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

January 31 - February 2, 2018

Orange County
Kaitlyn, Special Ed. Teacher
So many great ideas to improve my teaching for my students!
Amy, SLP
It is amazing to think about how many young adults we have done a disservice to by not having them receive services in Social Thinking.
Katie, SLP
This was the best conference I have been to in my 9 years. I cannot wait to get back to school and start using all of the materials/ strategies.

In Orange County, discover an array of strategies that improve social competencies, academic performance, and teach to the Common Core Standards! Use the Social Thinking Informal Dynamic Assessment to delve into a person's strengths and weaknesses and emerge with strategies tailored to the individual. Get a “taste” of our Providers’ Conference with a lineup of influential speakers and bring back powerful and innovative ideas to your community.

We Honor YOU

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We are proud to be one of the only companies in education that feeds both your mind and body. Each day of the conference, enjoy a delicious full lunch complete with bottomless coffee and tea - on the house! Vegetarian and gluten-free options will be 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.

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  • 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 discounted hotel room through the Social Thinking Group Block! Click here to reserve your room online.
Discounted Hotel Rooms Available through 01/09/2018

Wednesday January 31

a

Social Thinking Across the Home and School Day: The ILAUGH Model( ages 5 - young adult )

New information on writing goals and taking data with rubrics. Discover an array of strategies that bolster social learning and help improve performance on educational standards at the state level (including the Common Core)! Explore lessons to make the abstract social world more concrete and understandable. Through the ILAUGH Model of Social Thinking learn how social ability impacts academic success. Uncover how challenges in social communication, executive functioning and perspective taking impact written expression, reading comprehension, organizational skills, and working in a group – and learn strategies to improve all of the above! Rounding out the day: learn essential tips for effective IEP goal writing and data keeping.
  • Description
  • What You Will Learn
  • Schedule
  • CEU

This conference day is designed to teach professionals and parents frameworks, concepts, and strategies so that they may better understand the social learning experience and guide others toward improved social processing and social skills. Conference attendees will gain new insights into the power of their own social emotional intelligence as they explore their social motivations and how they process and respond to social information.  We will dissect the hidden rules, contemplate how social rules change with age, and discuss how social problem solving is at the heart of social skills, and affects how one interprets and responds to social-academic information and assignments. Social Thinking has developed a large range of treatment* strategies, and attendees will walk away with a number of them including those for helping students avoid “the blurt”, cope with “boring moments”, and develop conversational language. Additionally, we will focus much of our attention on the ILAUGH Model of Social Thinking. The ILAUGH model is an acronym to represent treatment ideas and research related to: Initiating communication, Listening with the eyes and brain, Abstracting and inferencing, Understanding perspective, Getting the gist, and Humor & human relationships. The ILAUGH model not only demonstrates why people with social learning challenges have weaker social skills but also how social interpretation is linked to academic tasks such as written expression, conversational language, reading comprehension and organizational skills. As we wrap up the day, we will explore how we want to “teach in the roots” and not through the leaves of Social Thinking’s Social Learning Tree. We will then discuss how to write achievable IEP goals based on rubrics. Mainstream teachers find the information presented on this conference day applicable to all students as it pertains to social emotional learning, and audiences around the world love that it furthers their own social emotional insights! *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. Explain how teaching "think with your eyes" is different from simply teaching good eye contact.
  2. Explain why a person with social learning deficits may have reading comprehension problems in the classroom.
  3. Distinguish and describe the difference between a useful IEP goal and one that is of little benefit.
  4. Describe how the use of spiral bound strategy cards can facilitate teaching how to initiate communication.
  5. Explain how gestalt processing relates to written expression and organizational skills.
  6. Describe a strategy to help students avoid blurting. 

7:30-8:30 Sign in and use "expected" social skills to chat and find a seat. Conference begins at 8:30.
8:30-10:00 Introduce concepts of Social Thinking and the social academic connection.
10:00-10:15 Break
10:15-12:00 Introduce the ILAUGH Model: Initiation and Listening with Eyes and Brain
12:00-12:50 Break for Lunch
12:50-2:15 Abstracting/inferencing and understanding perspective.
2:15-2:25 Break
2:25-3:45
Gestalt thinking and developing IEP goals: "Winnerman's" worst goals and discussion about creating rubrics to help with IEP goal measurement.

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.

Thursday February 1

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The Social Thinking Informal Dynamic Assessment and Core Treatment Strategies ( ages 5 - young adult )

Delve into the inner mind of a person with social learning challenges. Our Informal Dynamic Assessment is designed to uncover why an individual may struggle to work in a group or interpret information. Use the results to tailor treatment* plans and track progress. Through video clips and discussion learn central concepts for running effective Social Thinking treatment groups and lessons to use at home. Finally, explore three core Social Thinking strategies to use immediately: Social Behavior Mapping, The Friendship Pyramid, and The Spirals of Social Anxiety.
  • Description
  • What You Will Learn
  • Schedule
  • CEU

We launch the day exploring three practical frameworks and teaching strategies. First, Social Behavior Mapping (SBM) is a visual framework that teaches how to better understand the social expectations in a given situation. SBM then guides us to strategies specific to an individual’s needs as they discover what’s “expected" or “unexpected" in a social situation and how their behavior impacts the feelings of others.  How others feels about us impacts how they treat us in that situation and ultimately affects our own feelings!  Social Behavior Mapping has been widely adopted for use with all ages.  This core Social Thinking tool reflects our Cognitive Behavioral teaching style. Next, we explain through a visual framework the journey between learning to be friendly and maintaining successful friendships through our Peer-a-mid of Friendships.  We will delve into what it means to be a friend, distinguishing between 1) "being friendly," 2) developing a friendship, and 3) having a "bonded friend." We will also discuss how conversational skills are only one component to keeping friends - as "hanging out" actually means we share space without necessarily talking! For individuals with strong social self-awareness but nuanced social learning challenges, social anxiety commonly emerges as another factor to be considered in treatment. The visual tools named the Spiral of Social Success and the Spiral of Social Failure guide how we teach social competencies while also teaching how to manage social anxiety.We will also offer some basic concepts and ideas for running Social Thinking groups.  Our treatment goals are to help make the abstractions of the social world more easily interpreted through our concrete explanations! We round out the day by demonstrating to parents and professionals how to better understand the inner minds of individuals with social learning challenges when our standardized testing falls short. We introduce the Informal Dynamic Social Thinking  (IDST) Assessment, a tool described in Michelle's book, Thinking About YOU Thinking About ME, 2nd Edition. IDST assessment tasks are useful as part of the initial or three-year testing process – and can also be used by any parent or professional to better understand how an individual processes and responds to social information. The IDST is invaluable in learning more about the way individuals think, and how their social thinking challenges affect their social and academic learning. This, in turn, illuminates why they need direct teaching of social concepts and arms us with relevant knowledge to determine specific treatment strategies that are best aligned with their needs. Video footage of the informal assessment will demonstrate ways in which all of us (diagnosticians, parents, paraprofessionals, treatment clinicians, etc.) can work more effectively with our students. Parents and professionals give high praise for the highly practical nature of this workshop. *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 how to assess "thinking with your eyes" and how this is different from identifying the direction of eye gaze.
  2. Describe the core components of the "Double Interview" and explain how it helps assess perspective taking.
  3. Describe the social-emotional chain reaction through the four columns of the Social Behavior Map.
  4. Define at least three of five different stages of the friendship pyramid and one example of how to teach “approachability”.
  5. Explain how the “excuse bucket” impacts an individual’s ability to teach their brain new concepts and skills.

7:30-8:30 Sign in and use "expected" social skills to chat and find a seat. Conference begins at 8:30.
8:30-10:00 Explore the Cascade of Social Thinking to better understand how our social attention triggers social responsiveness.  Introduce our Informal Dynamic Social Thinking Assessment tasks.
10:00-10:10 Break
10:10-12:00 Use of video to demonstrate the four Informal Dynamic Social Thinking Assessment tasks and reviewing their impact on treatment planning.
12:00-12:50 Break for Lunch
12:50-2:15 Explore key factors to consider when developing Social Behavior Mapping.  The audience will create a social behavior map specific to their situation.  Review the Friendship Peer-a-Mid and discuss how to use it with students of different ages.
2:15-2:30 Break
2:30-3:45
Explore how social competencies are part of the Social Anxiety treatment process. Introduce the Spirals of Anxiety as a treatment tool. Learn about running Social Thinking groups.

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!

Friday February 2

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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 managing social anxiety, peer coaching for teens, understanding social input and output, and implementing Social Thinking school-wide.

  • Description
  • What You Will Learn
  • Schedule
  • CEU

Between a Rock and a Calm Place: Classroom Strategies for Students with Anxiety-Related Behaviors
Jessica Minahan, MEd, BCBA, behavior analyst and national consultant

The National Institutes of Health (NIH) reports that one in four thirteen- to eighteen-year-olds has had an anxiety disorder in their lifetime. Heroic teachers are facing this challenge with little to no training in mental health and behavioral principles. This leaves teachers to learn on the job and rely on their instincts, and leaves students with anxiety at risk for poor outcomes such as disconnectedness from school, academic failure, poor social adjustment, and a disproportionate amount of suspensions and detentions. Students with autism or social deficits are at a greater risk than their typically-developing peers for developing anxiety and anxiety disorders such as phobias, OCD, and social anxiety disorder. Understanding the role anxiety plays in a student’s behavior is crucial, and using preventive strategies are key to successful intervention. Effective behavior plans for these students must avoid the reward-and-punishment-based consequences from traditional behavior plans, and focus instead on the use of preventive strategies and on explicitly teaching coping skills, self-monitoring, social skills, and alternative responses. This workshop will translate clinical information into doable and easy-to-implement preventive tools, strategies, and interventions for reducing anxiety, increasing self-regulation, executive functioning, and self-monitoring.


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 in 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:

Between a Rock and a Calm Place: Classroom Strategies for Students with Anxiety-Related Behaviors
Jessica Minahan, MEd, BCBA, behavior analyst and national consultant

1. Participants will be able to understand the impact of anxiety on a child’s learning and behavior.
2. Participants will be able to describe why common teacher practices and interventions may not always work for students with anxiety-related behavior.
3. Participants will be able to learn effective preventive tools, strategies, and interventions that will promote self-regulation, social skills, executive functioning, and anxiety management in students.


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 Jan 17
264 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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    Wednesday Jan 31 Social Thinking Across the Home and School Day: The ILAUGH Model
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    Thursday Feb 01 The Social Thinking Informal Dynamic Assessment and Core Treatment Strategies
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    Friday Feb 02 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.

 

State of California

Michelle G Winner is an approved Continuing Education Provider for State of California SLPs (PDP 54), MFTs and LCSWs (PCE 1782) (6 hours per day).

 

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

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.

 

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.