Month: May 2024

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Social Emotional Learning

Social Emotional Learning (SEL) refers to the process of acquiring and applying the knowledge, skills, and attitudes necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL is an educational framework that recognizes the importance of addressing not only academic development but also the social and emotional well-being of individuals.

Key components of Social Emotional Learning include:

1. **Self-Awareness:** Recognizing and understanding one’s own emotions, strengths, weaknesses, and values.

2. **Self-Management:** Developing skills to regulate emotions, set and achieve goals, and maintain a positive outlook.

3. **Social Awareness:** Understanding and empathizing with others’ perspectives and cultures, and recognizing social cues.

4. **Relationship Skills:** Building and maintaining positive relationships, effective communication, and cooperation with others.

5. **Responsible Decision-Making:** Evaluating situations, considering ethical implications, and making responsible choices.

SEL is implemented in schools and educational settings to create a supportive and inclusive environment that nurtures students’ emotional and social development. It is believed that fostering these skills not only contributes to individual well-being but also positively influences academic success, behavior, and overall school climate. SEL programs often involve explicit instruction, modeling, and practice of these skills in various contexts, promoting a holistic approach to education.
Several theories provide frameworks for understanding and implementing Social Emotional Learning (SEL). Here are some prominent ones:

1. **Social Information Processing (SIP) Theory:**
   – **Key Concept:** SIP theory focuses on how individuals interpret and process social information to generate responses in social situations.
   – **Application to SEL:** Understanding the cognitive processes involved in social information processing helps develop interventions that enhance social skills and reduce aggressive or maladaptive behavior.

2. **Attachment Theory:**
   – **Key Concept:** Attachment theory, proposed by John Bowlby, emphasizes the importance of early caregiver-child relationships in shaping emotional and social development.
   – **Application to SEL:** Secure attachments provide a foundation for emotional regulation, empathy, and positive relationships, which are crucial aspects of SEL.

3. **Emotional Intelligence (EI) Theory:**
   – **Key Concept:** EI theory, popularized by Daniel Goleman, highlights the importance of recognizing, understanding, and managing one’s own emotions and those of others.
   – **Application to SEL:** SEL programs often incorporate the development of emotional intelligence as a key goal, fostering skills related to self-awareness, self-regulation, and interpersonal relationships.

4. **Theory of Mind (ToM):**
   – **Key Concept:** ToM refers to the ability to understand and attribute mental states (beliefs, desires, intentions) to oneself and others.
   – **Application to SEL:** Developing a theory of mind is crucial for empathy and perspective-taking, foundational elements of social awareness in SEL.

5. **Self-Determination Theory (SDT):**
   – **Key Concept:** SDT focuses on the role of autonomy, competence, and relatedness in motivation and behavior.
   – **Application to SEL:** SDT emphasizes the importance of creating supportive environments that foster intrinsic motivation, a key factor in engaging with SEL practices.

6. **Social Cognitive Theory:**
   – **Key Concept:** Albert Bandura’s Social Cognitive Theory emphasizes observational learning, modelling, and self-regulation.
   – **Application to SEL:** Observational learning and modelling positive behaviours are central to SEL interventions, promoting the acquisition of social skills through role modelling.

7. **Positive Youth Development (PYD):**
   – **Key Concept:** PYD focuses on enhancing the strengths and positive qualities of young individuals rather than solely addressing deficits.
   – **Application to SEL:** SEL aligns with PYD principles by fostering positive attributes, resilience, and the development of a sense of purpose and identity.

8. **Ecological Systems Theory:**
   – **Key Concept:** Proposed by Urie Bronfenbrenner, this theory emphasizes the influence of various environmental systems on human development.
   – **Application to SEL:** SEL programs often consider the influence of microsystems (e.g., family, school) and aim to create supportive environments that contribute to positive social and emotional development.

These theories collectively inform the design and implementation of SEL programs, providing a theoretical foundation for understanding the complex interplay of social and emotional factors in human development.

Sradhanjali Dasgupta (State President of West Bengal Mental Wellness Council Of WICCI)
Phd Research Scholar Consultant Psychologist
Founder of Amra Sunchi
Director of Wandering Mind by Sradhanjali
Website: http://www.sradhanjalidasgupta.in
Queer and Trans Activist|Mental Health Advocate| Disability Activist| Men’s Right Activist| Women Rights Activist|   Life Coach|Speaker| Teacher|  Infertility Counsellor| Queer Affirmative Psychologist|  Artology Practitioner |  Colour Psychologist| Voice Psychologist

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AUDITORY STIMS AND THE PERCEPTION OF SOUND IN AUTISM

Triveni Goswami Vernal
(Registered Special Educator CRR: A64010)

Stim is a self-stimulatory behaviour that an individual with Autism, often engages in. Unless it is Self-Injurious in nature, or causes harm to others, Stims need not be stopped. Stims help in regulating the incoming sensory information, which can overwhelm or underwhelm individuals on the spectrum.
Stims are often repetitive. It is always best to acknowledge and recognize the stimming behaviour and if need be, provide an alternative, keeping the context in mind. Stims can be Visual, Auditory, Tactile, Olfactory, Gustatory, Proprioceptive or Vestibular.


Source: https://justkeepstimming.com/2019/05/21/types-of-stimming-infographic/


AUDITORY STIMS
Some of the common Auditory stims are Covering the ears to Loud sounds /High Frequency sounds (mixie, loud speakers etc), humming, vocal echolalia, listening to the same song over and over again, listening to the same sound on repeat. Sometimes, individuals also seek certain types of Auditory input, on repeat.
I would like to share two kinds of Auditory stims that my child, Kabir, has developed over the past year, that I found extremely interesting.
1) Backmasking: I had no idea what Backmasking was, till he began to repeatedly watch videos in reverse. For example, episodes of Thomas and Friends on YouTube but in reverse. Not only, were the images being played backwards, but, so was the sound and entire dialogues. To us, it would sound like “static”, incomprehensible sounds. But he listened to it over and over again. He absolutely loved it. I wrote to several support groups led by Autistic individuals and they were the first to mention the term, “backmasking”. In fact, I searched more about it, and I found that there were 1000s of videos with backmasking on YouTube. So, it was far more common, than I had imagined it to be and I don’t think it is confined to only individuals with Autism. I think there are tons of people who like listening to Backmasking audio.
2) Reverb Music: Kabir is fairly adept at navigating YouTube on any device. And he has always tinkered with the speed of the audio on any video he has watched. Of late, he has been fascinated with the Reverb versions of songs. It is a slowed down, raw, mechanical, sometimes off-tune version of the song, that also has elements of echo/reverberation.

While these are two very specific examples of Auditory stims, I think they raise a more important question about how individuals with Autism, perceive sound in their environment. They are so sensitively attuned to sound, that even a particular frequency or decibel may be problematic for them. Or, they may seek a specific kind of sound, and want to listen to it, over and over, again. 

As neurotypicals, we may be more regulated sensorially than individuals on the spectrum but we must recognize how privileged we are to take for granted every sensory experience, which might not be the case for individuals on the spectrum. Imagine being placed in a room, where you can hear even the flickering of a tube-light or the slow hum of the whirring fan. In such a scenario, how can someone attend to the task at hand? Or converse with people around them? It is quite challenging, to say the least.

Sensory Integration may be something that can help an individual on the Autism spectrum, especially, if their sensory experiences or stimming behaviour, begins to hamper with their day-to-day functioning.

From my own experience, I have noticed, that the nature of stims, change over time.   But what is most important, is to acknowledge and authenticate their particular sensory experiences as well as stimming behaviours. That recognition and assurance, that we understand them, can help the individuals on the spectrum be more authentic versions of themselves, in the long run.

**********
Author Triveni Goswami Vernal

Triveni Goswami Vernal is an Autism advocate, registered Special Educator (CRR A64010) and an Independent Researcher. Her areas of interest include Autism, Disability Rights, Gender, Art and Northeast studies. She is a mum to an 12 year old on the Autism Spectrum.

Artwork- “Sunflowers”: Acrylic Painting on Canvas Board
Artist- Kabir Vernal

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High Order Thinking Skills: A Simple Guide and Vast resources for Parents


As parents, we often strive to provide the best opportunities for our children to thrive and succeed. When it comes to raising a child with autism, understanding how to foster their high order thinking skills is quite important in helping them reach their full potential. High order thinking skills encompass critical thinking, problem-solving, creativity, and decision-making – all essential abilities for navigating the complexities of the world.

Many parents have approached me with questions about High-Order Thinking Skills (HOTS), seeking clarity on what it entails and how to nurture it in their children. They wonder what materials are necessary to teach HOTS and where to access them. In response, I am writing this blog to demystify HOTS and provide a comprehensive understanding of this vital skillset, making it accessible to everyone.

For parents who may not be familiar with the concept, high order thinking skills go beyond simple memorization or rote learning. Instead, they involve the ability to analyze, evaluate, and synthesize information to form new ideas and solutions. In children with autism, developing these skills may require a tailored approach that takes into account their unique strengths and challenges.

Here are some simple strategies required for teaching high order thinking skills to children:
1. Encourage Curiosity: Foster a sense of wonder, exploration and curiosity in your child by exposing them to a variety of experiences and stimuli. Talk to them, listen to them patiently. Encourage them to ask questions and explore new ideas.

2. Provide Opportunities for Problem-Solving: Present your child with age-appropriate puzzles, games, and challenges that require them to think critically and find solutions. Stop hand holding everywhere and easing out things for them everytime. Start with tasks that match their current abilities, up their level and gradually increase the complexity as they progress.

3. Promote Creativity: Engage your child in creative activities such as drawing, painting, Journaling, storytelling, or imaginative play. These activities not only encourage self-expression but also stimulate creative thinking and problem-solving skills.

4. Use Visual Supports: Many autistic children are visual learners, so incorporating visual supports such as pictures, diagrams, or visual schedules can help them better understand and process information. This would help them organize their thoughts, and analyse things better.

6. Break Tasks into Manageable Steps: Complex tasks can be overwhelming for autistic children, so break them down into smaller, more manageable steps. Provide clear instructions and offer support as needed to help them succeed.

7. Encourage Flexibility: Flexibility is a key aspect of high order thinking skills. Encourage your child to consider multiple perspectives and explore alternative solutions to problems.

8. Celebrate Mistakes: Help your child see mistakes as opportunities for learning and growth rather than failures. Encourage them to persevere, problem-solve, and learn from their experiences.

9. Provide Positive Reinforcement: Praise your child’s efforts and achievements, no matter how small. Positive reinforcement can help build their confidence and motivation to continue developing their high order thinking skills.

Now, I am sharing some resources and website links for activities to develop high-order thinking skills in children

1. Critical Thinking Activities:
    ●- MindTools: Critical Thinking Exercises www.mindtools.com
    ●-Sago Mini world: Critical Thinking Activities for Kids www.sagominiworld.com

2. Problem-Solving Games:
   ● – BrainPOP: Problem-Solving Games www.brainpop.com
   ●- The IET: STEM Games for Kids www.education.theiet.org

3. Creative Thinking Exercises:
   ● – Art Projects for Kids https://artprojectsforkids.org/
   ● – Connections Academy: Creative Thinking Activities for Children https://www.connectionsacademy.com/support/resources/article/online-and-offline-ways-to-foster-creative-thinking-skills-in-your-child/


4. Logic and Reasoning Puzzles:
   ● –CueMaths: Logic Puzzles for Kids – https://www.cuemath.com/math-puzzles/logic-puzzles/ ,●-Logiclike: www.logiclike.com
    ●- Mentalup: Reasoning Games for Children https://www.mentalup.co/blog/critical-thinking-games-for-kids


5. Critical Reading and Writing:
    ●-K5 learning-Reading Comprehension Activities  https://www.k5learning.com/reading-comprehension-worksheets ●-Splashlearn : Reading Comprehension Activities – https://www.splashlearn.com/blog/reading-comprehension-activities-for-kids/  ●-Education.com Education.com : Reading Comprehension Activities 
●- Thinkwritten-Writing Prompts for Kids https://thinkwritten.com/writing-prompts-for-kids/

6. Science and Math Inquiry:
    ●- Science for Everyone: Science Experiments for Kids – https://www.sciencefun.org/kidszone/experiments/top-science-experiments-for-kids/
    ●- Mathletics.com : Math Inquiry Activities –  www.mathletics.com

7. Debate and Discussion:
    ●- Clickvieweducation.com – Debate Topics for Kids https://www.clickvieweducation.com/blog/teaching-ideas/debate-topics-for-kids
    ●- Purewow.com – Discussion Starters for Children – https://www.purewow.com/family/conversation-starters-for-kids

8. Role-Playing and Simulation:
    ●- PlaylikeMum.com- Role-Playing Activities for Kids https://www.playlikemum.com/10-role-play-ideas-for-kids/ ●- K8school.com https://k8school.com/role-play-activities-to-ignite-creativity-in-kids/
   ●- Common Sense Media – Simulation Games for Children – https://www.commonsensemedia.org/lists/simulation-games-and-apps

9. Reflection and Metacognition:
   ●- The OT toolbox – Reflection Activities for Kids https://www.theottoolbox.com/self-reflection-activities-for-kids/ , ●-Education Rickshaw– https://educationrickshaw.com/2017/10/26/5-reflection-activities-to-help-students-glow-and-grow/
    ●- Thinking Matters– Metacognition Strategies for Children – www.thinkingmatters.com , ●-Third space learning : https://thirdspacelearning.com/blog/metacognitive-strategies-using-them-at-home/


10. Online Resources:
   ● – Khan Academy Kids : https://learn.khanacademy.org/khan-academy-kids/
   ●- National Geographic Kids : https://kids.nationalgeographic.com/

By incorporating the above mentioned strategies and these useful links and  resources into your teaching approach, you can help nurture the high order thinking skills of your child and empower them to navigate the world with confidence and independence. Remember to be patient, supportive, and flexible, and celebrate each step of their journey towards reaching their full potential.

In my next blog I will discuss very easy to do and simple home-based activities for High-Order Thinking Skills.

Author Shilpi Mayank Awasthi, Founder of specialsaathi.com

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Meltdown in Autistic Children: My experience with Simi

A Father’s Journey with Autism- Chapter 22


Welcome to my blog, where I’ll be sharing the journey of navigating through meltdowns with Simi at different stages of her life and how we’ve responded to these challenging situations.
Meltdowns are more than just tantrums; they’re intense emotional responses that can overwhelm both the individual experiencing them and those around them. Simi has had her fair share of meltdowns, each presenting unique challenges and opportunities for growth.
From her early childhood years to adolescence and beyond, we’ve encountered meltdowns in various forms. Whether it’s sensory overload, frustration with communication barriers, or difficulty regulating emotions, each meltdown has taught us valuable lessons about patience, understanding, and resilience.


In this blog, I’ll delve into our experiences, detailing the triggers, reactions, and strategies we’ve employed to support Simi through these difficult moments. From implementing sensory-friendly environments to practicing calming techniques and fostering open communication, we’ve explored a range of approaches to help Simi navigate meltdowns with greater ease.


Join me as I reflect on our journey, sharing insights, triumphs, and setbacks along the way. Through honest storytelling and practical advice, I hope to provide support and inspiration to others facing similar challenges in their own lives.


Meltdowns in autistic children can be triggered by a variety of factors, including:


1. Sensory Overload: Autistic individuals may have heightened sensitivity to sensory stimuli such as loud noises, bright lights, crowded spaces, or certain textures, which can lead to sensory overload and trigger a meltdown.
2. Communication Challenges: Difficulties in expressing needs, desires, or emotions can be frustrating and overwhelming, especially when communication barriers exist between the child and others.
3. Routine Disruptions: Autistic children often thrive on routine and predictability. Any sudden changes or disruptions to their routine, such as unexpected transitions, new environments, or alterations in familiar schedules, can provoke anxiety and meltdowns.
4. Emotional Regulation Difficulties: Some autistic children may struggle with regulating their emotions, leading to intense feelings of frustration, anger, or anxiety that escalate into meltdowns.
5. Sensory Processing Differences: Differences in sensory processing can affect how autistic children perceive and interpret sensory information. This can result in discomfort or distress in response to certain sensory inputs, contributing to meltdowns.
6. Social Challenges: Difficulty understanding social cues, navigating social interactions, or feeling misunderstood by peers can cause feelings of isolation, rejection, or anxiety, which may culminate in meltdowns.
7. Co-occurring Conditions: Autistic children may have co-occurring conditions such as ADHD, anxiety disorders, or sensory processing disorder, which can exacerbate meltdowns by amplifying underlying challenges.
8. Environmental Stressors: Environmental factors such as academic pressure, family conflicts, or changes in living situations can create additional stressors for autistic children, increasing the likelihood of meltdowns.
9. Unmet Needs: Meltdowns may occur when an autistic child’s needs, whether physical, emotional, or sensory, are not adequately met or understood by caregivers or educators.
10.Physical Discomfort: Discomfort from physical ailments such as gastrointestinal issues, allergies, or sensory sensitivities (e.g., clothing tags, food textures) can contribute to emotional dysregulation and meltdowns.
Understanding and addressing these factors can help caregivers, educators, and support professionals better anticipate and manage meltdowns in autistic children, fostering a supportive and inclusive environment for their emotional well-being.

We’ve pinpointed several triggers behind Simi’s meltdowns at different stages of her life. While some of these triggers are within our control, others are beyond our influence, leaving us feeling helpless and grappling with how to cope with the situations.
Despite our best efforts to provide support and understanding, there are times when the overwhelming nature of Simi’s meltdowns tests our resilience and challenges us to find new ways to navigate through them. It’s during these moments that we must remind ourselves to practice patience, empathy, and self-care as we continue to learn and grow alongside Simi on this journey.
During Simi’s early childhood, her lack of communication made it challenging for us to grasp the underlying reasons behind her meltdowns. However, as she began to communicate with us, we discovered some unexpected triggers behind her distress.


Here are a few situations that stood out:

1. During our time in Silchar back in 2005, circumstances prevented us from having cable connection, so we relied on the limited channels available through the DD network via an antenna. Simi found joy in eagerly awaiting the occasional movies aired on those channels. However, our visit to a friend’s house, where Cable connection  was available, sparked a dilemma for her. She couldn’t understand why we didn’t have it at home.
Despite her inability to express her desire at the time, Simi still recalls the disappointment of not having Cable TV, even years later. The memory of that disparity between our home entertainment setup and what she experienced elsewhere still triggers meltdowns for her today. We feel helpless as we cannot change the past.
We’ve since upgraded to Tata Sky, but unfortunately, that doesn’t fully alleviate          Simi’s distress. The longing for what she perceived as missing from her childhood remains a poignant memory, one that still affects her deeply.


2. Simi’s deep admiration for film star Sahid Kapoor leads her to frequently browse his Facebook profile for photos. Changes in the actor’s photo album on Facebook sometimes trigger meltdowns for Simi, lasting several days, beyond our control. Our attempts to console her by citing Facebook maintenance fail to alleviate her distress.


3. Yesterday’s situation exemplifies the challenges of managing meltdowns in autistic children. Simi’s strong attachment to watching IPL matches, particularly those featuring the KKR team, resulted in a meltdown lasting over 2 hours when the match was delayed due to rain. She pleaded with us to stop the rain, a request beyond our control. Despite her repeated inquiries about the match’s start time, we had no answers, further exacerbating her distress.
In our daily lives, we encounter numerous situations where handling Simi’s meltdowns has become routine. Though it’s incredibly painful, we’ve grown accustomed to managing these periods, striving to maintain peace amidst the storm. Managing meltdowns in autistic children demands constant patience from parents, especially for factors beyond their control.


In conclusion, navigating meltdowns in autistic children is a challenging journey filled with ups and downs. While it may be painful and at times seemingly impossible to handle, parents’ steadfast presence and efforts to maintain peace are invaluable. Despite the hurdles posed by factors beyond our control, our commitment to understanding, supporting, and comforting our children remains unwavering. Together, we can continue to learn, adapt, and grow, fostering an environment of love, acceptance, and resilience for our children and ourselves.


To be continued………………..


Author
Srinibash Mishra

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Mothers: The Chosen ones!!

It’s not the children who are “special” but the mothers…”The Chosen ones!!” A few lines penned on Mother’s Day for all the “Special” Mothers. Kudos!!

A brush with Neuro-Diversity is not just about taking on so much more than other mothers, but also dealing with complexities that would muddle the likes of Einstein, walking on thin ice like almost all the time, and having your heart torn into bits every now and then…

The Chosen One

Riding on guilt amidst a forest of fear,
Armed with a weapon divine yet unpredictable,
For its strength is at the mercy of the mind.
The mind, the quintessential devil,
As it wavers, hope and conviction (the weapons) diminish.

On this journey the path is unclear,
Unknown obstacles and fearful monsters appear.
Mazes so complex, they could take a life-time to navigate,
Bound to the cause, there’s no stepping back.

Though with time,
One does discover the pot of gold at the end of the rainbow.
Honesty and simplicity, a twenty-two karat heart.
Awkward expressions of love, small stumbling steps to move ahead in life,
Little wins after the darkest of nights.
Together in this, my child and I,
An imperfect team, giving our best try.

Despite the struggles, it’s most endearing to be the chosen one.
I am a special mother,
Ain’t I blessed to be one?
After all, it’s said,
To protect the most precious souls, God appoints only his best warriors.

Ashuti Menon