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

November 13 - 16, 2017

Tacoma
Michelle, School Counselor
Loving the conference. I will immediately be able to put the info to use.
Jessica, SLP
I feel prepared to go back to my clinic, armed and ready to facilitate play and social thinking with my precious kids.
Laura, Special Ed. Director
I loved all the activities we can use in the classroom!!

In Tacoma, learn strategies to help children through young adults develop their social competencies. Discover Social Thinking Vocabulary to help children improve perspective taking, and learn how to differentiate your teaching based on a child’s performance on the Group Play & Problem Solving ScaleTM. Help teens find their motivation, foster social executive functions, and explore their options post high school. Finally, 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

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
  • Conference Location

  • Hotel Murano
  • 1320 Broadway Plaza
  • Tacoma, WA 98402
  • Hotel Location

  • Hotel Murano
  • 1320 Broadway Plaza
  • Tacoma, WA 98402
  • 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 10/22/2017

Monday November 13

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Teaching Social Thinking to Early Learners through Stories and Play-Based Activities( ages 4 - 7 )

Connecting the dots: guide children’s early social learning and play experiences to strengthen social thinking and classroom learning. Using video examples and multi-sensory lessons, we provide helpful strategies and Social Thinking Vocabulary to teach children core concepts such as thinking thoughts and feeling feelings, thinking with their eyes, learning about the group plan, developing self-awareness about their body in the group, and how they use their whole body to listen! Engaging activities help kids learn in a group through social exploration and play. This course seeks to encourage the fidelity in how parents and professionals understand and implement our award-winning curriculum, storybooks, and music collection: We Thinkers! Volume 1 Social Explorers. The vocabulary and strategies are adaptable for use with other activities and age-appropriate literature. (Note: Series formerly named The Incredible Flexible You!).

Course Content Disclosure: While this course includes information on other products (books/lessons) and the research/work of other authors, it primarily focuses on the content included in the We Thinkers! Volume 1 Social Explorers curriculum guide and storybooks for the purpose of teaching this information with fidelity.

  • Description
  • What You Will Learn
  • Schedule
  • CEU

This course introduces professionals and parents to the many important facets of development that underlie social learning in preschool- and early elementary-aged children.  What looks like pure fun to us has important social consequences for the developing mind. The ability to participate in collaborative pretend play and learn as part of a group depends upon having a flexible brain, competent language ability, self-regulation, and solid social-emotional development as well as the executive function skills to multi-task the use of all of the above! The Common Core Standards highlight the importance of “listening and collaboration” in the classroom, which are hallmarks of developmental learning in preschool and during the early elementary years. This course is designed to give participants knowledge of the key researched components of social cognitive development from birth to five years of age as they connect to the core concepts taught through our curriculum. Social-emotional growth, executive functioning/self-regulation, and their interactive impact on socio-communicative abilities will also be explored from a research perspective. This course will focus on how to put the research and best practices of teaching social information into action.  We will introduce five Social Thinking Vocabulary concepts that have been adapted for children ages 4-7:  Thoughts and Feelings, The Group Plan, Thinking with Your Eyes, Body in the Group, and Whole Body Listening.  We will explore methods to teach these concepts through storybooks, music, structured activities, and play.  We will also look at different strategies for service delivery in a variety of settings. Strategies for home and school are designed for young children with average to strong language and learning abilities.
 
*Due to the mass confusion caused by use of the word "flexible" in the names of many of our products, The Incredible Flexible You series name has changed to We Thinkers! Volume 1 Social Explorers. No content has been changed in Volume 1; only the name has changed. Volume 2 is named We Thinkers! Volume 2 Social Problem Solvers.

Participants will be able to:

  1. Discuss the difference between a skills-based approach and a social cognitive-based approach.
  2. Identify at least three key milestones that underlie the development of social cognitive skills from birth to five years of age.
  3. Explain why a preschool- or early elementary-aged child with a social cognitive learning challenge may have trouble with learning as part of a group.
  4. Identify ways to structure learning experiences in preschool and early elementary settings.
  5. Describe ways to teach at least three Social Thinking Vocabulary concepts to students ages 4-7.
     
7:30-8:30 Sign in and use "expected" social behavior to chat and find a seat. Conference begins at 8:30.
8:30-10:00 Explore the difference between a skills-based approach and a social cognitive-based approach in teaching social to young learners. Introduce the key components of social cognitive development from birth to five years of age.
10:00-10:10 Break
10:10-12:00 Best practices for teaching Social Thinking to early learners using the Social Thinking Vocabulary. Introduce the concepts: Thoughts and Feelings, The Group Plan, Thinking with Your Eyes. Practical strategies to teach these concepts through storybooks, music, structured activities, and play.
12:00-12:50 Break for Lunch
12:50-2:00 Social Thinking Vocabulary: Body in the Group, Whole Body Listening. Practical strategies to teach these concepts through storybooks, music, structured activities, and play.
2:00-2:15 Break
2:15-3:45
Explore frequently asked questions about implementing the Social Thinking Methodology for early learners. Bringing it all together: using Social Thinking Vocabulary as means of giving effective feedback.

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 November 14

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What Does Play Have to Do with Classroom Learning? Exploring Social Executive Functioning and Social Emotional Learning for Early Learners( ages 4 - 7 )

Learn strategies to promote executive functioning in play, the classroom, and group collaboration! Practical, fun, and innovative strategies help kids understand group and play dynamics as well as improve how they work, play, and learn in groups.  To accomplish this, we delve deeply into teaching these concepts: understanding social expectations, flexible versus stuck thinking, identifying the size of the problem, making smart guesses, and sharing an imagination. We will also delve into our new assessment and treatment*-planning tool to assist with encouraging individualized group play and learning, called the Group Collaboration, Play and Problem Solving Scale (GPS), which is paired with a checklist and differentiated play activities.  The goal of this course is to offer cutting edge information and teach attendees how to use We Thinkers! Volume 2 Social Problem Solvers with fidelity. We Thinkers! Volume 2 is the second set in a two-volume series formerly called The Incredible Flexible You!. The information presented in this course builds on the five core Social Thinking concepts presented in our precursory course, “Teaching Social Thinking to Early Learners through Stories and Play-Based Activities.”

Course Content Disclosure: While this course includes information on other products (books/lessons) and the research/work of other authors, it primarily focuses on the content included in the We Thinkers! Volume 2 Social Problem Solvers curriculum guide, storybooks, and the Group Collaboration, Play and Problem Solving (GPS) assessment and treatment guide for the purpose of teaching this information with fidelity.

  • Description
  • What You Will Learn
  • Schedule
  • CEU

Social executive functioning is at the heart of successful play, social interaction, and learning as part of a group. In this course, we’ll teach how to move from the five basic Social Thinking lessons in We Thinkers! Volume 1 (formerly named The Incredible Flexible You!) to the more complex lessons presented in Volume 2. Attendees will engage in group-learning activities that align with the research and learn strategies to use in their classroom, clinic, or home the very next day! Explore concepts such as: the role of play and working as part of a group in the development of self-regulation, social problem solving, and executive functioning. We will also look at why a child who has difficulty with social attention will have trouble with sharing an imagination and interacting/playing with peers. We delve into teaching kids to become better social observers, and tips for deciphering the “hidden rules” and social expectations of a situation. From there we move to teaching strategies around the concepts of Flexible versus Stuck Thinking, recognizing the Size of the Problem, making Smart Guesses, and Sharing an Imagination. Learn to use our newest tool, Social Thinking’s Group Collaboration, Play and Problem Solving Scale (GPS) to understand the five different levels of play and how they relate to classroom participation and academic standards! Understand how this play scale interfaces with and expands upon other known scales such as the Westby Play Scale (2000), a gold standard in the literature of play assessment. Learn how the lessons and activities in the We Thinkers! curriculum are adapted for each level of the Social Thinking GPS, and how the information can be used in Pre-K-2 mainstream classrooms as part of social emotional learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Response to Intervention (RTI) programs. Our goal is to teach how to use We Thinkers! Volume 2 and related treatment ideas with fidelity. The information presented on this day builds on the five core Social Thinking concepts presented in our precursory course, “Teaching Social Thinking to Early Learners through Stories and Play-Based Activities.”
 
*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 two strategies for helping individuals learn to be more flexible thinkers.
  2. Describe two strategies to help individuals learn how problem solving involves self-regulation.
  3. Design a lesson to promote a child’s development of shared, collaborative, imaginative play (SCIP). 
  4. Describe two aspects of each of the five levels of play as explained through Social Thinking’s Group Collaboration, Play and Problem Solving Scale (GPS). 
  5. Define two different strategies to provide differentiated instruction to students who have different interactive play abilities.
  6. Explain how to teach students how to read the “hidden rules” to figure out what behaviors are expected in a specific situation. 


7:30-8:30 Sign in and use "expected" social behavior to chat and find a seat. Conference begins at 8:30.
8:30-10:30 Explore Shared Collaborative Imaginative Play (SCIP): how it develops, the relation to social executive function, the connection to academics and classroom learning, and why it can be so difficult for an individual with a social learning challenge.
10:30-10:40 Break
10:40-12:00 Introduce the Social Thinking Group Collaboration, Play and Social Problem Solving Scale (GPS).
12:00-12:50 Break for Lunch
12:50-2:10 Detail the tenets of teaching and related strategies embedded in the five units of We Thinkers! Volume 2: Expected and Unexpected Behavior, Smart Guess, Flexible and Stuck Thinking.
2:10-2:25 Break
2:25-3:45
Continue to explore practical strategies for teaching We Thinkers! Volume 2: Size of the Problem, Sharing an Imagination.

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.

Wednesday November 15

Day F

“I’m going to be a video game designer!” Helping Teens Prepare for the REAL Adult World( ages 11 - young adult )

Adolescence, angst, and apathy - the characteristics routinely used to describe teens and young adults who yearn for independence, but often have no plan for getting there. This transition can overwhelm individuals born to social learning challenges, even those who are “bright” with strong language skills. This conference focuses on helping parents and professionals prepare for - and respond to - this transition. Specifically, we will explore the more nuanced expectations that come with the emergence into adulthood and strategies to help individuals develop a more mature social mindset.
  • Description
  • What You Will Learn
  • Schedule
  • CEUs

Adolescence, angst, and apathy - the characteristics routinely used to describe teens and young adults who yearn for independence, but often have no plan for getting there. Developmentally, this time is called the “Transition to Adulthood" and we, as teams, develop plans, outline trajectories, and write goals to facilitate the process. We teach the importance of both academic and social skills, but at the end of the day it's not uncommon to hear, "No thanks, I'm just gonna design video games so I don't really need to learn that other stuff."  Interestingly, no matter where we travel around the globe, the love affair between the teenager and the field of video game design poses a stumbling block to more realistic planning and preparation for the social demands of the adult world. This transition can overwhelm individuals born to social learning challenges, even those who are “bright” with strong language skills. This conference focuses on helping parents and professionals (e.g., teachers, counselors, psychologists, speech language pathologists) prepare for - and respond to - this transition. Specifically, we will explore the more nuanced expectations that come with the emergence into adulthood and strategies to help individuals develop a more mature social mindset.

The day is organized to address some of the most common statements from our tweens/teens and young adults including: - "I just want to have a friend.” (Preferably a boy/girlfriend!)
- "I saw a video on YouTube, so I got this."
- "I already know how to hang out, I just don't know what to say."
- "I thought the person just wanted to hang out (not take advantage of me)."
- "My parents are driving me nuts!"
- "I know what to do, but it stresses me out."

We will use the research related to friendships, anxiety, social communication, and perspective takings to teach concrete strategies for: - Becoming comfortable with discomfort
- Understanding the levels of friendship and approachability
- Encouraging self awareness and accountability
- Understanding stress and anxiety (the good, the bad, and the roadblocks)
- Motivation and grit (the good 4 letter word)

Participants will be able to:

  1. Describe the impact that social learning challenges have on academics and relationship building during the teen/young adult years.
  2. Discuss how the Cascade of Social Attention relates to styles of learning (concrete vs. nuanced based).
  3. Explain how anxiety can be a "stop sign" in an individual's ability to use Social Thinking and related skills.
  4. Explain how a student can learn to identify and prioritize his or her own treatment* goals.
*Treatment refers to conceptual and strategy-based frameworks for building understanding and use of social skills and social thinking.
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 the unique challenges of tweens/teens and young adults: The ILAUGH model and how it relates to this age group.  The Cascade of Social Attention.
10:30-10:40 Break
10:40-12:00 Discuss how different levels of social communication affect mental health and strategies to use with teens and young adults.
12:00-12:50 Break for Lunch
12:50-2:00 More strategies for increasing students' self-awareness of purpose, anxiety, motivation, accountability, responsibility, social networking, and social emotional transition planning.
2:00-2:15 Break
2:15-3:45
Acronym soup: The regulations related to moving into the adult world, strategies for managing anxiety, parents wear out! and defining success in transition planning.

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!

Thursday November 16

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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 Nov 1
187 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
4 $639.20 $599.25 $799.00 $719.10
*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
4 $559.30 $679.15 $799.00
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 Nov 13 Teaching Social Thinking to Early Learners through Stories and Play-Based Activities
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    Tuesday Nov 14 What Does Play Have to Do with Classroom Learning? Exploring Social Executive Functioning and Social Emotional Learning for Early Learners
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    Wednesday Nov 15 “I’m going to be a video game designer!” Helping Teens Prepare for the REAL Adult World
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    Thursday Nov 16 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.

 

Washington State Clock Hours

We offer WA State Clock Hours and Vocational Clock Hours for educators, 6 clock hours per course.

 

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.