One’s ability to think socially forms the bedrock not only for how we socially interact with one another, but also how we learn to write, comprehend, use narrative language, participate in groups, and learn in classrooms or online. Understanding what it takes to think socially in both home and academic settings can be summarized in the ILAUGH Model of Social Cognition (Thinking). The ILAUGH Model is an acronym for six components designed to guide interventionists (parents and professionals) to understand and teach social competencies through the exploration of social thinking, social problem solving, and the social emotional learning experience, including the social-academic connection. Each component of the ILAUGH Model is grounded in a rich evidence base surrounding the needs of social learners. These include: Initiating communication, Listening with the eyes and brain, Abstracting and inferencing, Understanding perspective, Getting the big picture (gestalt), and Humor and human relationships.

This first course, in a two-part series, includes an exploration of the relationship between social learning and social competencies, both of which impact day-to-day interactions and school work. Using examples from students’ work, we explore how challenges in initiation and social attention impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms.

You’ll learn a variety of treatment* strategies from the Social Thinking® Methodology—including ways to teach initiation, how to avoid the blurt, how the social rules change with age, and surviving the boring moment.

*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.

Who Should Attend

The Social Thinking Methodology is used by a wide variety of professionals; including speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.

The first course, Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model Part 1: The Social-Academic Brain: The Role of Initiation and Listening with One’s Eyes and Brain in this two-part series, includes an exploration of the relationship between social learning and social competencies, both of which impact day-to-day interactions and schoolwork. Using examples from students’ work, we explore how challenges in initiation and social attention impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms.

In the second part of the two-part series, Navigating Across School, Home, and Screen Landscapes using the ILAUGH Model Part 2: Thinking Socially Through the Lens of Abstract Thinking, Understanding Perspectives, Gestalt Thinking, and Humor, takes a closer look at the connection between social learning and social competencies in home, school and screen landscapes. Using practical examples, we explore how challenges in perspective taking, understanding abstract information, and executive functioning impact reading comprehension, written expression, and group work. We demonstrate how educational standards require social attention, interpretation, problem solving, and responses as a part of academic outcomes, whether the learning occurs in the physical classroom or in online platforms. We also explore how to go deeper into social emotional lessons through the use of a visual framework called the Social Thinking–Social Learning Tree.

Objectives

Participants will be able to:

1. Explain why teaching “think with your eyes” is a more comprehensive approach than simply teaching “good eye contact.”
2. Explain why a person with social emotional learning challenges may have problems comprehending literature.
3. Describe a strategy to help social learners avoid blurting.
4. Identify the different components of the ILAUGH Model and how this framework forms the foundation for our social learning.

Agenda

This agenda may change without notice.

• 1 hour and 20 minutes
  
  • Social competencies are part of the broader social world
  • Introduction of core concepts from the Social Thinking Methodology
  • Discussion of the social-academic connection
• 10-minute Break
• 2 hours and 10 minutes
  
  • Introduction of the ILAUGH Model and deeper exploration of the impact on social interactions and academic expectations:
    • Initiating Communication
    • Listening with Eyes and Brain
  • Q & A

Earn Continuing Education Credit

Click here to see detailed Continuing Education Information by Profession and by State

When you register as a Professional for a livestream or recorded event sponsored by Social Thinking (i.e., the conference has a dedicated page on our website) you gain access to CE credit at no additional cost. Find your profession below to learn about your CE options. Each course provides 3.5 hours of instruction and each attendee will be given a certificate of attendance and a course agenda as proof of participation. For information about CE credit offered by livestream or recorded events NOT sponsored by Social Thinking, please contact the sponsoring organization.

We are proud to provide access to continuing education credit for:

• Speech-Language Pathologists
• Educators
• ...and others!

Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Immediately following the livestream course, an email will be sent with a questionnaire to verify your attendance. If you did, you will be asked to fill out the course evaluation. Upon submitting that back to our office, we will send a follow-up email providing you with further links to access Certificate of Attendance and CE certificates or forms. You will receive a separate email for each course day you registered to attend. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.

Recorded Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Following the expiration of the recording, we will send an email with a questionnaire. If you watched the recorded content, please fill out the questionnaire and survey. We will then send the follow-up email with the Certificate of Attendance. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.

Remember, mental health professionals can only receive CE credit if they watched the live version of the courses (approval is pending). The recorded copy is not eligible for mental health CE credit.

Contact your licensing and/or certification organization
We are approved to offer access to CE credit in many instances. Because state requirements can change without notice, we recommend contacting your regulatory board or licensing organization to verify course approval to be 100% confident you can earn CE credit for our courses. Please note that licensing and/or certification organizations have varying requirements that must be fulfilled to earn CE credit for attending a continuing education event.

If your profession is not listed, we recommend you contact your licensing organization to determine whether they will approve our courses. All attendees will receive a certificate of attendance and agenda for each course as proof of participation.

Click here to see detailed Continuing Education Information by Profession and by State