Cox M. The development and testing of a direct observation protocol as a criterion measure for children’s simulated free-play activity. University of Massachusetts Amherst; 2017. https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1604&context=masters_theses_2. Accessed 27 May 2019. Chrisman NR, Cowen DJ, Fisher PF, Goodchild MF, Mark DM. Exploring geographic information systems. In: Geography in America. 1989. p. 353–75. Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The junior detective training program. The Journal of Child Psychology and Psychiatry, 49(7), 743-753.

Socialthinking - Social Situation Mapping

Li X, Griffin WA. Using ESDA with social weights to analyze spatial and social patterns of preschool children’s behavior. Appl Geogr. 2013;43:67–80. During my open Q&A Facebook live in December, the topic of Social Thinking came up and what my thoughts are on ABA and Social Thinking. I engaged in some immediate escape behavior and told everyone I would write a blog post on it. It wasn’t that I didn’t want to answer the question,but I definitely needed more time than a Facebook live video allowed me. And then 2 months later, I am finally getting to it.

Humor

Duncan S, Stewart TI, Oliver M, Mavoa S, MacRae D, Badland HM, et al. Portable global positioning system receivers: static validity and environmental conditions. Am J Prev Med. 2013;44(2):e19–29.

The ZONES of Regulation Social Behavior Mapping

Nykiforuk CIJ, Flaman LM. Geographic information systems (GIS) for health promotion and public health: a review. Health Promot Pract. 2011;12(1):63–73. Epp, A. M. & Dobson, K. S. (2010). The evidence base for cognitive-behavioral therapy. In K.S. Dobson (Ed.), Handbook of cognitive-behavioral therapies. (pp. 39-73), New York, NY: Guilford Press.completed Social Behavior Maps (SBMs) for practical everyday situations that happen at school, home, and in the community (these compose the majority of the book and are unchanged in this edition). These maps are examples for you to reference when helping your student or client fill out a blank map. We hope the maps will inspire you with ideas of how to develop your own customized situations relevant to the individuals with whom you work. They are also helpful in teaching how to first observe behaviors in others prior to teaching awareness of one’s own behavior and its impact on others. One blank map template that can be photocopied and used again and again. The completed maps within this book can also be used as guideposts as learners generate their own maps and figure out a path through the lens of their social goals or desires.

Social Behavior Mapping: Connecting Behavior, Emotions and Social Behavior Mapping: Connecting Behavior, Emotions and

A description of the Social Emotional Chain Reaction (SECR), the foundational concept taught in Social Situation Mapping. Broadhead P. Early years play and learning: developing social skills and cooperation. Abingdon: Routledge; 2003. Cognitive Behavior Therapy (CBT); Perspective Taking & Theory of Mind;Social Skills; Visual Supports;Social Attention; Self-Awareness; Self-Regulation; Social Emotional Learning; Executive Functioning; ASD; Social Cognition; Positive Behavioral Interventions and Supports (PBIS); Response to Intervention (RTI) We start by teaching individuals to observe others across different situations and identify the expected and unexpected behavior they notice and the impact this has on others’ thoughts, emotions, reactions and responses. Over time, we gradually extend the learning to teach the full Social-Emotional Chain Reaction by having individuals observe their own behavior, recognize how it impacts others, and connect how others’ responses impact how they themselves think and feel. Social Behavior Mapping makes the complicated process of how we all affect one another’s thoughts, feelings, and actions visual and concrete! The BookFletcher-Lartey SM, Caprarelli G. Application of GIS technology in public health: successes and challenges. Parasitology. 2016;143:401–15.

Social Thinking Socialthinking - Social Thinking

Bell S. GIS for the people: cognitive errors and data restrictions. Prairie Perspect Geogr Essay. 2002;310–9. GIS (Geographic Information Systems) based behavior maps are useful for visualizing and analyzing how children utilize their play spaces. However, a GIS needs accurate locational information to ensure that observations are correctly represented on the layout maps of play spaces. The most commonly used tools for observing and coding free play among children in indoor play spaces require that locational data be collected alongside other play variables. There is a need for a practical, cost-effective approach for extending most tools for analyzing free play by adding geospatial locational information to children’s behavior data collected in indoor play environments. Results Müller-Eie DA, Reinertsen M, Tøssebro E. Electronic behaviour mapping and GIS application for Stavanger Torget, Norway. Int J Sustain Dev Plann. 2018;13(4):571–81.Often, many researchers have deployed validated data collection tools on physical activity and social behaviors that do not necessarily gather information on geographical location. For instance, while the OSRAC-P coding system provides a large range of variables and categories for coding physical activity and behaviors of preschool children, this tool is not designed for geospatial analysis. Indeed, its “location” variable only indicates if play occurred in areas inside or outside the building or during the transition between inside and outside areas, which is not useful as geospatial locational information even in a small scale GIS. Also, the addition of locational information to previously collected data is rare, making the methodological contribution of this study important. To our best knowledge, our study was the first to document how to add locational information to an existing dataset with the objective of creating GIS behavior mapping. In our study, gridding and grid aggregation were done using the same videos coded with the modified OSRAC-P to provide locational information and then a GIS of play in the LTP room and, therefore, no additional data acquisition cost was required. completed Social Situation Maps (SSMs) to explore 40+ practical everyday situations that happen at school, home, and in the community. Oliver M, Schoeppe S, Mavoa S, Duncan S, Kelly P, Donovan P, Kyttä M. Children’s geographies for activity and play: an overview of measurement approaches. In: Evans B, Horton J, Skelton T, editors. Play, recreation, health and well being, vol. 9. Singapore: Springer; 2015. p. 1–20. A validation exercise was carried out by three trained research team members to confirm the dimensions of the LTP room and the locations of fixed equipment seen on the digitized layout plan. Sample linear measurements and photographs were taken and compared to the dimensions shown on the digitized layout map. This was to ensure the adequacy of the gridding approach chosen in identifying and coding children at various locations in the LTP room. During the validation exercise, it was observed that the dimensions of some of the fixed equipment in the room were not accurately depicted on the digitized layout map. The distances between equipment attached to the wall (like the magnet board and ball experiment) and fixed equipment in the middle of the room were measured to fix other features at correct locations on the digitized LTP room layout. Another significant feature of the LTP room that was important in validating positions was the presence of floor tiles which were 50 cm × 50 cm. Counting the number of floor tiles along a line between walls provided perspective for locating features in the room.