Implementing Social Thinking Concepts and Vocabulary: A Day to Develop Team Creativity
In this course you will learn more than 20 Social Thinking strategies and three core treatment frameworks to guide individuals to better attend, interpret, problem solve, and respond to social information. Help individuals 1) observe and respond to situations based on the context and determine the “expected” behaviors of each situation, 2) learn core Social Thinking Vocabulary and concepts to encourage social-communicative competence, and 3) discover strategies 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 course!
Who should attend
Interventionists supporting ages 5 - young adult. At our conferences we share our latest frameworks, lessons, and strategies for teaching social thinking with a wide variety of interventionists, including: speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
- What You Will Learn
- CE Credit
It’s time to get practical! Using Social Thinking’s Social Competency Model, learn to guide individuals to better socially attend, interpret, problem solve and respond to social information. Explore how to teach three core treatment*-based frameworks and more than 20 unique strategies based on Social Thinking Vocabulary and related activities. Teach students to better interpret and respond to their social world by making smart guesses to discover hidden social rules. Learn systematic and logical ways to encourage social responsibility by learning about our own and others’ social thinking. Explore how our thinking about a situation and what we know about others can help us create the expected behaviors that support our relationships. Learn how we make these abstract concepts more concrete by reviewing a variety of activities through clinical examples. Our evidence-based Social Thinking Vocabulary is the foundation of our teaching programs, and research published in the Journal of Autism and Developmental Disorders (Crooke, et al.) demonstrates how individuals benefit from learning these concepts. The study found that once children were taught how to think about these concepts, they were able to generalize the information.
Social Thinking’s treatment-based frameworks and strategies can easily be used in conjunction with programs such as Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI) and other social and emotional learning (SEL) programs for all students.
Motivational developmental tools such as our We Thinkers! curricula for 4- to 7-year-olds, You Are a Social Detective! and Superflex… a Superhero Social Thinking Curriculum will also be reviewed to help participants see how these materials teach key lessons.
Participants will work in groups to learn how to use Social Thinking concepts to create their own lesson plan. We explore how to make lessons applicable across a variety of environments and focus on enabling students to apply these lessons in their lives. Most lessons are further explained in the book Think Social! A Social Thinking Curriculum for School-Age Students (Winner, 2005), which is used in schools around the world.
How does improving social competencies also improve academic performance? The Social Thinking Methodology recognizes that the social mind not only helps us interact with others, but also has a considerable impact on our success in school and later in life. We use our social competencies to understand the relationships of characters in a novel (impacting our reading comprehension), to write an effective essay that acknowledges the reader’s perspective, to understand that it’s not enough to do your homework, you have to turn it in for the teacher to know you did it! We use our social mind in almost everything we do throughout our life. In this course, we’ll discuss the important connection between social competencies and academic performance. For more information on this topic, check out the book: Why Teach Social Thinking? Questioning Our Assumptions About What It Means to Learn Social Skills.
*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
- Describe why the context or situation is key for figuring out social expectations and related social skills.
- Define at least five Social Thinking Vocabulary concepts.
- Describe how Social Thinking Vocabulary concepts facilitate generalization across settings.
- List and explain two strategies for teaching self-regulation and/or the social-emotional chain reaction.
- Define what is meant by sharing an imagination versus singular imagination.
This agenda may change without notice.
|7:30-8:30||Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee or tea while getting to know fellow attendees
|8:30-10:15||Introduction to understanding the link from research to frameworks to practice via layers of evidence supporting the Social Thinking Methodology. Explore the Four Steps of Communication, treatment strategies, and activities related to our thinking, our physical presence, and our eyes.
|10:30-12:00||Explore the language we use to relate to others. Delve into teaching the Four Steps of Perspective Taking and other treatment frameworks.
|12:50-2:15||Demonstrate how motivational developmental tools incorporate the Social Thinking Methodology’s core teachings into established and sequenced lessons.
||Discover tools for social self-regulation: emotional understanding, emotion compression, and the Superflex curriculum. If time permits, we also teach how to avoid errors when teaching components within the methodology.
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!