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About

Ryan Hendrix

MS, CCC-SLP

Ryan Hendrix is a Social Cognitive Therapist at Social Thinking Stevens Creek in San Jose and a private therapist in San Francisco. She trained and works directly with Michelle Garcia Winner and Dr. Pamela Crooke. Her diverse caseload experience includes preschool-age children through young adults with varying levels of social cognitive learning challenges.


In addition to running groups, she actively collaborates with families and related professionals (teachers, resource specialists, psychologists, etc.) on ways to promote carryover and generalization of learning outside of the clinic setting. Ryan also helps supervise and train graduate students and clinicians in their clinical fellowship year and does ongoing mentorships within the Social Thinking Stevens Creek clinic.

 

Ryan received her Bachelor's Degree in Psychology with a minor in Art Therapy and her Master's Degree in Speech-Language Pathology from the University of Arizona. While at the U of A, Ryan met Dr. Crooke, who introduced her to the unpredictable, quirky world of Social Thinking. Having grown up with a close family friend with Asperger's Syndrome, the concepts and lessons resonated strongly with her. Throughout graduate school and during her clinical fellowship year as part of the Autism Clinic Extension, Ryan conducted evaluations, designed and implemented treatment programs, and developed and led individual and group-based programs for children and adolescents ages 4-15 on the autism spectrum. Together with Dr. Crooke, she put together a research project to examine the efficacy of Social Thinking therapy. They later authored a published journal article discussing the results of the pilot study and presented the preliminary results in a technical session at ASHA in 2007.


Following graduation, Ryan continued implementing Social Thinking principles as a Speech-Language Pathologist at the Tucson Medical Center. There she worked with children ages 1-12 with a variety of cognitive and communication impairments. She also collaborated and co-treated with occupational and physical therapists. When opportunity knocked in late 2007, she followed Dr. Crooke west to the Center for Social Thinking.


Ryan's artistic and creative talents allow her to present lessons in a visual, fun, and engaging manner. Working with a variety of ages and levels allows Ryan to sit on the floor, fly around in a cape, and create Superflex tools then turn around and explore the concept of a clique, the social fates and fortunes of working as a group, and break down the hidden rules of hanging out at a coffee shop. She is passionate about Social Thinking and the students and families she works with and enjoys collaborating with them and with their teams to take Social Thinking beyond the clinic walls.


Ryan, along with coauthors Kari Zweber Palmer, Nancy Tarshis, and Michelle Garcia Winner, created the Incredible Flexible You, a Social Thinking curriculum for the preschool and early elementary years, published by Social Thinking Publishing. She has thoroughly enjoyed creating a product that melds what we know about social development with the powerful concepts of Social Thinking and making it accessible to this group of learners and their teams and families. She is currently working with the team on Volume two.


Ryan truly enjoys sharing this information with families and professionals in both small settings and conferences and brings the concepts and strategies to life through stories and humor.


Other Experience

  • Group Facilitator, Asperger Syndrome/High Functioning Autism Social Groups in the Tucson community.
  • Developed, organized, and led in-home social play groups for children with social cognitive deficits from 6 to 15 years of age
  • Instructor and volunteer, Art*Works Art Therapy Center
  • Created and implemented literacy-based programming for adults with developmental disabilities
  • Programmed and supervised art and collaborative cooking studios
  • Designed and taught activities for daily living and life skills

 

Professional Affiliations

  • American Speech Language and Hearing Association (ASHA) member
  • California Speech Language and Hearing Association (CSHA) member

 

Personal

Ryan lives with her husband, young daughter, and two dogs in San Francisco. The sights and sounds of a busy city are a big departure from the desert southwest where she grew up, but she loves to get out and explore the area and all of the wonderful things it has to offer, especially the food!

 

Financial Disclosure

Financial: Author/speaker for Thinks Social Publishing, Inc. and receives speaking fees and royalty payments. She is also employed by the Social Thinking clinic as a therapist.

Non-­financial: No relevant non-­financial relationships exist. 

Related Products

Recent Articles

Talking About Brain Smarts - How My Brain is Wired

Author(s): Ryan Hendrix

When we work with students with social learning challenges on their social thinking and related social skills, we’re asking them to talk about and work on something their brains don’t make easy for them, which can be difficult and anxiety provoking at times. See how to use the visual ideas of brain smarts, brain wires, and social smarts to make these concepts more concrete and create a more productive conversation.

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Thinking Flexibly About We Thinkers! Volume 1 Social Explorers: Your Questions, Answered

Author(s): Ryan Hendrix, Kari Zweber Palmer, Nancy Tarshis and Michelle Garcia Winner

If current trends continue, universal preschool is the next big educational initiative coming our way. And, we are thrilled about it. Study after study demonstrates the benefits of starting education early, and that education is the best way to close the income gap for disadvantaged students. It’s also the best way to provide those rich and supported collaborative learning and play experiences our children with social cognitive learning challenges need to help them close the social gap.

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Why Social Thinking Developed an Interactive Play Scale (GPS) and How This Relates to Classroom Participation

Author(s): Michelle Garcia Winner, Nancy Tarshis, Kari Zweber Palmer and Ryan Hendrix

Kids come to the classroom with differing abilities. Those who are more "me based" or adult based players are not as likely to naturally figure out the dynamics of a playground or a classroom, while those with stronger "we based" play skills tend to be more fluid in their ability to attend and learn in larger groups. Learn about our new Interactive Play Scale and how you can use our tools to help the children you work with improve their social understanding through play.

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