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Dedicated to Advancing Social Learning for a Lifetime of Well-Being

October 23 - 25, 2017

Boston
Miguel, SLP
Every time I attend a Social Thinking conference I walk away with a better understanding of how I can help my students and my own children. Thank you!
Lori, Special Ed. Teacher
Amazing! Total game changer!
Joyce, Social Skills Coach
Michelle and Pam are consistently paving the way for us. Every conference adds depth to my knowledge and understanding.

At this conference we’ll teach strategies designed for your school-age literal thinkers and nuance-challenged social communicators. Interested in strategies specifically for ages 4–7? Check out our sister conference in Greater Boston Oct. 11–12!

Over the first two days of the school-age conference, explore lessons that translate abstract concepts into digestible, concrete ideas and discover strategies that refine perspective taking while attending to students’ mental health. On the third day, sample a lineup of our influential Providers’ Conference speakers and bring back powerful and innovative ideas to your community.

We Honor YOU

weHonorYou

You deserve to be treated well! We are proud to provide conference attendees with all day coffee & tea and a full lunch buffet with afternoon dessert. A sampling of vegetarian & gluten free options are available. For additional dietary allergies or restrictions, please plan accordingly.

 

We also want to make sure you are getting the best deal possible for your budget and are happy to provide you with Early Bird and Team Discount Rates.

I'M READY TO REGISTER
  • General Schedule

  • 7:30 am - 8:30 am: Sign in, get name badge & folder 
    8:30 am – 12:00 pm: Conference 
    12:00 pm – 12:50 pm: Lunch Provided 
    12:50 pm – 3:45 pm: Conference
Get a discount on your hotel rooms! Call (781) 769-7900 and ask for the Social Thinking Group Block.
Discounted Hotel Rooms Available through 09/22/2017

Monday October 23

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ZOOMING IN: Strategies for Concrete Learners( ages 5 - young adult )

Delve into the needs of our more literal learners who may have diagnoses such as ASD, ADHD, language learning or sensory integration challenges. They are often perplexed by the abstractions of the school curriculum, show marked difficulty in reading social cues, and are often aloof and less organized.  Discover how best to teach individuals based on their age and how to enhance learning in the inclusion-based classroom. Explore lessons that translate abstract social concepts into concrete ideas that can help improve social understanding over time. Participants are provided with tools to tie social treatment plans to the Common Core Standards. Audience members love the many video examples and treatment tools!
  • Description
  • What You Will Learn
  • Schedule
  • CEU

This conference day focuses on developing rule-based social learning activities that connect to the Common Core/State Standards and support the student with significant social processing challenges. We will concentrate specifically on students who are described as Challenged or Emerging Social Communicators (CSC and ESC) on our Social Thinking-Social Communication Profile. These students are more literal, more aloof, miss sarcasm, are less organized, show marked difficulty reading social contextual cues from people and the situation, comprehending reading material, expressing themselves through writing, and appear more awkward in their attempts to socially engage with their peers. The emphasis of this day will be around expanding our understanding of where to start and how to progress with these students based on their age, what is realistic to teach, and how to apply this learning in the inclusion-based classroom. Because this conference day is focused on expanding and deepening knowledge around Social Thinking strategies, it is advised that participants already have basic knowledge about Social Thinking and introductory treatment concepts. Participants should familiarize themselves with the Social Thinking-Social Communication Profile by reading the article, Social Communication Learning Styles as a Guide to Treatment and Prognosis: The Social Thinking‐Social Communication Profile™. *Treatment refers to conceptual and strategy-based frameworks for building understanding and use of social skills and social thinking.

Participants will be able to:

  1. Describe four core characteristics of Challenged and/or Emerging Social Communicators and explain how these may impact social and academic learning.
  2. Describe two tools for determining strengths and challenges of concrete-based learners.
  3. Describe the suggested sequence of three core lessons, beginning with “I have thoughts/feelings”, when planning treatment for concrete learners.
7:30-8:30 Sign in and use "expected" social skills to chat and find a seat. Conference begins at 8:30.
8:30-10:30 Explore how to teach social learning in different situations for the Challenged and Emerging Social Communicator.
10:30-10:45 Break
10:45-12:00 Understand and define the characteristics of individuals considered to be Challenged and Emerging Social Communicators and discuss realistic expectations for learning. Zoom in on tools that are helpful in describing characteristics of the CSC and ESC.
12:00-12:50 Break for Lunch
12:50-2:15 Zoom in on the Common Core Standards for select grade levels and the relationship to social and academic learning. Explore the sequence of 3 core lessons for CSC/ESCs across environments.
2:15-2:25 Break
2:25-3:45
Discuss sample lessons, goals/objectives, and measuring progress (Rubric design).

At this conference, earn continuing education units/credits/clock hours at no additional cost! Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.

We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.

We offer continuing education units/credits/clock hours through:

  • ASHA: American Speech-Language-Hearing Association
  • CES: Commonwealth Educational Seminars
  • NBCC: National Board for Certified Counselors
  • And more!

See Continuing Education Information at the bottom of this page for the complete listing of our partner programs.

Tuesday October 24

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ZOOMING IN: Strategies for Individuals with Subtle but Significant Social Problems( ages 5 - young adult )

Explore the needs of nuance-challenged social communicators who may have diagnoses such as Asperger’s syndrome, ASD, ADHD, or social anxiety. They are often in mainstream education and struggle with the intricacies of social relationships, homework assignments, and working in peer-based groups. Discover effective strategies that encourage nuanced perspective taking and executive functioning while attending to the person’s mental health. Take with you nuance-based social learning lessons for use in both treatment plans and the mainstream classroom to help improve performance on educational standards at the state level (including the Common Core).
  • Description
  • What You Will Learn
  • Schedule
  • CEU

This conference day will explore how to work with individuals who struggle with self-regulation, social anxiety, and depression (Nuance Challenged Social Communicator). We will offer nuance-based social learning activities that connect to the Common Core Standards, and take a deeper look at how teaching lessons related to social nuance differs from teaching social “rules.” Individuals in this group may represent a range of diagnoses such as: ADHD, Asperger’s, PDD-NOS, ODD, OCD, NVLD – or be undiagnosed. Nuance-based social learners tend to have significant issues, yet they are least likely to get peer mentor support because they often appear to “blend in” with their peers, at least from an adult perspective. They are also the most likely to be bullied since they are seen by their peers as subtly different. As a result, they may have significant social anxiety and experience meltdown moments. Many have considerable challenges with Executive Functioning such as asking for help, working in peer-based groups, and doing homework. There tends to be an underlying struggle to interpret the intentions and perspective of others, but a keen ability to notice when others aren’t following the social rules. These individuals often act without a deeper understanding of the social situation or how their actions affect those around them. Because this conference day is focused on expanding and deepening knowledge around Social Thinking strategies, it is advised that participants already have basic knowledge about Social Thinking and introductory treatment concepts. Participants should familiarize themselves with the Social Thinking-Social Communication Profile by reading the article, Social Communication Learning Styles as a Guide to Treatment and Prognosis: The Social Thinking--‐Social Communication Profile™. *Treatment refers to conceptual and strategy-based frameworks for building understanding and use of social skills and social thinking.

Participants will be able to:

  1. Describe four core characteristics of those considered to be Nuance Challenged Social Communicators and how to consider those characteristics in group planning.
  2. Explain how different size thought bubbles help individuals learn about social thinking as part of managing their social anxiety.
  3. Describe why using the terms “mild” social skills problem does not reflect the subtle, but significant social challenges of this group.
7:30-8:30 Sign in and use "expected" social skills to chat and find a seat. Conference begins at 8:30.
8:30-10:30 Define characteristics of individuals considered to be Nuance Challenged Social Communicators (Weak Interactive and Socially Anxious). Understand the executive functioning and anxiety challenges of this group.
10:30-10:40 Break
10:40-12:00 Cognitive Behavioral Therapy, treatment strategies and video to better understand symptomology.
12:00-12:50 Break for Lunch
12:50-2:15 Explore teaching concepts and strategies related to friendship, motivation, and social emotional regulation from different perspectives.
2:15-2:30 Break
2:30-3:45
Link Common Core and State Standards to teach Social Thinking. Explore a range of strategies to encourage narrative language, self-regulation and building self-monitoring.

At this conference, earn continuing education units/credits/clock hours at no additional cost! Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.

We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.

We offer continuing education units/credits/clock hours through:

  • ASHA: American Speech-Language-Hearing Association
  • CES: Commonwealth Educational Seminars
  • NBCC: National Board for Certified Counselors
  • And more!

See Continuing Education Information at the bottom of this page for the complete listing of our partner programs.

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Taste of Our Providers’ Conference

First time course given!

Wednesday October 25

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Taste of Our Providers’ Conference( All Ages )

Every year we host our Providers’ Conference in California, where practitioners of the Social Thinking Methodology from around the world come together to share ideas and expand their toolbox in a multi-speaker forum. This course is a “taste” of that conference – it showcases some of our favorite presentations from the recent past in an effort to bring these innovative and powerful ideas to your community. True to our mission to teach practical frameworks and strategies that have broad application, this course will cover a range of topics, including project based learning, peer coaching for teens, understanding social input and output, and implementing Social Thinking school-wide.

  • Description
  • What You Will Learn
  • Schedule
  • CEU

Building Social Competency Using Everyday Stuff: Project Based Learning and Social Thinking
Pamela Crooke, PhD, CCC-SLP, Social Thinking Chief Strategy Officer of Research and Clinical Services

Developing motivating, yet targeted activities and lessons for expanding social competencies can be challenging – even for the most seasoned professional. And, the costs associated with obtaining commercial products for intervention packages can be a hardship for therapists or educators on a shoestring budget. The idea that social goals can be targeted in project based group activities using materials readily available to almost anyone is both appealing and cost effective. Project based learning (PBL) is one way in which therapists and educators can teach on a deeper level at a slower pace, while targeting flexible thinking, social thinking, and social problem solving through inquiry, collaboration and self-management. Social Thinking is a cognitive-based methodology whose constructs and philosophy are complementary and supplementary to PBL. This talk will show examples of how two different Social Thinking concepts can be supported using a modified PBL framework across two different age groups.


How to Implement a Peer Social-Communication Coaching Program for Teens and Young Adults
Ann Gray, MS CCC-SLP, Owner of Gray Communication Therapy, LLC

This presentation focuses on using Social Thinking concepts, vocabulary and practice guidelines to train neurotypical peers to fill a coaching role for students with social learning challenges. While there are established peer intervention methods for younger children, the Peer Social-Communication Coaching Program is specifically designed to create a naturalistic social situation where adolescents can practice the ideas and skills they are learning in therapy sessions. Through social-communication “working lunches,” peer coaches engage with teens with social learning weaknesses in a way that does more than just model social skills. Peer interactions expand on the “thinking behind the social” in real time. Key ideas and skills taught during a separate peer coach training program not only strengthen peers’ sensitivity to the differences of others, but also provide behaviorally-defined strategies for coaches to use during their interactions with students with various Social Thinking-Social Communication Profiles. These peer coaching sessions expand on our small group therapy sessions and provide meaningful experiences for our therapists and clients to refer to when looking for positive examples of social success, as well as provide saliency to individual goals. Whether it’s lessening anxiety, increasing “brain in the group” time, or reinforcing the Four Steps of Communication, peer coaching sessions are a valuable asset to social learning intervention plans.


Social Input and Output? What Do These Have to Do with Treatment Planning and Measurement?

Michelle Garcia Winner, MA, CCC-SLP, founder of Social Thinking

From a treatment perspective, a social skills program is only as good as the interventionist’s knowledge of how people learn and ultimately produce social skills. In this workshop, we will explore two mechanisms that are critical for developing social competencies: social input and social output. We will define these terms from a practical and developmental standpoint, then use this knowledge to guide participants in discovering the many social inputs required for generating informed and sophisticated output. Participants will use a visual tool (i.e., Social Thinking’s Social Competency Model) to guide their journey in understanding the relationship of input/output to establishing everyday treatment priorities. We will also demonstrate the ways in which narrative data can track students’ evolving abilities in their own social input and output.


Social Thinking in Schools Across the Ages

Sarah Bartosch, MS, CCC-SLP and Tricia LaPlante, MS, CCC-SLP, West Allis-West Milwaukee School District, Wisconsin

In response to the increasing numbers of students needing social cognitive intervention, the staff in the West Allis-West Milwaukee School District (Wisconsin) have implemented a continuum of services utilizing Social Thinking frameworks and curricula for students ranging from those in early childhood programming through students transitioning to adulthood (4-18 years old). The continuum of services has grown from a therapeutic pull-out service, delivered only by speech language pathologists, to a more comprehensive model. District programming has expanded to include a specially designed two-year course for credit at the high school level, daily instruction by special educators at the intermediate level, as well as school-wide implementation by student services personnel at the elementary level. In addition, several groups of regular educators are utilizing Social Thinking Vocabulary and curricula within their classrooms for the benefit of all students. At all levels, pull-out services by special education staff and speech language pathologists continue to be utilized to address the needs of those students who require additional instruction and practice. Over the last eight years, our district teams have gained insight into both the positive impact and the challenges related to the implementation of social intervention programs, as well as the need for a broad continuum of services. In this talk, we will discuss a variety of implementation options that can be tailored to fit within any school setting.

Participants will be able to:

Building Social Competency Using Everyday Stuff: Project Based Learning and Social Thinking
Pamela Crooke, PhD, CCC-SLP, Social Thinking Chief Strategy Officer of Research and Clinical Services

1. Participants will explain how project based learning can support social-emotional and social-communication intervention goals.
2. Participants will describe two project based lessons/activities for targeting collaboration and self-management.
3. Participants will state at least two Social Thinking Vocabulary that can be supported via project based challenges and activities.


How to Implement a Peer Social-Communication Coaching Program for Teens and Young Adults
Ann Gray, MS CCC-SLP, Owner of Gray Communication Therapy, LLC

1. Participants will explain the delicate relationship between a peer coach and an adolescent with social communication learning challenges.
2. Participants will be able to list key skills and strategies needed for peer social-communication coaches to bring therapeutic value to coaching situations and create interactions that build on Social Thinking concepts.
3. Participants will be able to describe the core components involved in implementing a peer social-communication coaching program on a high school or college campus.


Social Input and Output? What Do These Have to Do with Treatment Planning and Measurement?
Michelle Garcia Winner, MA, CCC-SLP, founder of Social Thinking

1. Participants will be able to define the term “social input” and provide three examples.
2. Participants will be able to define the term “social output” and describe the three different social output pathways.
3. Participants will be able to describe how narrative data can be utilized as a method for tracking progress in both social input and output.


Social Thinking in Schools Across the Ages
Sarah Bartosch, MS, CCC-SLP and Tricia LaPlante, MS, CCC-SLP, West Allis-West Milwaukee School District in Wisconsin

1. Participants will be able to provide examples of how to use Social Thinking frameworks and curricula across age ranges within the school setting.
2. Participants will be able to describe the value of offering a broad continuum of services when implementing Social Thinking frameworks and curricula within the school setting.
3. Participants will be able to discuss the positive impact and challenges associated with implementing Social Thinking across various school sites and programs.
To be announced.

At this conference, earn continuing education units/credits/clock hours at no additional cost! Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.

We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.

We offer continuing education units/credits/clock hours through:

  • ASHA: American Speech-Language-Hearing Association
  • CES: Commonwealth Educational Seminars
  • NBCC: National Board for Certified Counselors
  • And more!

See Continuing Education Information at the bottom of this page for the complete listing of our partner programs.

Full Pricing & Discount Options

Early Bird Expires Oct 10
165 DAYS
Professional
EARLY BIRD REGULAR
# of Days Single Team* Single Team
20% off 25% off - 10% off
1 $196.00 $183.75 $245.00 $220.50
2 $347.20 $325.50 $434.00 $390.60
3 $495.20 $464.25 $619.00 $557.10
*Team Discount Rates Apply to Quantity of 5+
Nonprofessional
# OF DAYS EARLY BIRD REGULAR STANDARD
30% off 15% off -
1 $171.50 $208.25 $245.00
2 $303.80 $368.90 $434.00
3 $433.30 $526.15 $619.00
Providers
# of Days EARLY BIRD REGULAR
Single Team* Single Team
1 $196.00 $183.75 $245.00 $220.50
2 $347.20 $325.50 $434.00 $390.60
3 $495.20 $464.25 $619.00 $557.10
*Team Discount Rates Apply to a Purchase Quantity of 5
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    Monday Oct 23 ZOOMING IN: Strategies for Concrete Learners
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    Tuesday Oct 24 ZOOMING IN: Strategies for Individuals with Subtle but Significant Social Problems
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    Wednesday Oct 25 Taste of Our Providers’ Conference

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Continuing Education Information

At this conference, earn continuing education units/credits/clock hours at no additional cost. Each course offers 6 hours of instruction and each attendee will be given a certificate of attendance and a course agenda for their records.
 
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.

 

 

Canada

SLPs & OTs: Each attendee will receive a Certificate of Attendance and Agenda for each course as proof of participation. Earn 6 CEEs per course!

 

 

American Speech-Language-Hearing Association (ASHA)

ASHA

Each course is offered for 0.6 ASHA CEUs (Intermediate level, Professional area).

 

ASHA credits will be available to Speech Language Pathologists interested in receiving and maintaining their continuing education hours through ASHA. All SLPs enrolling in ASHA CEUs will need to bring their ASHA number with them to include on their CEU registration form. Signing in & out and filling out a registration form is required for each day you attend the conference.

 

 

Commonwealth Educational Seminars (CES)

commonwelth

 

Continuing Education Units for Social Workers, LMHCs, LMFTs, Clinical and School Psychologists are provided.  States that are covered are listed below.  Some states have exceptions and these are noted as well.

 

Social Workers: Commonwealth Educational Seminars (CES) #1117, is approved as a Provider for Social Work Continuing Education by the Association of Social Work Boards (ASWB, 400 South Ridge Parkway, Ste B, Culpepper, VA 22701) www.aswb.org

 

Social workers should contact their regulatory board determine course approval. Social workers receive 6 continuing education clock hours participating in this course for each workshop day. 

 

Marriage and Family Therapists: The following marriage and family therapy boards accept programs offered by NBCC, ASWB or APA approved providers (of which CES is approved): AL, AR, AZ, CT, DE, FL, GA, ID, IN, IA, KS, LA, MD, ME, MN, MS, MT, NE, NH, NJ, NM, OK, OR, PA, RI, SD, TN, VA, VT, WA AND WI. In addition, CES is approved for CA MFTs. Marriage and family therapists receive 6 CE hours credit for each workshop day. 

 

PLEASE NOTE: CE hours are not available through CES for LMFTs in MA.

 

Psychologists: Commonwealth Educational Seminars (CES) is approved by the American Psychological Association (APA) to offer continuing education credit programs. CES maintains responsibility for this program. Psychologists completing this program earn 6 continuing education hours of credit. 

 

 

NBCC Credit: Certified Counselors

NBCC

Certified Counselors receive 6 clock hours for each conference day toward NBCC credit. Social Thinking, Inc. has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6685. Programs that do not qualify for NBCC credit are clearly identified. Social Thinking, Inc. is solely responsible for all aspects of the programs.

 

 

 

Courses4Teachers & University of the Pacific

Courses4Teachers

 

Earn Professional Development Credit
Earn three Semester Units of University of the Pacific Graduate-Level, Professional Development Credit for your work related to or inspired by Social Thinking training events. Learn more at www.courses4teachers.net/credit-for-social-thinking or by contacting Courses4Teachers at (925) 837-3817 or Courses4Teachers@Courses4Teachers.net.