transcript/DIY_tBidCJnzE4g.txt

[0.000 --> 7.100]  Hello friends, my name is Jessica and I am an Asha certified speech and language
[7.100 --> 12.600]  pathologist and I am obsessed with learning about all things social
[12.600 --> 17.200]  communication. I am also obsessed with teaching others about them which is why
[17.200 --> 23.680]  we're here on YouTube. Yay! So today I want to talk to you about non-verbal
[23.680 --> 30.920]  communication. Nonverbal communication can be really tricky to teach. Most of us
[30.920 --> 36.920]  have learned these skills naturally so identifying what they are and how to
[36.920 --> 40.600]  break them down and teach them in a strategic way can actually be quite
[40.600 --> 45.720]  challenging. So today we are going to talk about some ways that we can teach
[45.720 --> 53.440]  our students about nonverbal communication and nonverbal language.
[53.680 --> 60.160]  Now first I'm going to talk to you a little bit about nonverbal communication.
[60.160 --> 67.680]  There are seven or eight-ish types of nonverbal communication. They are facial
[67.680 --> 81.280]  expressions, body language, gestures, tone of voice, touch, eye contact and personal
[81.280 --> 87.360]  space. Okay, you like those gestures? I just made them up on the fly. Alright, so
[87.360 --> 91.520]  those are the seven areas of nonverbal communication. I said eight because
[91.520 --> 97.280]  personal hygiene or personal appearance, sorry, can also be considered a type of
[97.280 --> 102.160]  nonverbal communication. How we are choosing to appear physically does communicate
[102.160 --> 107.960]  a lot about us. Okay, so let's break this down a minute and now you know the
[107.960 --> 111.920]  different kinds of nonverbal communication. Let's talk about what nonverbal
[111.920 --> 118.160]  communication is. It is any kind of communication that occurs without words. It is
[118.160 --> 123.920]  not verbal, right? See how that works. So like I said, it includes the following
[123.920 --> 129.480]  areas, facial expressions, body language, gestures, tone of voice, touch, eye
[129.480 --> 134.840]  contact, personal space and physical appearance if you want to include that. It is
[134.840 --> 141.400]  very common for individuals to struggle with nonverbal communication. If your
[141.400 --> 146.080]  child has been diagnosed with autism, that means or your student, that means that
[146.080 --> 151.020]  they have some trouble understanding and using nonverbal communication. So the
[151.020 --> 156.520]  skill is extremely important to teach and learn because learning how to
[156.520 --> 162.080]  understand nonverbal communication helps us to interact socially with others and
[162.080 --> 167.840]  it helps us to communicate better with others. Okay, so now we're going to break
[167.840 --> 174.720]  down each of the seven or eight sections of nonverbal communication. We're
[174.720 --> 177.960]  going to break them down. We're going to talk about them. We're going to define
[177.960 --> 182.360]  them and I'm going to give you some ideas on how you can teach your student to
[182.360 --> 187.220]  understand each of these different kinds of nonverbal communication. So the
[187.220 --> 191.200]  first one we're going to talk about is facial expressions. I am looking off my
[191.200 --> 194.700]  computer if you keep seeing my eyes start away. I just full disclosure. I need my
[194.700 --> 200.800]  notes because I want this to be good and helpful for you and I can't do that if
[200.800 --> 207.440]  I'm doing this all my memory. So I hope you understand. Also, before we dive in
[207.440 --> 212.120]  and I go any further, thank you for being here. Thank you for taking the time to
[212.120 --> 216.720]  learn something new that will hopefully help you teach your students a skill
[216.720 --> 221.480]  that they're struggling with. That is just absolutely awesome and amazing and
[221.480 --> 225.280]  I thank you for choosing to spend your time with me. So before I go any further,
[225.280 --> 228.480]  if you've not already gotten something to take notes with, I would really
[228.480 --> 233.640]  recommend getting some pen and some paper and jotting down some things to
[233.640 --> 237.200]  help you remember what we're talking about. Okay, so let's jump in. The first
[237.200 --> 243.960]  type of nonverbal communication we're going to talk about is facial expressions.
[244.640 --> 253.120]  Right? There are six main facial expressions that people make. Now each facial
[253.120 --> 261.400]  expression is related to an emotion. Each type of facial expression has a very
[261.400 --> 267.000]  specific characteristics. They will help you know what emotion the person is
[267.000 --> 271.960]  feeling. Okay, so let's think about this. We're gonna break it down a little bit
[271.960 --> 279.200]  more. There are six types of facial expressions. Happy, sad, angry, fear,
[279.200 --> 286.120]  disgust, and surprised. Scientists tell us that these are the basic emotions
[286.120 --> 294.560]  that we all experience. Every other emotion is a root or a different form of
[294.560 --> 301.360]  these basic emotions. So our facial expressions, we can say we're happy.
[301.360 --> 314.280]  We're sad, angry, scared, disgusted. We're surprised. Okay, each of these six
[314.280 --> 321.840]  basic emotions have very distinct characteristics of the face. Okay, so going
[321.840 --> 329.880]  back through them. When you feel happy, you have a wide smile and open now. You
[329.880 --> 335.720]  can see that some teeth. You can see wrinkles around the eyes and the cheeks
[335.720 --> 343.720]  are raised and the eyes are slightly slightly squinted. Did you see all this in my
[343.720 --> 349.080]  face? Can you see them? Can you see my wrinkles? My high raised cheeks. My teeth
[349.080 --> 356.560]  are my smile. I'm happy. I'm happy to be here. So that is happy. Second facial
[356.560 --> 364.480]  expression that we can see is sad. Okay, the corners of the lips point it down.
[364.480 --> 373.600]  The inner eyebrows are raised up. My eyebrows apparently don't move like that.
[374.680 --> 382.600]  But you know what's that face when you see one. Okay, next, angry. There's tension in
[382.600 --> 389.000]  the face. There's these closed, V-shaped eyebrows. The mouth, if the mouth is open,
[389.000 --> 395.800]  it's square shaped. Square shaped, if you couldn't understand that. If the mouth is
[395.800 --> 402.800]  closed, there's tightness in the chin and jaws. Do you see all those characteristics?
[403.760 --> 412.640]  Alright, fear. Slanted and raised eyebrows. Eyes are open very wide.
[414.560 --> 420.000]  Just saw a bug crawl across my table. I don't know. Right? You know what fear looks like.
[421.040 --> 428.320]  Disgust. A wrinkled nose. Lowered eyebrows. The mouth is tight and curved downward in the upper
[428.320 --> 436.800]  lips go up. Big one across my table. Yeah, I bug really didn't go across my table just now.
[436.800 --> 443.680]  I'm just using that as an example. And last is surprised. Raised and curved eyebrows.
[443.680 --> 449.120]  Horizontal wrinkles on the forehead. Open lips. Dropped jaw. Eyes open wide.
[449.120 --> 458.480]  You see my wrinkles? Horizontal? Eyes? mouth? I have a surprised face. So like I said,
[458.480 --> 466.720]  I start by teaching my students these physical characteristics to look for when trying to interpret
[466.720 --> 475.440]  a facial expression. Now an interesting tip is students with autism. We know that they struggle with
[475.840 --> 481.040]  eye contact. So part of the reason that they struggle with understanding emotions is because
[481.040 --> 488.080]  they are focusing on this lower third of the face. So a lot of these cues, like we talked about
[488.080 --> 494.800]  the horizontal wrinkles. This wrinkles around my eyes. Those are occurring in the top third of my face.
[494.800 --> 501.360]  So a child or individual who does not focus on this top third is missing a lot of cues that's
[501.360 --> 508.560]  going to help them learn to read and understand facial expressions. So to teach facial expressions,
[508.560 --> 515.440]  to teach my students how to understand them, we again, I go over each of those definitions,
[515.440 --> 522.560]  model them like I did for you. And they try and draw them so that they're having, you know,
[522.560 --> 527.680]  an interactive process. And then we'll probably look at maybe some video clips or some pictures
[527.680 --> 535.280]  or things to talk about those basic facial expressions. Again, really focus on this top third of
[535.280 --> 540.880]  the face because we're getting a lot of cues there that if a child is not looking at somebody's
[540.880 --> 546.000]  eyes or their top third of the face, they're going to miss those cues. Now we know there are more
[546.000 --> 554.080]  emotions beyond happy, sad, mad, disgust, surprised, and angry. But we talk about these different
[554.080 --> 560.720]  more complex emotions and how the same facial expressions are generally going to be used to convey
[560.720 --> 567.840]  those complex emotions. So what we will do is we will, I'll give them a list of say, of some words.
[567.840 --> 579.680]  For example, nervous, satisfied, amused, annoyed, love, revulsion. We're going to target, first of all,
[579.680 --> 586.240]  some really good vocabulary words. But we're going to talk about what basic emotion these complex
[586.240 --> 593.600]  emotions are the most like. And then talk about kind of how the face is going to model those similar
[594.320 --> 602.720]  facial expressions for the complex emotions as they do the basic emotions. All right, gestures.
[603.680 --> 609.680]  Gestures are movements that we make with our bodies that are used to communicate a message.
[610.240 --> 616.080]  We miss frequently, use our hands to gesture, but other parts of the bodies can be used as well.
[617.280 --> 623.600]  Now, there are three types of gestures. Gestures that indicate nervousness such as
[623.600 --> 631.840]  fidgeting with objects or my personal is playing with my hair. Gestures with a specific meaning,
[631.840 --> 636.880]  such as a thumbs up. We know that means good job. It has a meaning. And gestures that go with a
[636.880 --> 641.280]  verbal message, such as me, using my hands as I'm talking and telling you a story.
[642.800 --> 648.640]  So when I'm teaching these, I focus mostly on teaching gestures with a specific meaning.
[648.640 --> 655.920]  Think of these like gestures as a vocabulary word. We will talk about different kinds of gestures,
[655.920 --> 660.640]  and then we will define it. For example, we will talk about the beckoning gesture.
[662.320 --> 666.720]  And we'll talk about what it means. It means come here. We'll talk about the talking gesture.
[669.120 --> 674.640]  What does that mean? She's talking and she needs to be quiet and tired of it. Or we'll talk about a
[674.640 --> 681.280]  fist bump. Or we'll talk about the hitchhiking thumb. How that's different than a thumbs up.
[681.600 --> 687.520]  Right? Gestures like vocabulary words. We teach gestures and I teach their meanings so that my
[687.520 --> 692.720]  students are able to see someone using a gesture and define it like they would have a vocabulary word.
[694.880 --> 699.840]  In my nonverbal communication teaching guide, I have a whole list of different gestures
[701.520 --> 707.040]  that you can use to know some gestures to teach. You can also find lists on the internet
[707.120 --> 713.280]  if you're wanting to kind of DIY it yourself. All right, move and write along to touch. I believe
[713.280 --> 720.640]  that was my gesture I used in the beginning. Touching someone is when you physically touch
[720.640 --> 728.560]  another person. There are four different kinds of touching. There's actually five, but one of them
[728.560 --> 735.520]  is inappropriate, so we're not going to talk about it here. There are four different kinds of touch.
[735.760 --> 746.480]  Functional professional. Social polite, friendship, warmth, and love intimacy. Okay, let's talk about
[746.480 --> 753.760]  what each of these are. A functional professional touch is the touching that occurs when a professional
[753.760 --> 759.520]  must touch you to do his or her job. For example, the dentist has to touch your mouth. The hair lady
[759.520 --> 766.000]  has to touch my hair. It's professional. I'm expecting her to touch me and she's doing it to do
[766.000 --> 774.000]  her job. Second one is social polite, and this is touching that occurs in social routines. They're
[774.000 --> 783.200]  usually very brief and they, let's see, sorry, I lost my spot. And they include things like a hand
[783.200 --> 788.160]  shake, a pad on the back, or a quick side hug. They're not going to last very long. We're just being
[788.160 --> 793.360]  polite. I'm going to shake your hand and then we're done touching. Number three is friendship or
[793.360 --> 798.000]  warmth, and this is touching that occurs between two people who are familiar with one another.
[799.840 --> 805.840]  Now, when you teach this or you know, you need to be very careful because this type of touch can
[805.840 --> 811.920]  easily be confused with the next type, which is love intimacy. So you need to make sure that your
[811.920 --> 817.920]  level of touch in this stage matches your partner so that you don't make that other person uncomfortable,
[817.920 --> 823.040]  or you need to teach your student to make sure their level of touch matches their partners so
[823.040 --> 830.160]  they don't make somebody uncomfortable. So friendship, warmth touching includes things like longer hugs,
[830.160 --> 836.720]  putting your arms around the shoulders of somebody, or holding hands. Well, holding hands can
[836.720 --> 842.800]  also be in love intimacy. So if you're a good friend, you might give them a longer hug, but if I hug
[842.800 --> 849.040]  you it too long, now I'm thinking, well, are we friends? Or is this like you being intimate with me?
[849.760 --> 858.080]  So it's kind of that in between a social polite and intimacy. So the fourth one is love intimacy,
[858.080 --> 865.680]  and this occurs between two people who are very close. This includes family, very close friends,
[865.680 --> 873.440]  and significant others. You need to teach your students to be very careful to use these touches
[873.440 --> 878.800]  with the appropriate people. Holding hands and touching someone's hair and cuddling are all
[878.800 --> 884.400]  examples of love intimacy touching. So to teach this kind of nonverbal communication touch,
[885.520 --> 892.480]  we just make a graph and we talk about different, you know, I label, I make four different squares.
[892.480 --> 896.880]  One is functional professional, one is social polite, friendship warmth and love intimacy,
[896.880 --> 902.240]  and we make a list of the people who I would expect a functional professional touch with,
[902.240 --> 907.920]  who I could expect a love intimacy touch with, who would be a good person to use friendship
[907.920 --> 913.520]  warmth touch with, who should I use a social polite touch with. So we just sort people that we know
[913.520 --> 921.840]  into the different categories of appropriate ways to touch them. Okay, next nonverbal communication
[921.840 --> 932.480]  is proximics, aka personal space. So if somebody is too close to you, they're in your personal space,
[932.480 --> 939.440]  and that's a type of nonverbal communication. Now, there are different kinds. There is a
[942.480 --> 950.640]  scientific formula for what is appropriate as far as proximics goes. So proximics commonly called
[950.640 --> 957.680]  personal space is the distance between you and another person. There are four levels intimate space,
[959.200 --> 965.280]  personal space, social space, and public space. So we'll start from the middle and we'll work our
[965.280 --> 974.080]  way out. Intimate space is anything that goes from touching your body to about 18 inches from
[974.080 --> 980.080]  yourself. This is the space where you allow people with whom you are very close. So this could be
[980.080 --> 985.920]  very close family members, very close friends, and significant others are probably the only people
[985.920 --> 994.000]  you will allow in this space. Personal space is about 18 inches to four feet from your body. We will
[994.000 --> 1001.200]  often allow friends and people we like in this space. Moving out again, we have social space. This
[1001.200 --> 1007.200]  is four to ten feet from your body. This space is for people we don't know well, or for people with
[1007.200 --> 1014.480]  whom we have no close relationship. Then last, the biggest ring is public space, which is what it
[1014.480 --> 1020.400]  sounds like. Anything beyond ten feet from your body, where the rest of the public is, it contains
[1020.400 --> 1026.560]  strangers and people who are not comfortable with. So this is important because it lets us know how close
[1026.560 --> 1032.720]  it's appropriate to be to other people. And like I said, if somebody gets too close to me, that makes me
[1032.720 --> 1038.080]  really uncomfortable if you're not one of my intimate people. At the same time, if you're
[1038.080 --> 1044.240]  away out here in public space, but I think we're buds, that feels a little off to me too. So to teach
[1044.240 --> 1050.240]  this, while I teach my students about these definitions, and then I like to get like masking tape,
[1050.240 --> 1057.360]  and we measure this out on the ground to give an idea of what these spaces look like visually.
[1058.320 --> 1064.640]  And then we'll do kind of that same activity that we did before, where we'll get the four squares,
[1064.640 --> 1071.680]  and we will say, who are some people that I would allow in my intimate space? Who are some people I
[1071.680 --> 1076.480]  would allow in my personal space? Who are people that might be in my social space? And who are some
[1076.480 --> 1083.760]  people who would be in my public space? And we just think about our space and our personal space
[1083.840 --> 1090.800]  and how we're sharing it and where people should be within that space. Okay, the next type of
[1090.800 --> 1098.160]  nonverbal communication is whole body language. Our body language is the way we position our head
[1098.160 --> 1103.600]  and our body to send a message to the people around us. When we tilt our head to the side, it means
[1103.600 --> 1109.600]  I'm interested in what you're saying to me. If we lower our head, it means we're probably unhappy.
[1109.680 --> 1114.320]  If our head stays upright, it means we're happy and we're in a good mood, or we're in a neutral
[1114.320 --> 1120.080]  mood that is neither happy nor unhappy. If we lean our body towards someone, it means we're interested
[1120.080 --> 1124.800]  in what they have to say. And if we pull our body away from them, it means we're not comfortable
[1124.800 --> 1130.400]  speaking to that person or that maybe we don't like them. If you sit with an open posture like I am
[1130.400 --> 1136.720]  now, then it comes across as very welcoming and friendly. If you close yourself up and you sit in
[1136.720 --> 1143.040]  the closed posture, then that is closed off. It's not as welcoming and it doesn't look as friendly.
[1144.240 --> 1150.800]  So body language is also usually used with gestures and facial expressions and tone of
[1150.800 --> 1156.080]  waves. All kind of combined together to give you a clue as to what the other person is thinking.
[1156.720 --> 1165.120]  So to teach this skill, I will use video clips or maybe look at pictures from a book and I will
[1165.120 --> 1172.160]  not do the audio if I can. Like if it's some of the Disney shorts are really good for not having
[1172.160 --> 1178.720]  audio and you can just look at the body language. But we'll look at the picture or the video clip
[1178.720 --> 1183.040]  and we'll describe the body language of the person that's in it. And then we'll talk about what
[1183.040 --> 1188.160]  do we think that body language is communicating. And we'll do that three or four times.
[1188.880 --> 1197.520]  Okay, the next type of nonverbal communication is vocalics which we commonly refer to as tone of
[1197.520 --> 1207.840]  voice. This is how we use our voice, not our words, but our voice to convey a message. So think of
[1207.840 --> 1213.680]  the tone of voice as the background to your words. Your tone of voice is going to change a lot
[1213.760 --> 1218.640]  based on different situations. For example, you would use a different tone of voice at a football
[1218.640 --> 1224.000]  game than you would in a nice restaurant. Your voice might also sound different in different
[1224.000 --> 1229.040]  contexts when your emotions are changing. For example, your voice sounds different when you're
[1229.040 --> 1235.520]  nervous versus in a situation where you're comfortable. And it's important to consider the context
[1235.520 --> 1239.440]  each situation when trying to understand the meaning of someone's voice.
[1242.400 --> 1248.880]  Vocal expression is also usually tied to facial expressions. They go hand in hand. So this means if
[1248.880 --> 1256.400]  somebody's face looks sad, their voice probably sounds sad too. So what I tell my students is if
[1256.400 --> 1261.520]  they have a hard time understanding the tone of voice to also pay attention to the facial expressions
[1261.680 --> 1265.680]  and the body language, to give them clues as to how the other person is feeling.
[1267.840 --> 1274.560]  Okay, so to teach vocalics or tone of voice, what I will do is I will give my students a context
[1274.560 --> 1281.840]  and a facial expression and words. And then they will practice using different tones of voice
[1281.840 --> 1289.280]  to say that word. So for example, the context could be your brother or sister borrowed your shirt
[1289.280 --> 1293.120]  and gave it back with a stain on it. The facial expression would be angry and the words would be
[1293.120 --> 1301.120]  thank you. Thank you. Same words, thank you. This time your mom gave you broccoli for dinner. You hate
[1301.120 --> 1309.600]  broccoli. Thank you. Same words again. Thank you. Your dad surprised you with a new phone. Thank you.
[1311.840 --> 1316.160]  Thank you again. Someone hands you a tissue after you've been crying. Thank you.
[1317.040 --> 1322.960]  So this talks about how different situations and different scenarios are going to sound
[1322.960 --> 1327.760]  different with different tone of voice even though the words might be exactly the same. Okay, now I
[1327.760 --> 1333.600]  would be remiss to not talk about eye contact when we're talking about types of nonverbal communication.
[1333.600 --> 1339.680]  Okay, understanding eye contact will help our students become better nonverbal communicators.
[1340.560 --> 1345.520]  Remember how I talked about most of our students with autism focus on the lower two thirds of the
[1345.520 --> 1353.360]  base. A lot is going on in these upper and is upper third. So teaching them why eye contact is
[1353.360 --> 1358.800]  important or at least why looking at this upper area is important is going to help them become a
[1358.800 --> 1364.480]  better nonverbal communicator. It also helps with connection and helps us to connect with others
[1364.480 --> 1369.680]  and feel closer and it helps others feel closer to us. So I explain all of those things when I'm talking
[1369.680 --> 1376.240]  about eye contact. The last one that we talked about is physical appearance. I again just kind
[1376.240 --> 1382.160]  of briefly touch on this. I explain what physical appearance is and how sometimes some things in your
[1382.160 --> 1389.040]  physical appearance you can change and some things you can't. So we talk about how when you change
[1389.040 --> 1395.600]  your hair color or well, okay, some things like your height and your weight and your natural
[1395.600 --> 1400.320]  hair color are things you cannot change. But you can change things like how you dress and the
[1400.320 --> 1405.920]  accessories, how you groom yourself if you wash your hair if you cut your nails, that affects what
[1405.920 --> 1411.520]  people think about you. So if I come in and my hair is clean and my nails are done, people are going
[1411.520 --> 1416.880]  to think I'm a clean person. If I come in and I haven't washed my hair in a week and my nails are
[1416.880 --> 1422.720]  long and dirty, that's going to affect how people think of me. Also how you know we pick our clothes
[1422.720 --> 1428.320]  based on the type of image we want to portray. I, you know, am trying to choose something
[1429.200 --> 1433.600]  professional looking as I'm talking to you and I'm not wearing my workout clothes that I usually
[1433.600 --> 1438.320]  wear all day long because I want you to think of me as a professional and somebody who knows
[1438.320 --> 1443.040]  what I'm talking about. So physical appearance is a type of nonverbal communication.
[1444.800 --> 1449.360]  So I hope you learned some new things about nonverbal communication. I hope you have a better
[1449.360 --> 1454.880]  understanding about what it is, what makes up nonverbal communication. I hope you got some ideas
[1454.880 --> 1459.280]  on things you can use to teach your kids how to be better nonverbal communicators.
[1461.200 --> 1469.360]  Now I know that this was a lot of information and I have created a resource, a teaching guide
[1469.360 --> 1475.520]  that I would love for you to have that walks you through teaching these different types of
[1475.520 --> 1481.520]  nonverbal communication. I literally was reading off of it today as I was going over it with you
[1481.520 --> 1486.640]  so you can know what is in it and it's going to give you some words to help you teach.
[1487.680 --> 1493.840]  It's going to give you some visuals, it's going to give you a strategy and a place to start and
[1493.840 --> 1499.520]  it's going to help you teach these skills in a really strategic way. So if you're interested in
[1500.160 --> 1506.800]  purchasing this from me there is a link in the description below. Additionally, I have a whole bundle
[1506.800 --> 1513.360]  of teaching guides that teach social communication skills. This is included in it and all of my
[1513.360 --> 1518.640]  teaching guides are included in it. So it helps you, it's full of guides that help you teach things
[1518.640 --> 1523.920]  like taking someone's perspective, code switching, power relationships, conversation skills,
[1523.920 --> 1531.440]  friendship making skills. I have teaching guides to help you teach these skills to your students.
[1531.440 --> 1538.560]  So there's a link for that in the description below as well. Thank you again, thank you for taking
[1538.560 --> 1542.800]  your time to spend with me. Thank you for taking the time to learn something new. I hope you found
[1542.800 --> 1547.920]  it helpful. If you'd like to keep getting videos like this or knowing when some new ones come out,
[1547.920 --> 1552.960]  click subscribe and be a part of our community. Thanks!