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About

Pamela Crooke

PhD, CCC-SLP, Chief Strategy Officer

Pamela J. Crooke is the Chief Strategy Officer of Research, Content, Clinical Services and the Director of Social Thinking Training & Speakers Collaborative.


Pam has co-authored, with Michelle Garcia Winner, five award-winning books related to Social Thinking: Socially Curious and Curiously Social, You Are a Social Detective, Social Fortune or Social Fate, Social Town, and their most recent book geared to adults, Social Thinking at Work: Why Should I Care? She and Winner collaborate on writing articles and blogs that appear on the Social Thinking website and in a wide array of publications.

 

Prior to joining the Social Thinking team in San Jose, she coordinated the Autism interdisciplinary clinical services at the Tucson Alliance for Autism in Tucson, Arizona, served as a clinical and academic faculty member of three universities, and worked in the Arizona public schools for 15 years. Pam is a prolific speaker both here in North America and abroad, giving workshops, presentations, and training staff on Social Thinking. She is on the board and/or is a member of a wide range of organizations related to social thinking and speech-language services, and has been the recipient of several grants and awards related to autism spectrum disorders.

 

She received her B.S. and M.S. in Speech Pathology/Audiology from Idaho State University and PhD in 1996 from the University of Washington in Seattle.

 

Treatment efficacy in social and relational therapies for individuals with Asperger's Syndrome and high-functioning autism remains Pam's area of emphasis. Her research-based article documenting the effectiveness of using the Social Thinking vocabulary, "Brief report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA), (Crooke, Hendrix, & Rachman, 2008), was published in the Journal of Autism and Developmental Disorders.

 

Education

 

Institution
Degree
Year
Emphasis
Idaho State University
Pathology/Audiology
Pocatello, Idaho
B.S.
1986 Speech
Idaho State University
Pocatello, Idaho
M.S. 1987 Speech/Language Pathology
University of Washington
Seattle, Washington
Ph.D.
1994

Language Disorders
Treatment Efficacy

 

Related Employment

Date
Employer
Title/Position
2012 - Current Social Thinking
Chief Officer: Research/Clinical
2009 - Current
Social Thinking
Director: Speakers' Collaborative
2007 - Current
Social Thinking Center
Senior Therapist
2007 - 2012
San Jose State University
Faculty
2002 - 2007
University of Arizona
Faculty
Autism Clinic Extension - Coordinator
2000 - 2004
Assessment Associates
Tucson, AZ
Owner/Partner - Private Practice
Autism Consulting/Diagnostics
1992 - 2007

Tucson Unified School District
Tucson, AZ

Co-Coordinator - Autism Program
Autism Diagnostic Team - TUSD
Speech/Language Pathologist

 

Publications (Books, Articles, Peer Reviewed)

Crooke, P. J., & Olswang, L. (2015-in press). Practice-based Research: Another Pathway for Closing the Research-Practice Gap. Journal of Speech, Language, and Hearing Research.

Lee, K. Y. S., Crooke, P. J., Lui, A.L.Y, Kan, P.P.K, Luke, K.L, Mak, Y.M, Cheung, P.M.P, Cheng, L., & Wong, I. (2015). The outcome of a social cognitive training for mainstream adolescents with social communication deficits in a Chinese community, International Journal of Disability, Development and Education, doi:10.1080/1034912X.2015.1065960

Winner, M.G. & Crooke, P. J. (2014). Executive functioning and social pragmatic communication skills: Exploring the threads in our social fabric. Perspectives on Language Learning and Education, Vol. 21 (2), pp. 42-50.

Winner, M. G. & Crooke P.J. (2013). Social Learning and Social Functioning: Social Thinking's Cascade of Social Functioning. Attention Magazine.

Madrigal, S., Winner, M., & Crooke, P, (2012). Social Town Citizens Discover 82 New Unthinkables. Think Social Publishing, Inc., San Jose, CA.

Crooke, P. & Winner, M. (2011) Social Fortune or Social Fate: A social thinking graphic novel map for social learning quest seekers, Think Social Publishing, Inc., San Jose, CA.
Award: (2012) International Book Awards Finalist for Young Adult: Educational

Winner, M. & Crooke, P. (2011). Social Thinking At Work – Why should I care? Think Social Publishing, Inc., San Jose, CA.
Award(s)
(2012) Finalist in “General Self-Help” International Book Awards and
Finalist in the "Best New Self-Help Book" Category

Winner, M. & Crooke, P. (2011). Thinking about Thinking: Social Communication for adolescents with Autism. ASHA Leader Magazine, MD.

Winner, M., Crooke, P, & Madrigal (2010). It’s a Girl Thing or Is it?: Social Thinking and Social Skills in Girls, Teens, and Women with Social Learning Issues, Autism Asperger Digest,

Winner, M. G. & Crooke P. J. (2009). Assessing the Social Mind in Action: The Importance of Informal Dynamic Assessments, Autism News:Education/Therapy, Vol. 5(2), pp. 12-16.

Winner, M. & Crooke, P. (2009). Social Thinking: A Training Paradigm for Professionals and Treatment Approach for Individuals with Social Learning/Social Pragmatic Challenges
Perspectives on Language Learning and Education, 16 62-69

Winner, M. & Crooke, P. (2009). Socially Curious and Curiously Social: A social thinking guidebook for Bright Teens and young adults. Think Social Publishing, San Jose, CA.
Award(s):
(2012) International Book Awards Finalist - Youth Issues
(2012) International Book Awards Winner - Children's/Mind/Body/Spirit

Winner, M.G. & Crooke, P. (2008). You are a social Detective: Explaining social thinking to kids, Think Social Publishing, San Jose, CA.
Award(s):
(2012) Autism Society of America: Literary Excellence Award
(2012) NAPPA Parenting Award
(2012) Mom’s Choice Award

Crooke, P., Hendrix, R., & Rachman, J. (2008). BRIEF REPORT: The effectiveness of teaching social thinking to adolescents with asperger syndrome and high functioning autism. Journal of
Autism and Developmental Disorders
(38) 3.

Kreiymeyer, K., Crooke, P., Drye, C., Egbert, C., & Klein, B. (2000). Observed Outcomes of a co-enrolled Classroom: Teachers’ Perspectives. In Antia, S. and Stinson, M., (Eds.), Inclusive  Education for Deaf and Hard of Hearing Students, Volta Review Monographs.
 

Presentations (2009 - Present)

  • 100+ full day workshops/conferences addressing various Social Thinking topics around various states in the United States
  • International Meeting of Autism Research (2014)
  • Geneva Center (Autism Research)

 

International:

 

  • 2009-2015: Social Thinking conferences/workshop topics: Israel, Singapore, Australia, Hong Kong, Canada, Philippines, Malaysia, Argentina, Guatemala, and Spain.

 

Speech/Language:

 

  • American Speech, Language and Hearing Convention Invited Session (2013): Implementation Science: Moving Evidence Into Practice & Giving Practice Evidence
  • American Speech, Language and Hearing Convention (2009, 2010, 2011, 2012, 2013, 2014, 2015)

 

Crooke, P., Hendrix, R., & Rachman, J. (2008) Teaching Social Thinking to Children with Asperger Syndrome and High Functioning Autism: An Effectiveness Study, Poster Session for California Speech, Language & Hearing Association

Crooke, P., Hendrix, R., & Rachman, J. (2007) Teaching Social Thinking to Children with ASD: An Effectiveness Study, American Speech Language, & Hearing Association National Conference, Boston, Massachusetts.

Crooke, P. (2006) Communication and Social Thinking in Children with Autism Spectrum Disorders
(Invited Speaker), NSSLHA Regional Conference, Phoenix, Arizona.

Crooke, P. (2005) Facilitating Social Exchanges Using a Peer Template, Poster Session, American Speech, Language, & Hearing Association National Convention, San Diego, California.

Crooke, P. (2004) Talking Template: Structured Peer Interviews with Children Diagnosed with Autism, Poster Session, Arizona Speech and Hearing Association State Convention.

 

University Courses (Primary Instructor):

 

University of Arizona: Clinical Instructor - graduate clinical practicum and diagnostics (2002-2007)
Autism Course (2005-2006)

San Jose State University: Clinical Faculty for diagnostics coursework and practicum (2007-2012) and Academic Faculty for Language Disorders (Spring 2011)

Professional/Organizational Activities

  • 2013 - 2014 ASHA Foundation Implementation Science Taskforce
  • 2007 - 2012 Chapel Haven West Advisory Board Member
  • 2007 - Present Teach SOCIAL! Silicon Valley Board Member
  • 2006 - 2010 Vanguard Advisory Board Member
  • 1987 – Present American Speech, Language and Hearing Association (ASHA)
  • 2007 – Present California Speech, Language and Hearing Association (CaSHA)
  • 2007 – Present Santa Clara County Speech, Language Hearing Association (SccSLHA)
  • 1990 – Present Autism Society –National (ASA)
  • 2003 – 2007 Arizona Speech, Language and Hearing Association (ArSHA)
  • 2004 - 2007 Tucson Alliance for Autism Board Member

 

Grant/Foundation Activities & Awards:

  • California Speech, Language and Hearing Association (CSHA), District 4 – Outstanding Achievement Co-recipient with Michelle Garcia Winner, 2011
  • Crooke, P. & Jacques, N. (2008) Special Hope Foundation; Social Thinking in the Schools ($50,000)
  • Crooke, P. (2005-present) Tucson Alliance for Autism – Anonymous Donor ($100,000 annually)
  • Crooke, P. (2007) The WEST Grant for Children with Autism ($8500)
  • Crooke, P. (2005) Alltel Grant for Infusing Art into Educating Children with Autism ($1500)
  • Crooke, P. (2004) Volpe Fund for Children with Asperger Syndrome ($10,000).
  • Crooke, P. (2003). Providing Education for Children with Autism and Related Communication Disorders. Robidoux Foundation ($20,000).
  • Crooke, P. & Tucker, C. (1999-2002) Educational and Communicative Interventions for Children with Autism. Robidoux Foundation ($3000/year).
  • Tom Jenkins Award for Outstanding Clinical Service to Individuals with Autism – October 2005.

Financial Disclosure

Financial: Pamela Crooke is employed by Think Social Publishing, Inc. as an author/speaker and receives compensation for her presentations. She is also employed by the Social Thinking clinic as a therapist. She receives no royalties for her books or publications.

Non-financial: No relevant non-financial relationship exists.

Honors & Awards

  • Outstanding Achievement Award, California Speech- Language-Hearing Association (CSHA)

    Outstanding Achievement Award, California Speech- Language-Hearing Association (CSHA)

    California Speech, Language and Hearing Association (CSHA), District 4 – Outstanding Achievement Award to Dr. Pamela Crooke and Michelle Garcia Winner.

  • Tom Jenkins Award Award for Oustanding Clinical Service to Individuals with Autism

    Tom Jenkins Award Award for Oustanding Clinical Service to Individuals with Autism

    Dr. Pamela Crooke received the Tom Jenkins Award for Outstanding Clinical Service to Individuals with Autism – October 2005.

Course Expertise

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

<p><span>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 that 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&mdash;and learn strategies to improve each of the above! Rounding out the day: learn essential tips for effective IEP goal writing and data keeping. </span></p>

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

<p><span>Delve into the mind of a person with social learning challenges. Our Informal Dynamic Social Thinking Assessment Protocol includes four unique assessment tasks, shown through video, to uncover how our students process and respond to social information in real time. Learn related strategies to boost treatment plans and/or use at home. Explore three core Social Thinking frameworks and strategies to use immediately: Social Behavior Mapping, the Friendship Pyramid, and the Spirals of Social Anxiety. Discuss factors to consider when running effective Social Thinking treatment groups. </span></p>

Implementing Social Thinking Concepts and Vocabulary: A Day to Develop Team Creativity (ages 5 - young adult)

<p>Learn more than 20 Social Thinking strategies and three core treatment frameworks. Help individuals 1) understand social context and tailor their behaviors accordingly 2) learn core Social Thinking Vocabulary and concepts to encourage social communicative competence in groups 3) share an imagination to better understand and respond to others. Discover tools for teaching self-regulation, executive functioning, emotional understanding, and theory of mind/perspective taking. Work in teams to develop lesson plans to implement new strategies in the home, clinic, or classroom the very next day. People love this hands-on, engaging workshop!</p>

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

<p>Adolescence is a complicated time. Some students are willing learners while others appear resistant to helping themselves or others. What&rsquo;s a parent or professional to do? This course translates peer-reviewed published research on adolescent psychology, motivation, self-awareness, social anxiety, social learning challenges, independence, and more into hands-on strategies, clear frameworks, and concepts that we&rsquo;ll explore and discuss. By day&rsquo;s end, you&rsquo;ll have a larger toolkit to assist students in learning about their own executive functioning, sharpening their perspective taking, and developing their own personal public relations and self-management campaigns. </p>

Let’s Get Real: Tackling Dilemmas Faced by Adults with Social Learning Challenges (ages 14 - mature adult)

<p>Help bright adults with social learning challenges stay on track by identifying the common social breakdowns that cause them to veer out of relationships or fall off career tracks. Learn the difference between a <em>social informer</em> and a <em>social relator</em>, how emotions synchronize with our conversations, and build the social competencies needed for independent adulthood. Discover the Five Steps to Social Thinking Psychology and the Social Thinking Social-Emotional Chain Effect to which we all subconsciously react and respond. Adults benefit from direct teaching of Social Thinking and related social skills. Come learn what you can do to help!</p>

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

<p><span>Delve into strategies for our more literal learners who may have ASD, ADHD, language learning, or sensory integration challenges. These students are often perplexed by the abstractions of school curriculum, show marked difficulty in reading social cues, and may appear aloof and less organized.&nbsp;Discover how best to teach based on the individual&rsquo;s age and how to enhance learning through inclusion. Explore lessons that translate abstract social concepts into concrete ideas that can help improve social understanding. Participants are provided with tools to tie social treatment plans to educational standards at the state level (including the Common Core). Audience members love the many video examples and treatment tools! <br /> </span></p>

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

<p>Explore the needs of nuance-challenged social communicators who may have diagnoses such as Asperger&rsquo;s syndrome, ASD, ADHD, or Social Anxiety. Often part of mainstream classes, these individuals struggle with the intricacies of social relationships, homework assignments, and working in peer-based groups. Discover effective strategies that encourage perspective taking and executive functioning while attending to mental health. Leave with nuance-based social learning lessons for use in both treatment plans and the classroom to help improve performance for educational standards at the district and state levels (including the Common Core).</p>

Social Thinking Meets RTI and PBS: Social Thinking as a School Wide Systems Approach (ages 5 - young adult)

<p><span>This presentation explores implementing Social Thinking concepts in a school setting already utilizing RTI, PBS or other initiatives.&nbsp;Designed to address the diverse learning needs of all students, participants will explore how Social Thinking concepts can be integrated into the core curriculum to increase access to the Common Core.&nbsp;Learn how teaching Social Thinking concepts enhances student learning at the benchmark level, while decreasing behavioral and discipline referrals at the strategic and intensive levels. <br /> </span></p>

Social Detective, Superflex®, and Friends Take On Social Emotional Learning (ages 5 - 14)

<p>You've asked for this course! Learn how to effectively use two of our key teaching materials: our award-winning first book in the Superflex series, <em>You are a Social Detective!</em> and our <em>Superflex Curriculum</em> to boost social awareness, social learning, and self-regulation. Lessons support Social and Emotional Learning, Positive Behavioral Interventions and Supports, and Response to Intervention. These books are designed for elementary school-age children, but we explain how to modify them for use with slightly older and younger kids. Interactive, creative group activities abound in this conference to help our kids transform into social thinkers.</p>

Speaking In

Related Products

Recent Articles

9 Strategies to Encourage Generalization of Social Thinking® Concepts and Related Social Skills

Author(s): Michelle Garcia Winner and Dr. Pamela Crooke

Our goal within treatment is to increase overall social competencies, and not to address, per se, a list of specific skills for specific situations (e.g., sharing toys at home or asking questions during an outing). By focusing on social competency, we are teaching individuals that their own understanding travels with them from place to place. The following is an outline of how to engage in a social learning process that includes and naturally fosters “generalization” across people, time and space.

Read More

10 DOs and DON'Ts for Teaching Superflex

Author(s): Pamela Crooke and Michelle Garcia Winner

Superflex® has become super-popular! We have enjoyed hearing from so many people around the world about their love of Superflex and the Team of Unthinkables and Thinkables and the positive effect the Superflex curriculum has on helping individuals become better social thinkers and social problem solvers!

Read More

A How To Guide for Measuring Social Thinking Progress

Author(s): Michelle Garcia Winner and Pamela Crooke

Whenever we talk about the complexities of data collection, questions arise such as: What do we do with insurance companies who only want to see numbers and scores? How do we work within our school district's policy for showing data? How do we write goals and objectives that comply with the academic standards, but still reflect the social learning needs of the student?

Read More

Adults and Being Social: We're all a Work in Progress!

Author(s): Michelle Garcia Winner and Pamela Crooke

Here's the bottom line: The general public expects adults who do not manifest obvious social skills problems to use good social skills at work and in the community.

Read More

Assessing the Social Mind in Action: The Importance of Informal Dynamic Assessments

Author(s): Michelle Garcia Winner and Pamela Crooke

While most of us engage in social interaction/regulation intuitively, many students with social learning challenges who have good to excellent language and cognition (e.g., High Functioning Autism, Pervasive Developmental Disorder-Not Otherwise Specified, Asperger Syndrome and/or Attention Deficit Disorder) are weak in their ability to think about how we think socially.

Read More

Change your Ways! (Warning - It's Not as Easy as it Sounds)

Author(s): Pamela Crooke

For most of us, the drive to change our own behavior emerges on or around January 1st with the dawn of a new year and new possibilities for self-improvement. Lose a little weight, stop smoking, exercise more, and eat leafy greens seem to be among the favorites. Most of us are pretty conservative and only select 1 (maybe 2) goals to tackle each year.

Read More

DOs and DON'Ts for Working with Students in Social Thinking® Groups

Author(s): Michelle Garcia Winner and Pamela Crooke

As we travel around the country, people are often interested in what we recommend as the “DOs and DON’Ts” related to Social Thinking philosophy and treatment. We start out by saying: be flexible! Be an observer, be supportive, be present! It turns out that what we teach our students and clients is sound advice for us as well.

Read More

I'm Doing Social Thinking - But Where Is The Evidence?

Author(s): Dr. Pamela Crooke and Michelle Garcia Winner

We all want to use interventions and practices based on the evidence, but how do we explain the many moving parts and evidence related to Social Thinking? In this article we walk you through how to make connections between research-based theory to Social Thinking’s treatment frameworks to our related strategies and activities. We also address the recent National Standards Project findings, define key components of the Social Thinking methodology, and provide thought-provoking examples of how you can explain that Social Thinking is actively part of evidence-based practices.

Read More

Research to Frameworks to Practice: Social Thinking's Layers of Evidence

Author(s): Dr. Pamela Crooke and Michelle Garcia Winner

We all want to use interventions and practices based on the evidence, but how do we explain the many moving parts and evidence related to Social Thinking? In this article we walk you through how to make connections between research-based theory to Social Thinking’s treatment frameworks to our related strategies and activities. We also address the recent National Standards Project findings, define key components of the Social Thinking methodology, and provide thought-provoking examples of how you can explain that Social Thinking is actively part of evidence-based practices.

Read More

Social Thinking®: A Developmental Treatment Approach for Students with Social Learning/Social Pragmatic Challenges

Author(s): Michelle Garcia Winner and Pamela Crooke *Peer-Reviewed Publication*

Teaching students with social learning/pragmatic challenges what neurotypical children learn intuitively is an act that blends art and science. This article will describe the development of social learning and social communication and their relationship to social skills. A training and treatment framework referred to as “Social Thinking” will be introduced.

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Social Thinking and Common Core Standards

Author(s): Michelle Garcia Winner and Pamela Crooke

Social Thinking has always stressed the importance of the connection between social learning and the core academic standards and now the latest version of the academic standards, called the Common Core Standards (CCSs), recognizes Speaking and Listening as an integral part of learning. Standards included in the new CCSs include concepts related to collaboration, cooperation, understanding other’s minds or point of view, analysis of fiction, understanding bias in our media and science, just to name a few!

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Social Thinking® in the Landscape of Evidence-Based Practices

Author(s): Pamela Crooke and Michelle Garcia Winner

Evidence-Based Practice (EBP) is a term that is now commonplace amongst educators, therapeutic professionals, and parents. Rightly so-we all want evidence for our actions! But what exactly does the phrase "evidence-based" mean in the context of our practices? Where did it come from and how does it relate to the Social Thinking® methodology?

Read More