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Social thinking across the home and school day : the ILAUGH framework and related therapy strategies for kids with social cognitive deficits: HFA, AS, NLD, PDD Preview this item
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Social thinking across the home and school day : the ILAUGH framework and related therapy strategies for kids with social cognitive deficits: HFA, AS, NLD, PDD

Author: Michelle Garcia Winner; Gray Center for Social Learning and Understanding (Organization)
Publisher: Grand Rapids, Mich. : Gray Center, ©2003.
Edition/Format:   DVD video : English
Summary:
"Most people understand that students on the autism spectrum or with non-verbal learning disorder lack the appropriate use of social skills. However, this lack of social skill production emerges from their weaknesses in social cognitive understanding. The workshops and therapy techniques ... help parents and educational professionals provide a more thoughtful approach to recognizing the social cognitive reasons for  Read more...
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Material Type: Videorecording
Document Type: Visual material
All Authors / Contributors: Michelle Garcia Winner; Gray Center for Social Learning and Understanding (Organization)
ISBN: 0971421323 9780971421325
OCLC Number: 56890941
Target Audience: Teachers and parents.
Description: 2 videodiscs (230 min.) : sound, color ; 4 3/4 in.
Details: DVD.
Contents: disc 1. Workshop (120 min.)--disc 2. Facilitating social thinking (110 min.).
Other Titles: Facilitating social thinking.
ILAUGH framework and related therapy strategies for kids with social cognitive deficits
Responsibility: Michelle Garcia Winner and the Gray Center for Social Learning and Understanding.

Abstract:

"Most people understand that students on the autism spectrum or with non-verbal learning disorder lack the appropriate use of social skills. However, this lack of social skill production emerges from their weaknesses in social cognitive understanding. The workshops and therapy techniques ... help parents and educational professionals provide a more thoughtful approach to recognizing the social cognitive reasons for students' deficits and then teaching them concepts that break social cognitive information and related skills down into smaller parts."--Container.

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