SAN JOSE, Calif. - A new book, "A Politically Incorrect Look at Evidence-Based Practices and Teaching of Social Skills: A Literature Review and Discussion," examines how the No Child Left Behind law hinders the teaching of social skills in school, with students with autism spectrum disorders most acutely affected. The book is the eighth on the topic of social thinking by Michelle Garcia Winner, who in April was awarded a Certificate of Special Congressional Recognition for her development of social-thinking curricula and for her clinical and related work with individuals diagnosed with autism spectrum disorders (ASD) and similar disorders.

"In building on her seminal work in social thinking, Michelle argues effectively for an important and more thoughtful alternative to behaviorally-based social skill `training' approaches, which are so limited in honoring the complexity of individuals with ASD," said Dr. Barry M. Prizant, director, Childhood Communication Services and adjunct professor, Center for the Study of Human Development at Brown University in Providence, R.I.

Students who are challenged with social thinking and social skills include individuals diagnosed with autism, Asperger's Syndrome, nonverbal learning disorders and other diagnoses. The education of children both disabled and not is based on the assumption that all students enter school with basic social-thinking abilities in place. The concept of teaching social skills itself misrepresents the dynamic and complex process that is at the heart of social skill production. The fields related to education and counseling of school-aged students in general have failed to study the complexity of teaching social learning. Instead, they have applied behavioral teachings in an attempt to tidy up inappropriate behavior without exploring whether, and to what extent, weak social thinking caused the behavior itself.

No Child Left Behind mandates that schools use evidence-based practices in teaching students, especially students with disabilities. While strategies abound for teaching social thinking and related social skills, few, if any, meet the criteria for being evidence-based.

While public policy catches up with the ever-present and growing needs of students, the author seeks to offer new understanding for parents, teachers, service providers and administrators about effective ways to teach social thinking and related social skills.

The book can be purchased for $20 at www.socialthinking.com.

About Michelle Garcia Winner
Michelle Garcia Winner is a speech-language pathologist who specializes in the treatment of students with social-cognitive deficits, which include the diagnoses of autism, Asperger syndrome and nonverbal learning disorder. She runs a clinic focused on these disorders in San Jose, Calif., where she works with clients and consults with families and schools. She coined the term social thinking, conducts workshops internationally and has written eight books on the topic. Winner's books, DVDs, information on future workshops and events and more information can be found at www.socialthinking.com.