MindWing Concepts Blog

In this post, I will be continuing to describe resources to supplement the lessons in It’s All About the Story, and moving on to the element of Setting. Setting is a key area of instruction for students on the autism spectrum not only because they tend not to observe the “expected behaviors” or script for a given setting, but also because they often leave out details about setting when telling stories to others, thus resulting in loss of a point of reference and confusion on the part of their listener. Students in social thinking/skills groups or individual treatment would therefore benefit from building descriptive skills through the use of the Setting Map contained in It’s All About the Story and other SGM resources...

In social group interventions, we would like our students to develop a sense of each other by building “friend files” (Michelle Garcia Winner). Some of the activities I have mentioned in previous posts can be of assistance in engaging students to share straightforward information about themselves. However, we also want to build students’ abilities to make inferences about each other—for example, wearing an Apple T-shirt might indicate that the person likes computers, and could be a good conversation starter...

While running groups for students with social-cognitive deficits over the past years, I have frequently observed their difficulties with the story grammar element of character. Often, these students start telling a story in the vein of “Mike and I went to…” as the rest of the group looks at them blankly, thinking, “Who is Mike??” Or at least the facilitators are wondering who Mike is, since the other students may not even be thinking of the “expected behavior” that they should listen, let alone tease out character details!

I would first like to emphasize the concept of Friend Files, described in Michelle Garcia Winner’s Think Social: As Winner says, it is expected that we remember certain things about people we know by keeping an imaginary file in our brain (and first of all it is helpful to label our friend file with the person’s name)! Drawing from that file allows us to: a) use the oft-positively-received behavior of showing interest and b) have a wealth of conversation starters. Maryellen writes in It’s All About the Story about a kiddo we probably all know: “To make conversation, it would be essential for John to know that the classmate liked baseball, but more specifically liked the Red Sox, and disliked the Yankees.”...

Many of us think of the word “avatar” and have trouble separating the idea from that blockbuster movie about tall blue people-ish beings on an alien planet. In Avatar, the main character is disabled and uses an avatar to assume the form of an alien being and interact with their civilization. So we’re not that far off; an avatar is a visual representation of someone within an environment, usually a computerized one. Because there are many simple websites that create avatars, they actually have a place in our interventions as well! Using avatar makers with kids motivates them to visually represent and describe themselves to peers...

This week I am blogging to tell you about a tech resource that is really simple to use - Chicago's Museum of Science and Industry's Simple Machines Game. This site is a perfect example of how resources that were not designed for SLPs actually provide wonderful language-learning opportunities. It is also one of the best-designed- and totally one of the cutest- sites I have seen of late. Additionally, it presents the perfect blend of narrative and expository structures as a context for intervention, and concerns a key and oft-tested (on state assessments) curriculum topic- simple machines such as lever, wheel-and-axle, etc.