Throughout our 25+ years of research, practice, and teaching, we’ve found that when children as young as four years old learn the mechanics of why and how we use our social minds to foster social and emotional awareness and self-monitoring—it helps them develop deeper insights and foundational social competencies that follow them throughout their lives. Help children build foundational social competencies and essential life skills through stories, lessons, and play activities. Social Thinking's Free Stuff for early learners is designed to be used with both typically developing children and those with social learning differences.

Social expectations grow as children go through elementary school—they are expected to become stronger social observers, problem solvers, and know how to regulate their own emotions and behaviors. Engaging in a social emotional thinking/feeling based process can be difficult at times for everyone. Our role as (teachers, speech-language pathologists, therapists, clinicians, parents, and caregivers is to help motivate social learners to "do the work" and explore how we all share social expectations, thoughts, feelings, make mistakes and try again as we learn to navigate our way toward our social goals. Social Thinking's Free Stuff for school age students is designed to be used with both typically developing children and those with social learning differences.

The Social Thinking Methodology first developed from our work with high schoolers. It’s now the premier, go-to source for understanding the social world through an evidence-based lens, which encourages the ongoing development of teaching concepts, strategies, and tools for working with and supporting tweens and teens as they learn about themselves and others, as well as how to navigate meeting their own goals in the ever-changing landscapes within the social world. Social Thinking's Free Stuff for tweens and teens is designed to be used with both typically developing children and those with social learning differences.

Throughout our 25+ years of research, practice, and teaching, we’ve focused on the needs of young and mature adults and have found that when these social learners are presented with relevant and explicit concepts, tools, and practical strategies to make sense of evolving expectations within the social world, they can continue to learn to improve their social emotional problem solving. They’re able to gradually gain social competencies that help them, step by step, achieve their own social goals as they learn to navigate the complexities of the adult social emotional world.