Work hard; play hard!

Work hard; play hard!
Consulting in Maui!

Monday, October 12, 2015

Shutting Down

Today, in social skills, we continued our lesson on Shelly Shutdown. We first started out reviewing the lesson that was taught on Friday (see previous blog entry). Then we talked again about whether Shelly Shutdown is practicing her "whole body listening" when she is in shut down mode. 
  • Is she listening with her ears open? We talked about how sometimes Shelly Shutdown is listening even though she doesn't look like it. 
  • Is she  listening with her eyes? Usually Shelly Shutdown's eyes on not on the speaker.
  • Is she listening with her body in the group? Shelly Shutdown's body does not look like it is with the group. Sometimes isn't even close to the group.
  • Is she listening with her mouth quiet? Usually Shelly Shutdown is quiet, but sometimes she can be talking to herself. 
  • Is is she asking follow up questions or making follow up statements? Shelly Shutdown is not doing these two skills. 
So then we talked about how Shelly Shutdown has hit a red light and is stopped from participating. We talked about needing to move from red light to green light so we are ready to go again. 

We brainstormed on situations that might lead to a shut down. Then we talked about what you could do instead of shutting down. 

Click here for a set of classroom tools that were developed to help our class. Included you will find items that you could put up on a bulletin board, reasons people may shut down, ideas to help people do instead of shutting down, and some red light/green light cards. We will be using these cards to hand to our kids when they are having a shut down. These will serve as a visual reminder of the need to move from red to green behaviors and avoid Shelly Shutdown. Once the student is ready to process they can turn the card over to the green light or hold it up so an adult can see that they are ready to process. 
The adult will then ask them why they shut down and what was something that they could have done differently. If they do not have the skill to answer these questions, they can be reminded that they can ask for help. An adult can guide them through the answers by giving them choices or asking yes/no questions. 

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