Social Behavior Mapping - Connecting Behavior, Emotions and Consequences Across the Day

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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. 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. Curtis JW, Shiau E, Lowery B, Sloane D, Hennigan K, Curtis A. The prospects and problems of integrating sketch maps with geographic information systems to understand environmental perception: a case study of mapping youth fear in Los Angeles gang neighborhoods. Environ Plan B Plan Des. 2014;41(2):251–71. 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.

Social Thinking: 10 Steps to Teaching Social Behavior Mapping

Why I am giving you all this context? Because this is where the question of “CanABA and Social Thinking work together?” comes from. These two approaches are at theircore extremely different. WithABA, we look at changing the environment and Social Thinking looks to change an individual’s social cognition.In the autism world, these two concepts get thrown around and utilized frequently. So how can we make sense of this?The book Social Behavior Mapping has been around for over a decade, but we recently updated the introduction with our current thinking. The latest edition includes:

Social Behavior Mapping *Replaced by Social Situation Mapping* Social Behavior Mapping *Replaced by Social Situation Mapping*

Coombes E, van Sluijs E, Jones A. Is environmental setting associated with the intensity and duration of children’s physical activity? Findings from the SPEEDY GPS study. Health Place. 2013;20:62–5. A description of the Social Emotional Chain Reaction (SECR), the foundational concept taught in Social Behavior Mapping. Worobey J, Worobey HS, Adler AL. Diet, activity and BMI in preschool-aged children: differences across settings. Ecol Food Nutr. 2005;44(6):455–66. The same set of video cameras were re-used for data collection at the 3 preschool centres covered in the previous phase of this project. Having different cameras positioned at the 3 preschool centres and at fixed locations throughout the duration of the data collection phase may increase the number of intervals collected for each preschool facility. The Love to Play Community-University Partnership Team. Evaluation of a play-based recreation program for preschoolers: municipal recreation policy implications of Strathcona County’s Love to Play program. Edmonton; 2016. https://policywise.com/wp-content/uploads/resources/2017/01/Love-to-Play-Full-Report-13SM-Nykiforuk.pdf. Accessed 27 May 2019.

Shyness

completed Social Situation Maps (SSMs) to explore 40+ practical everyday situations that happen at school, home, and in the community. 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. 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. Nykiforuk CI, Hewes J, Belon AP, Paradis D, Gallagher E, Gokiert R, Bisanz J, Nieuwendyk L. Evaluating child-friendly spaces: insights from a participatory mixed methods study of a municipality’s free-play preschool and space. Cities Health. 2018. https://doi.org/10.1080/23748834.2018.1548894.

Social Behavior Mapping © www.socialthinking Social Behavior Mapping © www.socialthinking

Sofronoff, K., Attwood, T., & Hinton, S. (2005). A randomised controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 46, 1152-1160. 13. Free play encourages children to be self-driven in play using their own imagination in unregulated play while developing social behaviours and physical literacy levels that influence their long-term health [ 1, 2]. Features of these play spaces, such as the types of play equipment available and size, have been linked to increased physical activity levels and a variety of play behaviors among preschool children [ 3, 4]. Maps provide the opportunity to visualize information gathered about play spaces and how they are utilized during children’s play activities or how they may encourage certain social behaviors. Behavior mapping (also known as behavioral mapping) affords researchers the opportunity to gather, process, analyze, and represent data in efficient ways making it easier to determine how the environment may influence certain behaviors [ 5]. It relies on direct observation of behaviors and a map of the environment where behaviors are recorded, analyzed, and displayed [ 6]. Nykiforuk CIJ, Flaman LM. Geographic information systems (GIS) for health promotion and public health: a review. Health Promot Pract. 2011;12(1):63–73. Bozkurt M. Digital age for observations: The use of gis for analysing observations and behaviour mapping. J Digital Landsc Archit. 2016. https://doi.org/10.14627/537612003 Jankowska MM, Schipperijn J, Kerr J. A framework for using GPS data in physical activity and sedentary behavior studies. Exerc Sport Sci Rev. 2015;43(1):48–56.

The grid-based visualization using bubble pie charts also served as the basis for the aggregation of grid cells to analyze activities around each piece of equipment or play area alongside the videos. To aid longitudinal analysis using similar monthly geospatial locations for all equipment and play areas, a uniform naming scheme was adopted to aggregate grid cells relative to each equipment or play area for each month. The uniform naming scheme does not imply that the same set of grids were aggregated for each equipment or play area monthly. For example, “Wind tube experiment” refers to locations where all observed play occurred using the wind tube experiment. A uniform grid cell aggregation approach could not be adopted for all months because the location of some movable equipment in the LTP room varied monthly. The monthly videos showed when observed play activities and social behaviors were related to a piece of equipment directly or indirectly. For example, children would stand closer to the wood tree house rather than the wind tube while waiting to catch the scarves and soft balls pushed out of the wind tube. The videos also showed when play activities were in an open area being utilized collectively by more than one child, or at varied locations in the room by individual children. Boquett JA, Zagonel-Oliveira M, Jobim LF, Jobim M, Gonzaga L, Veronez MR, et al. Spatial analyzes of HLA data in Rio Grande do Sul, south Brazil: genetic structure and possible correlation with autoimmune diseases. Int J Health Geogr. 2018;17(1):34. Extending the OSRAC-P tool through the addition of indoor geolocational information to other free play variables in any space provides the opportunity to infer what type of play equipment or room layouts may encourage higher levels of play activity and different social behaviors among preschool children. For example, our results showed that associative play was the main social behavior that occurred around the grocery till (fixed play equipment). However, more play intervals occurred around the skipping pods than around the grocery till. This kind of nuanced information can be valuable for program managers and decision-makers interested in offering programs and play spaces associated with targeting and strengthening particular developmental domains among children. Panch T, Pearson-Stuttard J, Greaves F, Atun R. Artificial intelligence: opportunities and risks for public health. Lancet Digit Health. 2019;1(1):e13–4. https://doi.org/10.1016/S2589-7500(19)30002-0.