SlideShare a Scribd company logo
1 of 10
Download to read offline
Learning Skill focus: Listening

Key term: Whole body listening

Purpose statement: The skills of listening and following directions are closely related. Often we tell a child to
"listen" when we really mean "listen and do what I say." The ability to "listen" and follow directions is
influenced by how information is presented. Stating "I don't want to see you running in the hall again" may
have the unintended effect of encouraging the child to run when you are not looking (i.e. you don't see him
running). When this happens, we say that the child "doesn't listen" because we have told him not to run in the
hall. This is not a listening problem, however, but a communication problem, as we need to speak in a way the
child understands, given the child's tendency to interpret language literally. As a result, we must be careful how
we construe "listening."

A child may have a communicative practice that differs from our own. This is illustrated by showing a child a
picture and asking them what they see - the answer can be very informative. When showing a child a magazine
picture of an angry person jumping on the bed, we may be surprised that they see the tiny glass on the bedside
table that was tipping and spilling liquid. Some children focus on parts of information rather than the whole.
Their skill lies in focusing on details while they have severe deficits in organizing information (Meyer &
Minshew, 2002). Asking a child to listen to lengthy directions and to recall the main idea of the assignment may
end up frustrating everyone involved. A typical response from a supervising adult, "Didn't you listen?" Given
that the information is likely to be jumbled and forgotten somewhere in the child's brain, such a question misses
the mark. These children need help in developing a memory "storage system" to be able to access information.

Listening will be presented here with an emphasis on showing one is listening. Our term will be Whole Body
Listening.
Eyes look at the person talking to you
Ears ready to hear
Mouth quiet, no talking, humming, making sounds
Hands quiet, in lap or by your sides
Feet-quiet on the floor
Body- faces the speaker
Brain- Thinking what has been said
Heart- Caring about what the person has said
Learning Skill focus: Flexible Thinking

Key terms: Rock brain (inflexible), and SuperFlex (solve any problem many ways.

Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU.
Active listener responds: "I hear ......."

Purpose statement: Being flexible is unknown and foreign to children who are rigid in their thinking and
preferences. Their reliance on rigidity and routine helps them to predict and manage life's daily events providing
a sense of control over their environment. However, life is not rigid, but fluid and spontaneous.

An atypical social thinker has difficulty when the unexpected occurs and in new or unfamiliar situations. In
such circumstances, being unable to predict what will happen next intensifies the child's growing stress and
anxiety and may result in increased rigidity and a possible meltdown. Flexibility is essential in such situations
to manage feelings of excitement, uncertainty, or even misunderstanding.

Some Tier 3 students believe there is only one right way to do things. Their inability to "let go" in an argument,
and insistence upon rigidly following specific rules, interferes with their ability to successfully establish peer
relationships. Finally, rigid monologues about narrow special-interest topics coupled with an unyielding "knowit-all" attitude frequently annoy and alienate those whom the child is trying to befriend. To develop social
competence, children must experience the flexibility that is required when trying to come to some sort of
agreement with others, as well as when solving problems. We must support them to show that flexibility is
nothing to be afraid of.

Steps to Success Poster emphasizes:
There are many ways to do something. Being flexible helps us work with others when solving problems.
Stop. Take a deep breath. Let it go.
Think. "What is happening here?"
Go. Make a plan. Remember There is more than one right way. There is always another way.
Learning Skill focus: Dealing with Mistakes

Key terms: Learning self-regulation skills "It's a mistake, but I can handle it." Learning size of the problem. Is
it a big problem or a little problem?" How others perceive us based on our reaction to the mistake.

Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU.
Active listener responds: "I hear ......."
Flexible thinking

Purpose statement: Many children copying with Social Communication skills are perfectionists and may view
mistakes as "failures." They have trouble accepting mistakes they make themselves, as well as those made by
others. We must help them to realize that everyone makes mistakes and that it is O.K. Sometimes they have
difficulty trying something that is hard for fear of making a mistake. It is important to reinforce that many
times the only way to learn new things is to try. Children who are used to constant help may need extra
encouragement to try tasks independently and cope with their mistakes.

The unpredictable nature of mistakes may also cause problems. It is difficult to know exactly when a mistake
might happen. For children who are rule-bound, this can create much anxiety. Finally, some children tend to
blame others for their mistakes and look for excuses. They need help learning that the responsible reaction is to
admit your mistake and try to correct it.

Steps to Success Poster emphasizes:
STOP. Take a deep breath. Keep calm.
THINK: "It's a mistake, but I can handle it."
GO: Choose to - ask for help, try again, admit your mistake, apologize and correct it, accept another's apology.
Learning Skill focus: Reading the feelings of others

Key terms: What should your body look like? (e.g. to be sympathetic, calm, patient)

Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU.
Active listener responds: "I hear ......."

Flexible thinking : If not this way, another way

Size of the problem: Does the size of the problem warrant the size of the response.

Purpose statement: Reading body language and reading the feelings of others go hand in hand. The primary
focus of both skills is on recognizing what is happening in a given situation and responding appropriately.

Steps to Success Poster emphasizes:
STOP. Look for clues. Read body language. Listen to the tone of voice. Listen to the words.
THINK: I can recognize the feeling. I can understand the feeling.
GO: Respond to the feeling.
Learning Skill focus: Dealing with a Problem

Key terms: Is it a big problem or a little problem? Does your response match the size of the problem?

Imbedded learning: Listening Skills "I --------- when ----------." We explain an action and avoid the word YOU.
Active listener responds: "I hear ......."

Flexible thinking : If not this way, another way

Read the room: What can you learn from how others are feeling? About their body language while solving the
problem?

Purpose statement: Problems are a challenge for everyone in everyday life. For those with communicative
challenges, it may be more useful to think in terms of lessening, reducing, coping with or managing problems,
rather than solving them. Since it is not always a realistic option to solve a problem, it is better not to present
this expectation to concrete thinkers as it may reinforce their feelings of failure when they are unable to do so.
Sometimes one can only tackle part of a problem because many others are involved. At other times problems
can seem so overwhelming that one does not know where to begin, much less how to solve them. Therefore,
for the benefit of all, it may be better to think in different terms than "problem solving."

Lessening a problem may involve planning ahead for these students. For example, when we teach a game, be
sure to include teaching how to lose (redefine winning; "winners are smiling at the end of the game", praise
what is going well, teach graceful winning; "Good game!", lose gracefully "Congratulations!", encourage selfreflection' "What went well? What can we practice on."

Teach to the boring moments, everyone gets bored sometime. So teach what appropriate behavior looks like
when we are bored. Boring is a feeling, behavior is an action.

Steps to Success Poster emphasizes:
STOP. Stay calm.
THINK: "This is a problem. What is happening here?"
GO: Sort out the problem. Think of different ways to manage the problem. Try a way. Choose another way if
the first way doesn't work.
Learning Skill focus: Dealing With Anger

Purpose statement: Learning to deal with anger and the anger of others is important for all of us. Everyone
must learn to cope with broken promises, false accusations, surprises, refusals, teasing, changes, frustration,
disappointment and confusion without losing control. Being told "no," making a mistake, losing or forgetting
something, confronting a "surprise," such as a change in routine or schedule, and struggling with difficult or
overwhelming tasks are frequently triggers of intense emotional reactions. Other triggers might be
misunderstanding directions, sensory overload, increased stress, and lack of control over the environment. In
many children, the reaction may be excessive anger, but in some children it is intense anxiety or sadness.

Often children have difficulty recognizing these emotions in themselves and in others. Irritation may quickly
escalate to rage, or mild anxiety turn to panic. Recognizing personal triggers teach how to deal effectively with
the situation.

Steps to Success Poster emphasizes:
STOP. Take a deep breath. Let it go.
THINK: "What is happening here?"
GO: Make a plan: Wait it out. Talk it out. Walk it out. Apologize if necessary.
Learning Skill focus: Following Directions

Purpose Statement: To follow directions or read instructions students must pay attention to what is happening in
the surrounding environment, comprehend the information when it is given and often be able to recall it several
moments later.

They must also recognize the main objective of the direction, and not focus on some minute detail that, although
related, is not the main point. (Foreshadowing of executive functioning knowledge) In addition, they must learn
to differentiate when directions are given to a group (which includes the child) and when directions are given to
individuals (which might or might not include the child). Recognizing THE NEED FOR HELP with directions
and BEING ABLE TO ACCESS HELP is another challenge for youngsters. The best way to receive help is to
ask the right questions.

Some children feel pressured by time constraints, while others misjudge how long an activity might take, how
long they have taken already, or how much time is left. (Time management is another executive functioning
skill that students who are distracted, internally or externally, have difficulty managing- yes, executive
functioning). These children must learn to notice time in order to successfully follow the direction. Timers or
time-keeping systems can help.

A problem for many children is that they have learned to avoid or escape when adults do not press compliance.
Adults inadvertently reinforce noncompliance by not following through. For example, a parent would like the
child to put away his toys before bedtime. After repeated unsuccessful requests to the child, who is watching
television, the parent gives up. The child thereby escapes the task and goes to bed without cleaning up. Over
time, the child learns he can escape this unpleasant task by ignoring the parent's direction. Such children need
compliance training coupled with a reinforcement system to "relearn" how to follow directions.

A typical problem for children with communicative disorders is "bossiness" - telling both adults and peers what
to do by blurting out unwelcome advice that often gets them into trouble. Considering that s suggestion might
not be welcome is outside of the child's customary way of thinking. Therefore, these children have to be directly
taught to ask if their advice is wanted.

A related problem is a child's inability to see and to understand another's point-of-view in the situation,
sometimes referred to as "perspective-taking". (To be explored in the presentation on Social Thinking). He
cannot separate individually distinct roles and responsibilities, such as between adult and child. The child might
say, "You are not the boss," usually when he is being told to do something he does not want to do. One strategy
to help address this problem is to define individual roles and list them on a sheet of paper. For example, "In the
classroom it is the teacher's responsibility to give directions. It is the student's responsibility to ask questions if
he does not understand the directions and then to follow them." T-charts, listening the responsibilities of the
students and the teacher, are useful tools for documenting expectations for the class and as a reference point for
each student.

Some final thoughts concern the way directions are given. Directions should be clear, precise and to the point.
Visual supports may be necessary such as gestures, pictures, lists or charts. Directions should not include a
choice unless the child truly has a choice. A common mistake is to use a questions such as "Can you put your
coat away?" Another mistake is to offer explanations such as "Put your coat on because it is cold outside."
Some children argue with the explanation rather than comply ("It's not cold outside"). Further, multi-step and
complex instructions are usually overwhelming and confusing, and frequently repeating directions only teaches
the child that the adult does not mean the direction the first time. Instead, make sure you have the child's
attention before giving the direction. Ask her to repeat the direction, tell or show her exactly what to do and
praise compliance.
Learning Skill focus: Showing Interest in Others

Purpose statement: Showing interest in others is a basic strategy used to initiate relationships and friendships.
People show caring, thoughtfulness and sensitivity by the questions they ask and the comments they make.
They regulate this communication by observing each others emotions. Successful friendships are not one-sided,
but occur when friends are equal partners in the relationship.

Teaching this aspect of friendship is often challenging. Some children are too engrossed in their personal
interests to show any interest in others - they often do not understand the importance of doing so. They are
perfectly content to talk continuously about their favorite topic.

Others ask embarrassing personal questions or make offensive comments about another person's features,
activities or habits without any regard for the negative aspects of their behavior. Frequently this interest occurs
to satisfy a curiosity or to simply blurt out a thought. Usually the child is not trying to initiate a friendship.
Learning Skill focus: Cooperating

Purpose statement: Cooperating in an intricate blend of several social skills; listening, exchanging conversation,
staying on task, offering a suggestion and compromising. It is especially challenging for children with
communication challenges because this is an area were their numerous and wide-ranging social deficits can be
most evident.

The inability to read and interpret the subtle cues and nuances of conversation, body language and facial
expression, while failing to engage in reciprocal interaction, leads to a breakdown in the communication
necessary for successful cooperation. If you couple that with the inability to understand another's point of view
while insisting upon imposing their own "expert" view, coupled with their inability to think about how their
actions affect others frequently leads to rejection or ostracism.

It is an essential skill for social competence. It is not a simple skill to learn. It requires practice, practice,
practice.

More Related Content

What's hot

School Mediation student training
School Mediation student trainingSchool Mediation student training
School Mediation student trainingInterMediaKT
 
Using discounting matrix (Transactional analysis / TA is an integrative appro...
Using discounting matrix (Transactional analysis / TA is an integrative appro...Using discounting matrix (Transactional analysis / TA is an integrative appro...
Using discounting matrix (Transactional analysis / TA is an integrative appro...Manu Melwin Joy
 
Think Positive to Stay Positive
Think Positive to Stay Positive  Think Positive to Stay Positive
Think Positive to Stay Positive Carmen Y. Reyes
 
How To Manage A Difficult Conversation At Work - Task 3812
How To Manage A Difficult Conversation At Work - Task 3812How To Manage A Difficult Conversation At Work - Task 3812
How To Manage A Difficult Conversation At Work - Task 3812guest0d9001c
 
Upgraded PP with video
Upgraded PP with videoUpgraded PP with video
Upgraded PP with videoLindsaysockey
 
Helpful strategies for dealing with emotional students with
Helpful strategies for dealing with emotional students withHelpful strategies for dealing with emotional students with
Helpful strategies for dealing with emotional students withLindsaysockey
 
Effectiveness-in-communication
 Effectiveness-in-communication Effectiveness-in-communication
Effectiveness-in-communicationravikantpvs
 
AngerManagement35_A00DE41AFDC53
AngerManagement35_A00DE41AFDC53AngerManagement35_A00DE41AFDC53
AngerManagement35_A00DE41AFDC53Richa Nigam
 
Communication and it's Effectiveness
Communication and it's EffectivenessCommunication and it's Effectiveness
Communication and it's EffectivenessAkhil Garg
 
Detecting discounts (Transactional analysis / TA is an integrative approach t...
Detecting discounts (Transactional analysis / TA is an integrative approach t...Detecting discounts (Transactional analysis / TA is an integrative approach t...
Detecting discounts (Transactional analysis / TA is an integrative approach t...Manu Melwin Joy
 
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...Manu Melwin Joy
 
Teacher tweaks #tlt14 presentation
Teacher tweaks #tlt14 presentationTeacher tweaks #tlt14 presentation
Teacher tweaks #tlt14 presentationdebbieandmel
 
How to be a 3 Dimensional Instructor - Master Melody Shuman
How to be a 3 Dimensional Instructor - Master Melody ShumanHow to be a 3 Dimensional Instructor - Master Melody Shuman
How to be a 3 Dimensional Instructor - Master Melody ShumanChampionsway
 
How to handle problem behavior
How to handle problem behaviorHow to handle problem behavior
How to handle problem behaviorColette Gillis
 
Problem solving and stress management
Problem solving and stress managementProblem solving and stress management
Problem solving and stress managementRajlaxmi Bhosale
 

What's hot (18)

School Mediation student training
School Mediation student trainingSchool Mediation student training
School Mediation student training
 
Using discounting matrix (Transactional analysis / TA is an integrative appro...
Using discounting matrix (Transactional analysis / TA is an integrative appro...Using discounting matrix (Transactional analysis / TA is an integrative appro...
Using discounting matrix (Transactional analysis / TA is an integrative appro...
 
Think Positive to Stay Positive
Think Positive to Stay Positive  Think Positive to Stay Positive
Think Positive to Stay Positive
 
5 quick classroom
5 quick classroom5 quick classroom
5 quick classroom
 
How To Manage A Difficult Conversation At Work - Task 3812
How To Manage A Difficult Conversation At Work - Task 3812How To Manage A Difficult Conversation At Work - Task 3812
How To Manage A Difficult Conversation At Work - Task 3812
 
Upgraded PP with video
Upgraded PP with videoUpgraded PP with video
Upgraded PP with video
 
Helpful strategies for dealing with emotional students with
Helpful strategies for dealing with emotional students withHelpful strategies for dealing with emotional students with
Helpful strategies for dealing with emotional students with
 
Effectiveness-in-communication
 Effectiveness-in-communication Effectiveness-in-communication
Effectiveness-in-communication
 
AngerManagement35_A00DE41AFDC53
AngerManagement35_A00DE41AFDC53AngerManagement35_A00DE41AFDC53
AngerManagement35_A00DE41AFDC53
 
Positive interventions
Positive interventionsPositive interventions
Positive interventions
 
Communication and it's Effectiveness
Communication and it's EffectivenessCommunication and it's Effectiveness
Communication and it's Effectiveness
 
Habilitation
HabilitationHabilitation
Habilitation
 
Detecting discounts (Transactional analysis / TA is an integrative approach t...
Detecting discounts (Transactional analysis / TA is an integrative approach t...Detecting discounts (Transactional analysis / TA is an integrative approach t...
Detecting discounts (Transactional analysis / TA is an integrative approach t...
 
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...
Passive behaviors - Discounting (Transactional analysis / TA is an integrativ...
 
Teacher tweaks #tlt14 presentation
Teacher tweaks #tlt14 presentationTeacher tweaks #tlt14 presentation
Teacher tweaks #tlt14 presentation
 
How to be a 3 Dimensional Instructor - Master Melody Shuman
How to be a 3 Dimensional Instructor - Master Melody ShumanHow to be a 3 Dimensional Instructor - Master Melody Shuman
How to be a 3 Dimensional Instructor - Master Melody Shuman
 
How to handle problem behavior
How to handle problem behaviorHow to handle problem behavior
How to handle problem behavior
 
Problem solving and stress management
Problem solving and stress managementProblem solving and stress management
Problem solving and stress management
 

Viewers also liked

Empathy and suffering
Empathy and sufferingEmpathy and suffering
Empathy and sufferingraprd
 
Melissa schoonmaker
Melissa schoonmakerMelissa schoonmaker
Melissa schoonmakerECCSymposium
 
Interpersonal Understanding and Comforting
Interpersonal Understanding and ComfortingInterpersonal Understanding and Comforting
Interpersonal Understanding and Comfortingnhabank
 
Jarice butterfield
Jarice butterfieldJarice butterfield
Jarice butterfieldECCSymposium
 
Empathy project comm 101
Empathy project comm 101Empathy project comm 101
Empathy project comm 101johnavedissian
 
Emotional Intelligence and Library Instruction
Emotional Intelligence and Library InstructionEmotional Intelligence and Library Instruction
Emotional Intelligence and Library InstructionLynda Kellam
 
Communication%20 climate[1]
Communication%20 climate[1]Communication%20 climate[1]
Communication%20 climate[1]kwrigh05
 
Listening Skills & Empathic Communication
Listening Skills & Empathic CommunicationListening Skills & Empathic Communication
Listening Skills & Empathic CommunicationDan Griffiths
 

Viewers also liked (10)

Empathy and suffering
Empathy and sufferingEmpathy and suffering
Empathy and suffering
 
Melissa schoonmaker
Melissa schoonmakerMelissa schoonmaker
Melissa schoonmaker
 
Interpersonal Understanding and Comforting
Interpersonal Understanding and ComfortingInterpersonal Understanding and Comforting
Interpersonal Understanding and Comforting
 
Jarice butterfield
Jarice butterfieldJarice butterfield
Jarice butterfield
 
Empathy project comm 101
Empathy project comm 101Empathy project comm 101
Empathy project comm 101
 
Emotional Intelligence and Library Instruction
Emotional Intelligence and Library InstructionEmotional Intelligence and Library Instruction
Emotional Intelligence and Library Instruction
 
Listening
ListeningListening
Listening
 
Empathy
EmpathyEmpathy
Empathy
 
Communication%20 climate[1]
Communication%20 climate[1]Communication%20 climate[1]
Communication%20 climate[1]
 
Listening Skills & Empathic Communication
Listening Skills & Empathic CommunicationListening Skills & Empathic Communication
Listening Skills & Empathic Communication
 

Similar to Debra kusick 2

Positive Behaviour Management.
Positive Behaviour Management.Positive Behaviour Management.
Positive Behaviour Management.gambhirkhaddar1
 
Module 1 generic(2)
Module 1 generic(2)Module 1 generic(2)
Module 1 generic(2)laura fish
 
Module 1 Generic(2)
Module 1 Generic(2)Module 1 Generic(2)
Module 1 Generic(2)laura fish
 
Effective Communication with Youth for Parents and Foster Parents
Effective Communication with Youth for Parents and Foster ParentsEffective Communication with Youth for Parents and Foster Parents
Effective Communication with Youth for Parents and Foster ParentsMeghan Posey
 
How to Talk So Kids Will Listen, and Listen So Kids Will Talk
How to Talk So Kids Will Listen, and Listen So Kids Will TalkHow to Talk So Kids Will Listen, and Listen So Kids Will Talk
How to Talk So Kids Will Listen, and Listen So Kids Will TalkSamantha Klassen
 
2014 love and logic ppt
2014 love and logic ppt2014 love and logic ppt
2014 love and logic pptVicki Aldridge
 
Is it behavior or pathology presentation
Is it behavior or pathology presentationIs it behavior or pathology presentation
Is it behavior or pathology presentationmjoop79
 
Social Emotional Wellbeing Ppt.pptx
Social Emotional Wellbeing Ppt.pptxSocial Emotional Wellbeing Ppt.pptx
Social Emotional Wellbeing Ppt.pptxRichard156720
 
Emotional Intelligence - January 2015 Inset
Emotional Intelligence - January 2015 InsetEmotional Intelligence - January 2015 Inset
Emotional Intelligence - January 2015 Insetrvhstl
 
Types of challenging behaviour
Types of challenging behaviourTypes of challenging behaviour
Types of challenging behaviourSushma Rathee
 
Positive behavior management for paras
Positive behavior management for parasPositive behavior management for paras
Positive behavior management for parasboppysmom
 
How to Motivate Your Students and Get Them to Listen to You part 1
How to Motivate Your Students and Get Them to Listen to You part 1How to Motivate Your Students and Get Them to Listen to You part 1
How to Motivate Your Students and Get Them to Listen to You part 1Rachel Wise
 
School training module eleven.behavior challenges and autism
School training module eleven.behavior challenges and autismSchool training module eleven.behavior challenges and autism
School training module eleven.behavior challenges and autismsworaac
 
Behavior Challenges and Autism
Behavior Challenges and AutismBehavior Challenges and Autism
Behavior Challenges and Autismsworaac
 

Similar to Debra kusick 2 (20)

Teacher-Parent-letters_black.pdf
Teacher-Parent-letters_black.pdfTeacher-Parent-letters_black.pdf
Teacher-Parent-letters_black.pdf
 
Positive Behaviour Management.
Positive Behaviour Management.Positive Behaviour Management.
Positive Behaviour Management.
 
Module 1 generic(2)
Module 1 generic(2)Module 1 generic(2)
Module 1 generic(2)
 
Module 1 Generic(2)
Module 1 Generic(2)Module 1 Generic(2)
Module 1 Generic(2)
 
Effective Communication with Youth for Parents and Foster Parents
Effective Communication with Youth for Parents and Foster ParentsEffective Communication with Youth for Parents and Foster Parents
Effective Communication with Youth for Parents and Foster Parents
 
How to Talk So Kids Will Listen, and Listen So Kids Will Talk
How to Talk So Kids Will Listen, and Listen So Kids Will TalkHow to Talk So Kids Will Listen, and Listen So Kids Will Talk
How to Talk So Kids Will Listen, and Listen So Kids Will Talk
 
Self Regulation.pptx
Self Regulation.pptxSelf Regulation.pptx
Self Regulation.pptx
 
2014 love and logic ppt
2014 love and logic ppt2014 love and logic ppt
2014 love and logic ppt
 
HisKidz Training Module 2
HisKidz Training Module 2HisKidz Training Module 2
HisKidz Training Module 2
 
Effective Teaching
Effective TeachingEffective Teaching
Effective Teaching
 
empathy
empathyempathy
empathy
 
Is it behavior or pathology presentation
Is it behavior or pathology presentationIs it behavior or pathology presentation
Is it behavior or pathology presentation
 
Social Emotional Wellbeing Ppt.pptx
Social Emotional Wellbeing Ppt.pptxSocial Emotional Wellbeing Ppt.pptx
Social Emotional Wellbeing Ppt.pptx
 
Emotional Intelligence - January 2015 Inset
Emotional Intelligence - January 2015 InsetEmotional Intelligence - January 2015 Inset
Emotional Intelligence - January 2015 Inset
 
Types of challenging behaviour
Types of challenging behaviourTypes of challenging behaviour
Types of challenging behaviour
 
Positive behavior management for paras
Positive behavior management for parasPositive behavior management for paras
Positive behavior management for paras
 
Active listening
Active listeningActive listening
Active listening
 
How to Motivate Your Students and Get Them to Listen to You part 1
How to Motivate Your Students and Get Them to Listen to You part 1How to Motivate Your Students and Get Them to Listen to You part 1
How to Motivate Your Students and Get Them to Listen to You part 1
 
School training module eleven.behavior challenges and autism
School training module eleven.behavior challenges and autismSchool training module eleven.behavior challenges and autism
School training module eleven.behavior challenges and autism
 
Behavior Challenges and Autism
Behavior Challenges and AutismBehavior Challenges and Autism
Behavior Challenges and Autism
 

More from ECCSymposium (20)

Tom steele 5
Tom steele 5Tom steele 5
Tom steele 5
 
Tom steele 2
Tom steele 2Tom steele 2
Tom steele 2
 
Tom steele 1
Tom steele 1Tom steele 1
Tom steele 1
 
Tom steele 1
Tom steele 1Tom steele 1
Tom steele 1
 
Sydney quon
Sydney quonSydney quon
Sydney quon
 
Sloan simmons
Sloan simmonsSloan simmons
Sloan simmons
 
Sherman garnett
Sherman garnettSherman garnett
Sherman garnett
 
Sean dickinson 1
Sean dickinson 1Sean dickinson 1
Sean dickinson 1
 
Sean dickenson 2
Sean dickenson 2Sean dickenson 2
Sean dickenson 2
 
Sarah sutherland 1
Sarah sutherland 1Sarah sutherland 1
Sarah sutherland 1
 
Ricardo silva
Ricardo silvaRicardo silva
Ricardo silva
 
Melissa schoonmaker
Melissa schoonmakerMelissa schoonmaker
Melissa schoonmaker
 
Mary ring
Mary ringMary ring
Mary ring
 
Marcy gutierrez
Marcy gutierrezMarcy gutierrez
Marcy gutierrez
 
Marcy gutierrez 2
Marcy gutierrez 2Marcy gutierrez 2
Marcy gutierrez 2
 
Leslie cooley
Leslie cooleyLeslie cooley
Leslie cooley
 
Kathy espinoza
Kathy espinozaKathy espinoza
Kathy espinoza
 
Katherine aaron 2
Katherine aaron 2Katherine aaron 2
Katherine aaron 2
 
Katherine aaron 1
Katherine aaron 1Katherine aaron 1
Katherine aaron 1
 
Karen gilyard
Karen gilyardKaren gilyard
Karen gilyard
 

Recently uploaded

Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 

Recently uploaded (20)

Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 

Debra kusick 2

  • 1. Learning Skill focus: Listening Key term: Whole body listening Purpose statement: The skills of listening and following directions are closely related. Often we tell a child to "listen" when we really mean "listen and do what I say." The ability to "listen" and follow directions is influenced by how information is presented. Stating "I don't want to see you running in the hall again" may have the unintended effect of encouraging the child to run when you are not looking (i.e. you don't see him running). When this happens, we say that the child "doesn't listen" because we have told him not to run in the hall. This is not a listening problem, however, but a communication problem, as we need to speak in a way the child understands, given the child's tendency to interpret language literally. As a result, we must be careful how we construe "listening." A child may have a communicative practice that differs from our own. This is illustrated by showing a child a picture and asking them what they see - the answer can be very informative. When showing a child a magazine picture of an angry person jumping on the bed, we may be surprised that they see the tiny glass on the bedside table that was tipping and spilling liquid. Some children focus on parts of information rather than the whole. Their skill lies in focusing on details while they have severe deficits in organizing information (Meyer & Minshew, 2002). Asking a child to listen to lengthy directions and to recall the main idea of the assignment may end up frustrating everyone involved. A typical response from a supervising adult, "Didn't you listen?" Given that the information is likely to be jumbled and forgotten somewhere in the child's brain, such a question misses the mark. These children need help in developing a memory "storage system" to be able to access information. Listening will be presented here with an emphasis on showing one is listening. Our term will be Whole Body Listening. Eyes look at the person talking to you Ears ready to hear Mouth quiet, no talking, humming, making sounds Hands quiet, in lap or by your sides Feet-quiet on the floor Body- faces the speaker Brain- Thinking what has been said Heart- Caring about what the person has said
  • 2. Learning Skill focus: Flexible Thinking Key terms: Rock brain (inflexible), and SuperFlex (solve any problem many ways. Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU. Active listener responds: "I hear ......." Purpose statement: Being flexible is unknown and foreign to children who are rigid in their thinking and preferences. Their reliance on rigidity and routine helps them to predict and manage life's daily events providing a sense of control over their environment. However, life is not rigid, but fluid and spontaneous. An atypical social thinker has difficulty when the unexpected occurs and in new or unfamiliar situations. In such circumstances, being unable to predict what will happen next intensifies the child's growing stress and anxiety and may result in increased rigidity and a possible meltdown. Flexibility is essential in such situations to manage feelings of excitement, uncertainty, or even misunderstanding. Some Tier 3 students believe there is only one right way to do things. Their inability to "let go" in an argument, and insistence upon rigidly following specific rules, interferes with their ability to successfully establish peer relationships. Finally, rigid monologues about narrow special-interest topics coupled with an unyielding "knowit-all" attitude frequently annoy and alienate those whom the child is trying to befriend. To develop social competence, children must experience the flexibility that is required when trying to come to some sort of agreement with others, as well as when solving problems. We must support them to show that flexibility is nothing to be afraid of. Steps to Success Poster emphasizes: There are many ways to do something. Being flexible helps us work with others when solving problems. Stop. Take a deep breath. Let it go. Think. "What is happening here?" Go. Make a plan. Remember There is more than one right way. There is always another way.
  • 3. Learning Skill focus: Dealing with Mistakes Key terms: Learning self-regulation skills "It's a mistake, but I can handle it." Learning size of the problem. Is it a big problem or a little problem?" How others perceive us based on our reaction to the mistake. Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU. Active listener responds: "I hear ......." Flexible thinking Purpose statement: Many children copying with Social Communication skills are perfectionists and may view mistakes as "failures." They have trouble accepting mistakes they make themselves, as well as those made by others. We must help them to realize that everyone makes mistakes and that it is O.K. Sometimes they have difficulty trying something that is hard for fear of making a mistake. It is important to reinforce that many times the only way to learn new things is to try. Children who are used to constant help may need extra encouragement to try tasks independently and cope with their mistakes. The unpredictable nature of mistakes may also cause problems. It is difficult to know exactly when a mistake might happen. For children who are rule-bound, this can create much anxiety. Finally, some children tend to blame others for their mistakes and look for excuses. They need help learning that the responsible reaction is to admit your mistake and try to correct it. Steps to Success Poster emphasizes: STOP. Take a deep breath. Keep calm. THINK: "It's a mistake, but I can handle it." GO: Choose to - ask for help, try again, admit your mistake, apologize and correct it, accept another's apology.
  • 4. Learning Skill focus: Reading the feelings of others Key terms: What should your body look like? (e.g. to be sympathetic, calm, patient) Imbedded learning: Listening Skills "I --------- when ----------" We explain an action and avoid the word YOU. Active listener responds: "I hear ......." Flexible thinking : If not this way, another way Size of the problem: Does the size of the problem warrant the size of the response. Purpose statement: Reading body language and reading the feelings of others go hand in hand. The primary focus of both skills is on recognizing what is happening in a given situation and responding appropriately. Steps to Success Poster emphasizes: STOP. Look for clues. Read body language. Listen to the tone of voice. Listen to the words. THINK: I can recognize the feeling. I can understand the feeling. GO: Respond to the feeling.
  • 5. Learning Skill focus: Dealing with a Problem Key terms: Is it a big problem or a little problem? Does your response match the size of the problem? Imbedded learning: Listening Skills "I --------- when ----------." We explain an action and avoid the word YOU. Active listener responds: "I hear ......." Flexible thinking : If not this way, another way Read the room: What can you learn from how others are feeling? About their body language while solving the problem? Purpose statement: Problems are a challenge for everyone in everyday life. For those with communicative challenges, it may be more useful to think in terms of lessening, reducing, coping with or managing problems, rather than solving them. Since it is not always a realistic option to solve a problem, it is better not to present this expectation to concrete thinkers as it may reinforce their feelings of failure when they are unable to do so. Sometimes one can only tackle part of a problem because many others are involved. At other times problems can seem so overwhelming that one does not know where to begin, much less how to solve them. Therefore, for the benefit of all, it may be better to think in different terms than "problem solving." Lessening a problem may involve planning ahead for these students. For example, when we teach a game, be sure to include teaching how to lose (redefine winning; "winners are smiling at the end of the game", praise what is going well, teach graceful winning; "Good game!", lose gracefully "Congratulations!", encourage selfreflection' "What went well? What can we practice on." Teach to the boring moments, everyone gets bored sometime. So teach what appropriate behavior looks like when we are bored. Boring is a feeling, behavior is an action. Steps to Success Poster emphasizes: STOP. Stay calm. THINK: "This is a problem. What is happening here?" GO: Sort out the problem. Think of different ways to manage the problem. Try a way. Choose another way if the first way doesn't work.
  • 6. Learning Skill focus: Dealing With Anger Purpose statement: Learning to deal with anger and the anger of others is important for all of us. Everyone must learn to cope with broken promises, false accusations, surprises, refusals, teasing, changes, frustration, disappointment and confusion without losing control. Being told "no," making a mistake, losing or forgetting something, confronting a "surprise," such as a change in routine or schedule, and struggling with difficult or overwhelming tasks are frequently triggers of intense emotional reactions. Other triggers might be misunderstanding directions, sensory overload, increased stress, and lack of control over the environment. In many children, the reaction may be excessive anger, but in some children it is intense anxiety or sadness. Often children have difficulty recognizing these emotions in themselves and in others. Irritation may quickly escalate to rage, or mild anxiety turn to panic. Recognizing personal triggers teach how to deal effectively with the situation. Steps to Success Poster emphasizes: STOP. Take a deep breath. Let it go. THINK: "What is happening here?" GO: Make a plan: Wait it out. Talk it out. Walk it out. Apologize if necessary.
  • 7. Learning Skill focus: Following Directions Purpose Statement: To follow directions or read instructions students must pay attention to what is happening in the surrounding environment, comprehend the information when it is given and often be able to recall it several moments later. They must also recognize the main objective of the direction, and not focus on some minute detail that, although related, is not the main point. (Foreshadowing of executive functioning knowledge) In addition, they must learn to differentiate when directions are given to a group (which includes the child) and when directions are given to individuals (which might or might not include the child). Recognizing THE NEED FOR HELP with directions and BEING ABLE TO ACCESS HELP is another challenge for youngsters. The best way to receive help is to ask the right questions. Some children feel pressured by time constraints, while others misjudge how long an activity might take, how long they have taken already, or how much time is left. (Time management is another executive functioning skill that students who are distracted, internally or externally, have difficulty managing- yes, executive functioning). These children must learn to notice time in order to successfully follow the direction. Timers or time-keeping systems can help. A problem for many children is that they have learned to avoid or escape when adults do not press compliance. Adults inadvertently reinforce noncompliance by not following through. For example, a parent would like the child to put away his toys before bedtime. After repeated unsuccessful requests to the child, who is watching television, the parent gives up. The child thereby escapes the task and goes to bed without cleaning up. Over time, the child learns he can escape this unpleasant task by ignoring the parent's direction. Such children need compliance training coupled with a reinforcement system to "relearn" how to follow directions. A typical problem for children with communicative disorders is "bossiness" - telling both adults and peers what to do by blurting out unwelcome advice that often gets them into trouble. Considering that s suggestion might not be welcome is outside of the child's customary way of thinking. Therefore, these children have to be directly taught to ask if their advice is wanted. A related problem is a child's inability to see and to understand another's point-of-view in the situation, sometimes referred to as "perspective-taking". (To be explored in the presentation on Social Thinking). He cannot separate individually distinct roles and responsibilities, such as between adult and child. The child might say, "You are not the boss," usually when he is being told to do something he does not want to do. One strategy
  • 8. to help address this problem is to define individual roles and list them on a sheet of paper. For example, "In the classroom it is the teacher's responsibility to give directions. It is the student's responsibility to ask questions if he does not understand the directions and then to follow them." T-charts, listening the responsibilities of the students and the teacher, are useful tools for documenting expectations for the class and as a reference point for each student. Some final thoughts concern the way directions are given. Directions should be clear, precise and to the point. Visual supports may be necessary such as gestures, pictures, lists or charts. Directions should not include a choice unless the child truly has a choice. A common mistake is to use a questions such as "Can you put your coat away?" Another mistake is to offer explanations such as "Put your coat on because it is cold outside." Some children argue with the explanation rather than comply ("It's not cold outside"). Further, multi-step and complex instructions are usually overwhelming and confusing, and frequently repeating directions only teaches the child that the adult does not mean the direction the first time. Instead, make sure you have the child's attention before giving the direction. Ask her to repeat the direction, tell or show her exactly what to do and praise compliance.
  • 9. Learning Skill focus: Showing Interest in Others Purpose statement: Showing interest in others is a basic strategy used to initiate relationships and friendships. People show caring, thoughtfulness and sensitivity by the questions they ask and the comments they make. They regulate this communication by observing each others emotions. Successful friendships are not one-sided, but occur when friends are equal partners in the relationship. Teaching this aspect of friendship is often challenging. Some children are too engrossed in their personal interests to show any interest in others - they often do not understand the importance of doing so. They are perfectly content to talk continuously about their favorite topic. Others ask embarrassing personal questions or make offensive comments about another person's features, activities or habits without any regard for the negative aspects of their behavior. Frequently this interest occurs to satisfy a curiosity or to simply blurt out a thought. Usually the child is not trying to initiate a friendship.
  • 10. Learning Skill focus: Cooperating Purpose statement: Cooperating in an intricate blend of several social skills; listening, exchanging conversation, staying on task, offering a suggestion and compromising. It is especially challenging for children with communication challenges because this is an area were their numerous and wide-ranging social deficits can be most evident. The inability to read and interpret the subtle cues and nuances of conversation, body language and facial expression, while failing to engage in reciprocal interaction, leads to a breakdown in the communication necessary for successful cooperation. If you couple that with the inability to understand another's point of view while insisting upon imposing their own "expert" view, coupled with their inability to think about how their actions affect others frequently leads to rejection or ostracism. It is an essential skill for social competence. It is not a simple skill to learn. It requires practice, practice, practice.