More Full Circle Cartooning Ideas!

More Full Circle Cartooning Ideas!

carla-thumbMore Full Circle Cartooning Ideas!


One blog post was just not enough examples of how Full Circle Cartooning can be used with students!  I am going to show you two more examples of how I used this tool.  I’m going to assume that you’ve watched the video on full circle Cartooning for Students with Violent Scripts so if you have not done that….. go to the Home page on my website and click on the video, watch it and then come back here.


Ok, this first example is the Full Circle Cartooning that I used with a first grade girl with autism who was having difficulty getting through spelling tests without shouting, “That’s not number_______!”   When the teacher would call out the spelling words in random order, this little girl would become upset.  She wanted the words given in the same order as they appeared in her spelling book.


So, I sat down with her and started out with a visual description of what she was doing.  I drew a picture of her yelling, “That’s not number 5!”  Then I drew a picture of her teacher with a thought bubble and asked this student what she thought her teacher was thinking.  In my last blog, I mentioned Theory of Mind.  Again this is the ability to know/guess what other people may be thinking.  This student did not have Theory of Mind and therefore had no idea of what her teacher may be thinking about her outbursts.  This is the “perspective” piece of the cartooning where the thought bubbles give students an idea of what others may be thinking.


It is critical at this point to make sure that what others are thinking have some impact on the student.  In other words if what the teacher is thinking is simply that she thinks the little girl is not behaving, that perspective would not be enough to change the behavior.   On the other hand, if the teacher is thinking that the little girl is breaking school rules and will not be able to be the teacher helper (which she loves to do) and she won’t earn gummy worms (which she loves) now this perspective has importance and meaning.


Next the “directive”.  I drew a picture here to show that when the teacher was calling out a spelling word in the wrong order, the girl kept her mouth closed and said nothing.  I also did a quick ‘practice” with her at this point and she did a great job of sitting there with her mouth closed and quiet.


Next I drew a picture of the teacher with a new thought bubble for the new perspective.  Of course now the teacher is thinking that the little girl is following school rules so she can be a helper and get her gummy worms.


Finally the outcome!  I happened to have a gummy worm with me J and drew a picture of the girl helping her teacher and eating a gummy worm with a big smile on her face.  Then I gave her the actual gummy worm and told her to put the story in her folder incase she ever needed to look at it again.


Example number two!  I had a situation with a kindergarten student, ”Josh”, who kept putting his fingers in his mouth.  I did cartooning to show him that when he put his fingers in his mouth his teacher was thinking that she didn’t want wet fingers on her computer keys so he wouldn’t be allowed to use it.  This student loved the computer, so this was a powerful perspective for him.  The directive was to keep his fingers out of his mouth. The teacher changed her perspective and her thought bubble said, “Josh is keeping his fingers out of his mouth, he can use the computer.”  The outcome was a drawing of Josh with a big smile on his face using the computer.


The final example I have for you did not involve a student with autism.  This example was with a high school student with mild mental disabilities who was saying some awkward things to his female peers.  He would walk up to a girl and ask her if she had a boyfriend and if not, could he be her boyfriend.  Then he would also ask her what she was going to bring to school for him.  He wanted food, clothing items, CDs, etc.


I started out by drawing a quick image of what he was saying to these girls.  Then came the perspective of what the girls were probably thinking when he said these things.  I put in the girls’ thought bubbles the following:  “This guy is weird and I don’t want to hang out with him.”  As soon as I gave this student the girls’ perspective, he immediately said, “Oh I gotta stoop doing that!”


The next thing we did for the directive piece was to write a simple script on what he could say to the girls in the hallway.  Here’s the example:


Guy:  Hey


Girl:  Hey, What’s up?


Guy:  Not much.  How was cheerleading practice last night?


Girl:  It was ok.  What are you doing?


Guy:  Just getting ready for class.  Are you going to the football game Saturday?


Girl:  Yea


Guy:  Yea, me too,  Maybe I’ll see you there.


Girl:  Great, Bye


Guy:  Bye


After seeing this script, the young man said.  “Ok, I was trying to figure that out”.  I believe this student was telling me that he had no clue what to say to the girls in the hall, so he just said what he was thinking at the time.


I didn’t have to finish the full circle because he got it right away and immediately changed his behavior.  Nice!


This is an awesome tool that works in a variety of situations so …..give it a try!



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