A Methodology to Infuse Evidence-Based Practices
The Social Thinking Methodology embraces what the literature tells us about working directly with individuals who have social learning challenges (e.g., Social Communication Disorder, ADHD, Learning Disabilities, Twice Exceptional, Autism Spectrum Levels 1 and 2, etc.) and promotes the use of visual supports, modeling, naturalistic teaching, and self-management. Also, the methodology anchors to the research in fields that study how individuals evolve and develop to function in society. Many of the components of Social Thinking fit well into the multi-tiered research-based implementation framework of Positive Behavioral Intervention and Supports (PBIS). And while PBIS is not an approach, it is a framework that encourages schools to consider the uptake of a variety of practices where the "mutually beneficial relationship between academic and social behavior student success is highlighted (Chard, Harn, Sugai, & Horner, 2008; Sugai, Horner, & Gresham, 2002). In the same vein, CASEL's five Social and Emotional Learning (SEL) Core Competencies are reflected within and throughout the Social Thinking Methodology.
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