblocksof basic social communication concepts and shared attention to key sensory characteristics; • 2) The development of sensory and language correlates (shared code) needed to describe participants’ experiences of (mis)communication and to develop verbal problem- solving strategies, resilience, emotional intelligence and an understanding of chain reactions; • 3) The development of Internal Language for self- regulation, comparison, prediction, inference and extrapolation. • 4) The core language and sensory building blocks to understand analogy and metaphor, allowing students to compare how a situation appears to them and someone else, and improving our students` potential use of talking therapies e.g. CBT, family therapy etc.

3. SOCIAL COMPETENCE Is a LONG TERM GOAL. As a result of continuous learning processes through all stages of life. Measured as an individual`s ability to adapt their own responses and actions to achieve the best possible outcome in any social context. Individual competence varies across contexts. Dependent on INTRAPERSONAL and EXTRAPERSONAL factors.

5. DEVELOPING RELATIONSHIPS PERSONAL IDENTITY APPROPRIATE APPEARANCE ACQUISITION OF SOCIAL SKILLS CONFIDENCE EXPRESSION OF FEELINGS SELF- ESTEEM GOOD AND BAD RELATIONSHIPS DEALING WITH CONFLICT IN RELATIONSHIPS BEING ASSERTIVE BODY LANGUAGE PERSONAL SPACE GOOD AND BAD TOUCH Angelou, 2000; 4 COMPONENTS TO A GOOD RELATIONSHIP MOTIVATION SELF- CONFIDENCE SOCIAL SKILLS OPPORTUNITY Ritchie, 1989 Firth and Rapley, 1990

6. Social Communication Disorder “streams of origin “ SCHIZOPHRENIA DEVELOPMENTAL COORDINATION DISORDER DYSLEXIA SENSORY INTEGRATION DISORDERS NON- VERBAL LEARNING DIFFICULTIES ASD BIPOLAR DISORDER ATTACHMENT DISORDER EMOTIONAL DIFFICULTIES ADHD / ADD DEVELOPMENTAL VERBAL DYSPRAXIA LANGUAGE DISORDER Burbach, 2011

7. INTRAPERSONAL FACTORS • Consistent experience of sensorimotor gestalts (sets) to create identifiable concepts. • INTERNAL LANGUAGE Sensory and Cognitive : • Nature of the PERCEPTUAL EXPERIENCE. • CONSISTENT experience of SENSORY- MOTOR GESTALTS (sets) to create identifiable concepts. • CATEGORISATION of gestalts into sources; like/ unlike; related/unrelated. Development of: • INTERNAL LANGUAGE to encode sensory experiences as cognitive constructs. • Adequate WORKING MEMORY. • Ability to RECATEGORISE previous experiences in terms of new contextual cues. • VISUALISATION / IMAGING. • Ability to adapt or discard previously- learned responses as required (COGNITIVE SHIFT).

8. INTRAPERSONAL FACTORS Linguistic: • CATEGORISATION processes e.g. Same/ different; self/ not self • INTERNAL LANGUAGE. • Understanding of relationships between concepts (SEMANTICS) as carried in grammatical forms (SYNTAX). • Receptive and expressive VOCABULARY for ACTIONS and FEELINGS. • CONGRUENCY of expressed and/or received information. • COMMUNICATIVE INTENT • Verbal and non-verbal REASONING • KNOWING and USING the socially appropriate “script” and SOCIAL CODES. • Understanding ANALOGY and METAPHOR.

9. INTRAPERSONAL FACTORS Emotional : CATEGORISATION of EXTERNAL and INTERNAL perceptual experiences in terms of generation of feeling (sensation) and feeling (emotion), resulting in: • Trust and attachment; • Impulse control; • “Filters “ created by beliefs and thinking styles; • Motivation; • Optimism and resilience; • Recognition and management of own feelings; • Recognition and understanding feelings of others; • Self- efficacy : Awareness of power to manage own sense of self, feelings and health effectively; • Empathy.

10. INTERPERSONAL FACTORS • (Own/Partners`) adherence to expected social rules. • beliefs and thinking styles. • awareness of, and ability to compensate for, communication difficulties. • Physical environment. • Emotional environment • Shared interest • Clarity of messages. • Complexity of messages. • Congruency of messages. • Rate of communication. • Number of participants. • Balance of authority. • Balance of dominance. • Mutual respect.

11. STOCK INGREDIENTS • Categorisation Processes • 6 circles • Proprioception • Congruent information processing • Sensory Memory • Internal Language and SEE/SAY/DO triangle • Working Memory • Visualisation • Role of Selective Processing (sensory/cognitive/ emotional) • Reflective Language • Sensory Empathy and Emotional Empathy • Feelings and beliefs • Figurative Language • Metaphor

12. PROPRIO - CEPTION TOUCH VISION Six Sensory Modes HEARING SMELL TASTE

13. ProprioceptionAfter Gallagher and Meltzoff ; 1996 Proprioceptive Awareness 2 – fold function • 1 • Non-conscious, physiological . • Updates body with respect to its posture and movement • 2 • Felt Experience of where all the parts of my body are • Body Awareness • Simultaneous CROSS- MODALITY communication between • VISION & PI + PA • and • sensory & motor aspects of BEHAVIOR

14. CATEGORISATION KEY CONCEPT (1)

15. CATEGORISATION (1) Sensory • SELF ... NOT SELF INSIDE SELF... OUTSIDE SELF Sensory/ Linguistic / emerging Emotional Schemas • Words for Feelings - ACTION- SENSATIONS - 5 SENSES sensations - EMOTION- SENSATION - Hierarchies of intensity • FEELING (sensory/ emotional) IN CONTEXTS Sensory/ Linguistic/ Emerging Emotional- Social Schemas • LIKE/ DISLIKE WANT/REJECT SEEK/ AVOID • SAME/ NOT THE SAME/ SIMILAR

16. CATEGORISATION (2) • Linguistic/ Social – Emotional • SEMANTIC groups e.g food and characteristic features • Recognition of “edges” of groups • Subclasses e.g hot and cold • VOCABULARY for actions; relations between concepts; feelings • INTERGROUP reclassification e.g. antelope (animal) as prey/venison (food) • SOCIAL groups- identifying features • KEY FEATURES : Appearance, actions, words. • VOCABULARY for actions; relations between concepts; feelings • SOCIAL groups and “belonging” – characteristic feature identification • INTERGROUP reclassification e.g. self as friend + grandson • SOCIAL codes and “keeping in the group” rules

17. CATEGORISATION (3) • Field Boundaries in Play/ Social Space • Physical / Sensory ( 6 senses + space) • Group identifying Features (mine/ not mine) • RULES of play + RULES of engagement • Cheating ; tactics; a cheat ; cheats • Field Boundaries in the Classroom • Operating rules requiring sensory processing • Operating rules requiring Communication congruency and coherence • Operating rules requiring a working knowledge of meaning relations

18. Categorising Example “BITTER” Auditory Discrimination “bitter” : “bitten” Semantic Fields TASTE BODY PARTS ANIMALS PEOPLE FOOD 6 CIRCLES PROPRIOCEPTION/ SPACES EYE CONTACT FACIAL EXPRESSION BODY LANGUAGE WORDS VOICE TUNE SENSORY- MOTOR EMPATHY Mirroring, same/ different, Prediction and Judgement ACTION and EMOTION HIERARCHIES INTERNAL LANGUAGE Feelings and Beliefs prediction, inference, extrapolation, Communicative Intent RECIPROCITY, “knock- on effect” VISUALISATION Emotional EMPATHY IDIOMS, METAPHOR Verbal Reasoning and Problem-solving

19. Burbach, 1998

20. BODY LANGUAGE EYE CONTACT PERSONAL SPACE SIX COMMUNICATION ZONES FACIAL EXPRESSION WORDS VOICE TUNE INTONATION

21. CONGRUENCE KEY CONCEPT (2)

22. SENSORYCONGRUENCE PROPRIO - CEPTION TOUCH VISION HEARING SMELL TASTE CONSISTENT EXPERIENCES CREATE ACCURATE MEMORY AND RECALL

23. Message Congruency: Six Communication Zones WORDS VOICE TUNE INTONATION FACIAL EXPRESSION EYE CONTACT BODY LANGUAGE PERSONAL SPACE CONGRUENCE CREATES COHERENCE

24. HAVE WE MET BEFORE ? James (m) 10 yrs ADD; Developmental coordination disorder/ Dyspraxia • Spaces • Disassociation • body language, eye contact, facial expression • Sentence Recall 5thcentile (CELF-4 UK)

25. SENSORY – SOCIAL INTERRELATIONSHIPS KEY CONCEPT (3)

26. Have We Met Before ? • Madison (f) 13 yrs; • Emma (f) 14 yrs average- above average auditory processing abilities • Morris(m) 15 yrs ASD Dyspraxia • Non- Verbal Learning Difficulty • GAD • Rigid thinking/ belief systems • Very slow visual processing : “have to close my eyes to understand”. • ++ rigid beliefs • obsessive topic • “what you`ve got to understand about me is ...” • Multiple school placements • parent – child dyadic pattern maintenance

27. VISUALISATION KEY CONCEPT (4)

28. VISUALISATION Selective processing of sensory, linguistic and emotional aspects of experience Able to be recalled consistently, at will, Formulation of a coherent schema of meaning related to the content and context modified and refined in response to new data SENSORY + LINGUISTIC + EMOTIONAL MEMORY encoded in “VISUAL” format and described to another person, using a shared communication code.

29. VISUALISATION Core Process = IMAGINING “Seeing it in my mind`s eye” Core Process = ADJUSTING THE IMAGE “Changing my mind” Core Process = IMAGINING MYSELF ACTING/ FEELING/ LOOKING/ SEEMING/ BEING DIFFERENT Core Process = CHANGING MY RESPONSE TO THE OUTSIDE WORLD

30. ACCESS TO CBT example CBT protocol to deal with Generalised Anxiety Disorder (sees risks and dangers everywhere; constant focus on what if... catastrophes) (Padesky, 1986) Main Treatment Strategy : Move from What if…? to Then What …? • Identify specific situations • Identify and rate mood (intensity 1- 10) • What is going on in your body ? What do you notice ? • What is going through your mind? Automatic Thoughts, Underlying Assumptions • Any images? Describe sensory details of images • “Anxiety`s job” (to make you avoid danger) and “your job” (to manage in face of danger) SCAEP Content Same/ different; Dislike/ tolerate categorisation; semantic concepts; verbal reasoning; visualisation, prediction. Distinctive feature categorisation; Emotional Hierarchy Proprioception; sensory awareness and vocabulary; 6 circles Internal Language; visualisation; cause- effect categorisation; sensory and emotional hierarchies. Visualisation; sensory awareness; sensory- motor integration; vocabulary; 6 circles; empathies; working memory; Internal language METAPHOR

31. EMPATHY (1) Sensory Empathy • “Do you see what I see ? Can you hear what I hear ?” depends on a SHARED ATTENTION, SHARED INTEREST , SHARED (sensory, environmental, linguistic) EXPERIENCE and SHARED KNOWLEDGE. LANGUAGE is the way we REFLECT our sensory experiences and compare them with someone else`s. This requires a SHARED CODE.

32. EMPATHY (2) Emotional Empathy • “I know how you feel !” • “I know where you`re coming from !” • “You must be feeling so fed- up !” LANGUAGE reflects our perceptions of another`s experiences, using our own schemas to extrapolate from. We ASSUME shared experience , knowledge and schemas. But we must be able to ANALYSE the information we are receiving to select the corresponding schemas in our own system accurately. We ASSUME we are focussing on the same distinctive features.

33. EMPATHY BRIDGE REFLECTIVE LANGUAGE MIRROR- ING PERCEPT-IONS AND RESPON-SES

34. FIGURATIVE LANGUAGE AND METAPHOR KEY CONCEPT (5)

35. METAPHOR (1) Visualisa- tion Empathy Categor-isation Expressive Communi-cation Reflective Language Mirror Actions Working Memory

36. METAPHOR (2) Help to conceptualise the components of a situation or context • Requires awareness of imagery • Integration of verbal and imaged • Holding and manipulating 2 mental concepts (WORKING MEMORY) • Awareness of commonalities despite superficial differences • Flexible use of multiple meanings NARRATIVE METAPHORS – imply process, development, change and outcome. LEARNING !! SIMILE - quick comparison “short hand” images which can be expanded and linked with others to develop a narrative “LIKE A ...” ANALOGY- “AS IF ....” MATHS IDIOM - simile/ analogy that bears analogous resemblance to literal (sensory - motor) meaning

37. Sensory ingredients • Ingredient analogies • 6 Slices correspond to 6 zones • Proportions and portions • Recipes for success • Adapting recipes according to contexts • Likes and Dislikes/ Same and Different • Chilli = dangerous but tasty (tolerances • for discomfort; inappropriacy etc ) • Sharing (self/ trust) • Aftertaste and memory • Changing the recipe; changing tastes • Getting the balance right PIZZA METAPHOR WHAT FLAVOUR DO YOU LEAVE ? • WHAT`S COOKING ? COMING BACK FOR MORE I DON’T LIKE PIZZA.