The Hidden Curriculum Practical Solutions for Understanding Unstated Rules in Social Situations Brenda Smith Myles Melissa L. Trautman Ronda L. Schelvan
Dec 27, 2015
The Hidden Curriculum
Practical Solutions for Understanding Unstated Rules in Social Situations Brenda Smith Myles Melissa L. TrautmanRonda L. Schelvan
Introduction
Each of the strategies presented can be effective tools when teaching students with socio-cognitive challenges.
The goal is to assist the students identify hidden curriculums and understand the rules, mores, manners and gestures embedded in the activities.
Social Intuition…
Most people have social intuition
Lifeline used daily basis Helps us navigate in
emotional or physical situations to avoid harm
Lets us avoid social disasters
Social Intuition
We are constantly surveying for unwritten rules that will apply to each of our interactions
The unwritten rules are our “hidden curriculum”.
After surveying, we consider and proceed successfully within context of the interaction
Translate to what we consider “good social skills”
for people who exhibit string cognitive and language skills
Some individuals miss the boat…because they lack tools.
Students with atypical neurological development struggle to navigate social situations because they lack some of the necessary tools.
Personal Characteristics:
This group includes individuals with:
Strong cognitive skills; weak social skills
Gaps in cognitive skills Lacking an intuitive sense Emotionally withdrawn or
experiencing gaps in emotional development
So, who are these students?
Autism Apsbergers PDD ADHD ADD Nonverbal learning
disabilities hyperlexia
Michelle G. Winner Author: Inside Out: What Makes a Person
with Social Cognitive Deficits Tick? “… recognize their
inability to develop social skills and interpret the social nuances of those round them brings deep and lifelong challenges that impact their lives in a multitude of ways, including ….
Life impacted:
What is the “Hidden Curriculum”?
Rules or guidelines not taught directly but taken for granted that everyone knows.
Affects social interactions school performance safety idiomsmetaphorsslangbody language
Example“get off my back”
When one understands hidden curriculum….
We read both
idiom and body language
Message received is: Leave me alone
Not able to access hidden curriculum:
Literal interpretation Piggy back ride is
over!
Phrases that include hidden curriculum I shouldn’t have to tell you, but….. It should be obvious that….. Common sense says…… No one ever….. Everyone knows that…… Do you have the time…. Can you give me a hand…. “shut up!” different connotations teens vs adults
Reading the Hidden Curriculum of Body Language
Body Part Action Interpretation
Head Leaning to one side not understanding, listening, thinking
Face Whole face scowl Displeased, intimidated, bullying, anger
Eyes Wide open
Almost closed
Surprise, amazement
Disbelief; doubt
Eyebrows Knit brows Thinking, confused
Mouth Corners lifted up
Corners down
Opened wide
Greeting, happy
Sad, unhappy, disappointed
Surprise, shock
Examples of body language Body Part Action Interpretation
Chin Lifted, pushed forward Proud, tough, defiant
Body Pointing a finger Giving directions, threat, getting in trouble
Hands on hips Frustrated, bored, questioning/ expecting an answer
Shrugging shoulders Questioning, don’t know
Arms folded across chest
Unapproachable,
Listening/ taking in info
Hidden Curriculum Points to consider Hidden Curriculum differs with
age Hidden Curriculum differs with
gender Hidden Curriculum differs
depending on who you are with Cultures have their own unique
Hidden Curriculums
Impact of the Hidden Curriculum
When an individual is unable to interpret a Hidden Curriculum, they may be:
bullied
ignored
teased/ taunted
misunderstood
Hidden Curriculum in SchoolSchools have many unwritten rules that need to
be taken into account for success of all How to dress the right backpack Greetings cool hang outs Free-time activities Must have technology
Many students are motivated figure out the unwritten rules and do so by observing the perceived popular kids, advertisements, and adapt to their personal style.
Teacher Expectations = Hidden Curriculums
Hidden Curriculums- Rick Lavoie classroom rules what to do when the bell rings physically- how to travel in the building administrative structure daily schedule extra- curricular connectionsStrategy: what most students “pick up” at the
start of school, should be taught to neurologically atypical students.
Hidden Curriculums - Community
Public bathroom protocols health and personal safety ramifications
Public library use varying rules for use as a child versus teen Dating and personal relationships Accessing public transportation
Strategy: prepare for what can be anticipated with
social stories or comic strips
Workplace Hidden Curriculums
The workplace can be a trap when it comes to understanding hidden curriculums.
Assumption that adults know work place mores, and can master in a short time.
Less tolerance and higher stakes for breaking the hidden rules.
Workplace Hidden CurriculumsHidden Curriculums in the workplace are: Personal emailing on company account Casual dress Offering suggestions “the customer is always right” defined Disagreeing with your boss Adding work responsibilities Negotiating a raise Bring lunch or out to eat “lunch hour” defined Break protocols Dealing with anger towards coworkers
Workplace Hidden Curriculums
Suggested Strategy: Directly teach the differences between a company manual organizational flow chart and the chain of command that is actually followed.
- Important for individuals with socio-cognitive challenges who tend to be rule-bound.
Teaching the Hidden CurriculumInstruction is key to learning hidden curriculums for people
with socio-cognitive challenges.
May need different instructional strategies to cover the wide range of hidden curriculums.
Teaching Strategies Safe Person Situation-Options-Consequences-Choices-Strategies-
Simulation SOCCSS Seek-Observe-Listen-Vocalize-Educate SOLVE Power Card Strategy Social Autopsies Direct Instruction An Item A Day Incredible 5-Point Scale Video Modeling Social Narratives
Social stories Cartooning
Teaching Strategies Safe Person
Identify someone students are comfortable asking for help. Need to identify and teach who the safe person is AND types
of questions to ask. Don’t limit safe person options. Safe person characteristics:
Knows student ‘s characteristics and perspectives Respectful Listen non-judgmentally Knows when to just listen and when to offer suggestions Take another’s perspective Problem solve without power struggles Adjust facial expression to discussion (matter of fact – animated) Knows triggers for individual Able to set realistic boundaries a nd follow through
Safe Person Probing Questions Phrase questions to get the information needed to
continue with instruction Suggestions:
What does ___________mean? Help me understand. When a person says/does ________, what do they mean?
Show me a better way to ………………
Teaching Strategies Situation- Options- Consequences- Choices-
Strategies- Simulation Jan Roosa
Tool for understanding social situations Helps teach problem solving skills using
sequential format Teacher directed Helps individuals grasp cause and effect Realize their decisions can influence outcomes Used to help individual interpret what happened
to them Can also use to teach social skills Identify situations students may struggle and
prepare plan before situation occurs.
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation S=Situation
Social problem occurs ----->Help student identify who, what,
when, where, and why. Goal: student independently connect
the dots In the beginning, safe person takes
active role in prompting answers
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation
O= Options Together brainstorm several behavioral
options student could have chosen. Accept and record all ideas without
judgment.May need to initially prompt more than
one idea for the situation.
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation
C= Consequences For each behavior option identified in
step 2, list consequence (s).
List all possible consequences for any option.
Role play may help. Students often struggle with cause and effect, so identifying consequences is hard.
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation
C= Choices Prioritize options and
consequences Use numerical rating OR
Yes/no response for each
Student chooses the option that feels he can complete AND
will most likely get what they want.
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation
S= Strategies Develop a plan to carry out the Option
when the situation occurs again.
Collaborate, but have the student generate the plan. This places the ownership of the decision and responsibility on the student.
SOCCSS- Situation- Options- Consequences- Choices- Strategies-
Simulation
S= Simulation Practice
Visually imagine carrying out the strategyRole play
After simulations, evaluate whether or not have students have the skills and confidence to follow through.
If answer is No- do more simulations.
Teaching Strategies
SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE SOLVE
Empowerment strategy Way of viewing the worldCan be used in most environments and situations
SEEK: actively look for hidden curriculums that permeate
our environments. “They’re everywhere”. We need to take an active approach to find them .
SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE)
OBSERVEOne way of learning hidden curriculumsTake time to evaluate social situation before
participating in it. Look for:
how people actmovementssolitary vs. group
SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE)
LISTENListen for topics of conversation-movie, mutual friends, music, books, concert, TVAttend to conversations to join in
Important: know what people are NOT talking aboutcompany parties- no shop talk
SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE)
VOCALIZE Quietly ask to have unfamiliar slang,
idioms and gestures explained Ask about appropriate dress for event An identified "safe person” can give you
advice Asking and cracking the hidden
curriculum codes Keeps you from feeling uncomfortable,
misunderstood, or ostracized
SEEK-OBSERVE-LISTEN-VOCALIZE-EDUCATE(SOLVE)
EDUCATE
Share the information you have learned by figuring out hidden curriculums.
Educating can come from a “safe person” or others if needed. Prefice with script such as “ Can I help?” or
“The last time I went to __________, I didn’t know that….”
Teaching Strategies
Social NarrativesDirect instructionDescribes social cues and appropriate responsesTeaches new social skills
Written for students at their instructional level Use pictures or photos
Identifies content, promote self-awareness, self-calming, & self-management
Loose guidelinesSamples
Teaching StrategiesSocial Stories (Gray)
Type of social narrativeVery popularIndividualized story describing a social situation from student’s
perspectiveDescription includes:
why situation occurshow others feel or react to situationwhat prompts feeling or reactions
Framework: individualized to specific situations, and individual’s abilities and lifestyles
Written- can be paired with pictures; created by staff, families; student input when feasible
Most successful: socio-cognitive disabilities Resource: www.graycenter.org
Teaching StrategiesCartooning
Visuals enhance social understanding by making abstract
concepts tangible and static. Opportunity to reflect.Way for those with socio-cognitive challenges to
visualize
Includes: carton figures stick figures comic strips symbols
Teaching Strategies
“Comic Strip Conversation” PointersStep 1: Engage in small talkStep 2: Draw about a specific situation Step 3: Present Perspective Step 4: Provide sequence or structure Step 5: Summarize the CartoonStep 6: Identify New Solutions
Teaching Strategies
Chit- chat before discussing a problem situation
included figure drawing with the chit chat
Goal is to strengthen rapport and build confidence
Talk about weather, weekend activity, pets, sports
“Comic Strip Conversation” Pointers
Step 2: Draw about a specific situation Student draws OR gives input as staff draws Artistic talent not required – stick figures are fine! Label or give stick people identifying characteristics Guide drawing with questions for details
Where are youWho else is thereWhat did you doWhat do others do
“Comic Strip Conversation” Pointers
Step 3: Present Perspective Adults share insights during the
drawing process Capitalize on natural
opportunities Students need to have as much
control as possible at this step Adults work to achieve balance
of student perspective insights AND sharing accurate info
“Comic Strip Conversation” Pointers
Step 4: Provide sequence or structureWhen drawing comic strips- use boxes to keep order Drawings should be in order Number the boxes to assist with organization
“Comic Strip Conversation” Pointers
Step 5: Summarize the CartoonReview to give student an opportunity to synthesis the information View and summarize in order of occurrenceStudent verbally “ reads” the comic stripStaff provides clarifying comments only as needed
Summarizing insures that everyone’s on the same page
“Comic Strip Conversation” Pointers
Step 6: Identify New Solutions Adult & student work together to find new outcomes
for the pictured event. Written all solutions downEncourage student do as much as possible independentlyStudent reflects on each new written outcome Student and staff analyze each item’Discuss advantages and disadvantages of each ‘Student keeps list- serves as plan for future situations Organization suggestion: keep in binder for easy access
Teaching Strategies
Power Card Strategy Visual aid Uses students’ special interests to understand
social situations, routines, meaning of language, hidden curriculum
Consists of a script and a Power Card
Power Card StrategyScripts brief scenario written at their comprehension level utilizes their hero, or special interest to address
challenging behavior or situation statement written to with rationale for positive
behavior statement includes the hero 3-5 step strategy presented in the script problem solving strategy is used successfully by
the hero in the strategy strategy is generalized to the student with a note
encouraging student to try the strategyScript can include pictures or graphics of special
interest/ hero
Power Card Strategy
Power Card size of trading or business card pictures the special interest or hero contains summary of solution portable use in multiple environments goal is for eventual generalization
Teaching Strategies
Social Autopsies (Lavoie) Goal: help students with social problems understand
social mistakesSimilar to SOCCSSdesigned to dissect a social error to understand the parts student is an active participant verbally based strategy Starts with “ What happened?”Adult asks clarifying questions
- A constructive problem solving strategy identifying cause and effect
Social Autopsies (Lavoie)
After the information is gathered and all are on the same page….
Student is prompted to a. Identify the error b. Determine who was harmed by the error c. Decide how to correct the error d. Develop a plan to prevent error from
happening again
Social Autopsies- Pointers Constructive strategy
Identifies cause and effect
Needs to be done in a timely manner
All adults working/ living with student should be versed
One-on-one sessions
Student actively participates
Succcess lies in structure of practice, immediate feedback, and positive reinforcement
Teaching StrategiesDirect Instruction
Points:Teacher ledFrequent interactions interactions may be scripted brisk pace teacher models correct behaviors solicit student responses for understanding responses can include:
verbalizing, role play, specific feedbackPractice of skills needs to be done if not yet
mastered at a 90-95% rate
Teaching Strategies An Item a Day
Makes instruction manageable Hidden curriculum covers infinite set of items Helps with mastery Start each day reviewing one hidden
curriculum Use teachable moments as hidden rules occur
Teaching StrategiesIncredible 5- Point Scale
Developed by Burn & CurtisHelps students better understand their
emotions and reactions to eventsGoal- independently modulate responses Scale options-
obsession indexstress scalemeltdown monitor
Incredible 5- Point ScaleProcess:
Students taught to recognize stages of behavioral outburstslearn self calming methods for each level
MRHS resource text:
The Incredible-Point Scale by Buron & Curtis
Teaching Strategies
Video Modeling Students learn hidden curriculum items or social skills through
videos of people engaging in the activity. Video can be of the student performing the activity.
Types of video modeling video self-modeling Video instruction
Benefits of video modeling supports learning through visual learning style motivating to students proactive
Works well for students with ADHD, selective mutism, social anxiety, ASD
Video Self-Modeling (VSM)
Child watches self perform a task Video tape can be role playing Views tape to see self participating in
appropriate responses Two types of self-modeling
positive self- review video feed-forward
Video Self-ModelingPositive Self- Review (PSR)
Designed for situations where student had completed the skill in the past but does not currently use it.
Video student performing the skill with assistance
Before viewing-edit the assistance out of the video
Student sees self completing the skill independently
Serves as a refresher for the student
Video Self-Modeling
Video Feed-Forward (VFF) Used for students who knows the
components of the skill BUT cannot string them together into a cohesive, complete skill.
Video Instruction (IV) Another type of video modeling Students view others completing specific tasksMay show a series of skills in isolation Combined in a way to be used in “real life”Can use to review previously acquired skill not
used consistently for mastery Can teach body language if student can grasp the
differences in social contexts.